Generalized Jacobi identities and ball-box theorem for horizontally regular vector fields

We consider a family of vector fields and we assume a horizontal regularity on their derivatives. We discuss the notion of commutator showing that different definitions agree. We apply our results to the proof of a ball-box theorem and Poincar\'e inequality for nonsmooth H\"ormander vector fields.Comment: arXiv admin note: material from arXiv:1106.2410v1, now three separate articles arXiv:1106.2410v2, arXiv:1201.5228, arXiv:1201.520

On Hierarchical Graphs: Reconciling Bigraphs, Gs-monoidal Theories and Gs-graphs

Abstract. Compositional graph models for global computing systems must account for two relevant dimensions, namely nesting and linking. In Milner’s bigraphs the two dimensions are made explicit and represented as loosely coupled structures: the place graph and the link graph. Here, bigraphs are compared with an earlier model, gs-graphs, based on gs-monoidal theories and originally conceived for modelling the syntactical structure of agents with α-convertible declarations. We show that gs-graphs are quite convenient also for the new purpose, since the two dimensions can be recovered by introducing two types of nodes. With respect to bigraphs, gs-graphs can be proved essentially equivalent, with minor differences at the interface level. We argue that gs-graphs have a simpler and more standard algebraic structure for representing both states and transitions, and can be equipped with a simple type system (in the style of relational separation logic) to check the well-formedness of bounded gs-graphs. Another advantage concerns a textual form in terms of sets of assignments, which can make implementation easier in rewriting frameworks like Maude. Vice versa, the reactive system approach developed for bigraphs needs yet to be addressed in gs-graphs.

Almost exponential maps and integrability results for a class of horizontally regular vector fields

We show a higher order integrability theorem for distributions generated by a family of vector fields under a horizontal regularity assumption on their coefficients. We use as chart a class of almost exponential maps which we discuss in detailsComment: arXiv admin note: material from arXiv:1106.2410v1, now three separate articles arXiv:1106.2410v2, arXiv:1201.5228, arXiv:1201.520

Measurement of the muon decay spectrum with the ICARUS liquid Argon TPC

Examples are given which prove the ICARUS detector quality through relevant physics measurements. We study the muon decay energy spectrum from a sample of stopping muon events acquired during the test run of the ICARUS T600 detector. This detector allows the spatial reconstruction of the events with fine granularity, hence, the precise measurement of the range and dE/dx of the muon with high sampling rate. This information is used to compute the calibration factors needed for the full calorimetric reconstruction of the events. The Michel rho parameter is then measured by comparison of the experimental and Monte Carlo simulated muon decay spectra, obtaining rho = 0.72 +/- 0.06(stat.) +/- 0.08(syst.). The energy resolution for electrons below ~50 MeV is finally extracted from the simulated sample, obtaining (Emeas-Emc)/Emc = 11%/sqrt(E[MeV]) + 2%.Comment: 16 pages, 8 figures, LaTex, A4. Some text and 1 figure added. Final version as accepted for publication in The European Physical Journal

The Long-Baseline Neutrino Experiment: Exploring Fundamental Symmetries of the Universe

The preponderance of matter over antimatter in the early Universe, the dynamics of the supernova bursts that produced the heavy elements necessary for life and whether protons eventually decay --- these mysteries at the forefront of particle physics and astrophysics are key to understanding the early evolution of our Universe, its current state and its eventual fate. The Long-Baseline Neutrino Experiment (LBNE) represents an extensively developed plan for a world-class experiment dedicated to addressing these questions. LBNE is conceived around three central components: (1) a new, high-intensity neutrino source generated from a megawatt-class proton accelerator at Fermi National Accelerator Laboratory, (2) a near neutrino detector just downstream of the source, and (3) a massive liquid argon time-projection chamber deployed as a far detector deep underground at the Sanford Underground Research Facility. This facility, located at the site of the former Homestake Mine in Lead, South Dakota, is approximately 1,300 km from the neutrino source at Fermilab -- a distance (baseline) that delivers optimal sensitivity to neutrino charge-parity symmetry violation and mass ordering effects. This ambitious yet cost-effective design incorporates scalability and flexibility and can accommodate a variety of upgrades and contributions. With its exceptional combination of experimental configuration, technical capabilities, and potential for transformative discoveries, LBNE promises to be a vital facility for the field of particle physics worldwide, providing physicists from around the globe with opportunities to collaborate in a twenty to thirty year program of exciting science. In this document we provide a comprehensive overview of LBNE's scientific objectives, its place in the landscape of neutrino physics worldwide, the technologies it will incorporate and the capabilities it will possess.Comment: Major update of previous version. This is the reference document for LBNE science program and current status. Chapters 1, 3, and 9 provide a comprehensive overview of LBNE's scientific objectives, its place in the landscape of neutrino physics worldwide, the technologies it will incorporate and the capabilities it will possess. 288 pages, 116 figure

Contextualização no ensino de estatística: uma proposta para os anos finais do ensino fundamental

Acompanha: Sequência de ensino contemplando a estatística nos anos finais do ensino fundamental segundo pressupostos da contextualizaçãoThe present study aimed to examine the contributions that a sequence of teaching based on assumptions of contextualization can bring to the teaching of statistics in the final years of basic school. The literature review concerning the teaching of statistics relies on Cazorla (2002), Lopes (2003, 2008, 2010a, 2010b), Silva (2007), Andrade (2008), Cazorla, Kataoka and Silva (2010), Jacobini et al. (2010), Campos, Wodewotzki and Jacobini (2011), among others. As for context, the literature review supported by Brazil (1998b, 1999), Tufano (2001), Pais (2002, 2010), Ramos (2004), (2005), Sadovsky (2007), Luccas (2011), among others. With the intention of achieving the proposed goal, was developed in the year 2011 a applied research, interpretive analysis and qualitative, descriptive in a batch of students of 7° year of basic school to a State public College of the city of Ponta Grossa, Paraná. The review of literature pertaining to the search features based on Gil (1991, 2006), Chizzotti (2003, 2008), Silva and Menezes (2005), Moreira and Caleffe (2008), Alves-Mazzotti (2011), Sarmento (2011), Teixeira (2011), among others. First was conducted an analysis of previous performance of the students on the basic content of statistics, based on a diagnostic instrument called pre-test. Then it was applied a sequence of teaching directed to basic statistical content, through the use of data collected in their own class, i.e. through contextualization. It emerged during the implementation of education, a greater interest and motivation of students to classes, as well as greater involvement of learners with the contents. The results of the analysis of the performance of the students after teaching sequence showed that this contributed to a significant gain on the acquisition of basic statistical content by students of the final years basic school. It is considered that the activities undertaken with learners, contributed to the development of the skills of reasoning, thinking, and statistical literacy of those forming the necessary basis for that in the future these students can reach the level of statistical literacy that contemporary society requires. As the final product of this work was to elaborate a courseware to support teacher education sequence containing a contextualized on basic statistical content aimed at the basic school, which is attached to this dissertation.O presente trabalho teve como objetivo analisar as contribuições que uma sequência de ensino pautada nos pressupostos da contextualização poderá trazer para o ensino e aprendizagem de Estatística nos anos finais do Ensino Fundamental. A revisão de literatura referente ao ensino de Estatística apoia-se em Cazorla (2002), Lopes (2003, 2008, 2010a, 2010b), Silva (2007), Andrade (2008), Cazorla, Kataoka e Silva (2010), Jacobini et al. (2010), Campos, Wodewotzki e Jacobini (2011), dentre outros. Quanto a contextualização, a revisão de literatura apoia-se em Brasil (1998b, 1999), Tufano (2001), Pais (2002, 2010), Ramos (2004), Mello (2005), Sadovsky (2007), Luccas (2011), além de outros. Com a intenção de alcançar o objetivo proposto, foi desenvolvida no ano de 2011 uma pesquisa aplicada, qualitativa com análise interpretativa e, descritiva em uma turma de alunos do 7° ano do Ensino Fundamental de um colégio público estadual do município de Ponta Grossa, Paraná. A revisão de literatura referente às características da pesquisa fundamenta-se em Gil (1991, 2006), Chizzotti (2003, 2008), Silva e Menezes (2005), Moreira e Caleffe (2008), Alves-Mazzotti (2011), Sarmento (2011), Teixeira (2011), dentre outros. Primeiramente foi realizada uma análise do desempenho prévio dos alunos em relação a conteúdos básicos de Estatística, tendo como base um instrumento diagnóstico chamado pré – teste. Depois foi aplicada uma sequência de ensino direcionada a conteúdos básicos de Estatística, por meio da utilização de dados coletados na própria turma, ou seja, por meio da contextualização. Verificou-se durante a aplicação da sequência de ensino, um maior interesse e motivação dos alunos para as aulas, além de um maior envolvimento dos educandos com os conteúdos estudados. Os resultados da análise do desempenho dos alunos após a aplicação da sequência de ensino mostraram que essa contribuiu para que houvesse um ganho significativo quanto à aquisição de conteúdos básicos de Estatística por parte de educandos dos anos finais do Ensino Fundamental. Considera-se que as atividades realizadas com os educandos, contribuíram para o desenvolvimento das competências de raciocínio, pensamento e, letramento estatísticos desses, formando a base necessária para que futuramente esses alunos possam atingir o nível de letramento estatístico que a sociedade contemporânea exige. Como produto final deste trabalho foi elaborado um material didático de apoio ao professor contendo uma sequência de ensino contextualizada sobre conteúdos básicos de Estatística voltada ao Ensino Fundamental, o qual se encontra anexado a esta dissertação

Evidence for the 125 GeV Higgs boson decaying to a pair of tau leptons

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Search for massive resonances in dijet systems containing jets tagged as W or Z boson decays in pp collisions at √s=8 TeV

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Search for massive resonances decaying in to WW,WZ or ZZ bosons in proton-proton collisions at root s=13 TeV

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