Schroedinger vs. Navier-Stokes

[EN] Quantum mechanics has been argued to be a coarse-graining of some underlying deterministic theory. Here we support this view by establishing a map between certain solutions of the Schroedinger equation, and the corresponding solutions of the irrotational Navier-Stokes equation for viscous fluid flow. As a physical model for the fluid itself we propose the quantum probability fluid. It turns out that the (state-dependent) viscosity of this fluid is proportional to Planck's constant, while the volume density of entropy is proportional to Boltzmann's constant. Stationary states have zero viscosity and a vanishing time rate of entropy density. On the other hand, the nonzero viscosity of nonstationary states provides an information-loss mechanism whereby a deterministic theory (a classical fluid governed by the Navier-Stokes equation) gives rise to an emergent theory (a quantum particle governed by the Schroedinger equation).Fernández De Córdoba, P.; Isidro San Juan, JM.; Vazquez Molina, J. (2016). Schroedinger vs. Navier-Stokes. Entropy. 18(1):1-11. doi:10.3390/e18010034S11118

Entropy, Topological Theories and Emergent Quantum Mechanics

[EN] The classical thermostatics of equilibrium processes is shown to possess a quantum mechanical dual theory with a finite dimensional Hilbert space of quantum states. Specifically, the kernel of a certain Hamiltonian operator becomes the Hilbert space of quasistatic quantum mechanics. The relation of thermostatics to topological field theory is also discussed in the context of the approach of the emergence of quantum theory, where the concept of entropy plays a key role.Research supported by grant No. ENE2015-71333-R (Spain).Cabrera, D.; Fernández De Córdoba Castellá, PJ.; Isidro San Juan, JM.; Vazquez Molina, J. (2017). Entropy, Topological Theories and Emergent Quantum Mechanics. Entropy. 19(3). https://doi.org/10.3390/e19030087S19

Self-Description Questionnaire II (short version): evidence of reliability and validity in a sample of chilean adolescents

El objetivo de este estudio fue analizar la fiabilidad y validez de las puntuaciones de la versión breve del Self-Description Questionnaire II (SDQ-II-S) en población chilena. La muestra se compuso de 1255 adolescentes chilenos, con un rango de edad de 13 a 17 años (M = 15.10; DT = 1.30). El análisis factorial confirmatorio corroboró la estructura original de 11 factores correlacionados del SDQ-II-S. La multidimensionalidad del cuestionario también fue avalada por la pequeña magnitud de las correlaciones entre los 11 factores (M = 0.26). Los coeficientes alfa de Cronbach variaron desde 0.70 hasta 0.84, y se destacó una adecuada fiabilidad. Para profundizar en el análisis de la validez de constructo del SDQ-II-S, se relacionaron las puntuaciones de las diferentes escalas con puntuaciones en medidas de ansiedad (Inventario de Ansiedad Estado-Rasgo) y autoeficacia (Escala de Autoeficacia Percibida Específica de Situaciones Académicas). Los resultados pusieron de manifiesto que estos cuestionarios permiten analizar constructos diferenciados aunque relacionados. Los datos de este trabajo destacan que el SDQ-II-S presenta adecuadas propiedades psicométricas en población chilena, contrarrestando las carencias existentes en lo que respecta a la evaluación del autoconcepto, y resaltan interesantes aplicaciones tanto en el ámbito aplicado como en el de la investigación.This study sought to analyse the reliability and validity of the scores from the Short Version of the Self-Description Questionnaire II (SDQ-II-S). The sample consisted of 1255 Chilean adolescents with an age range of 13–17 years (M = 15.10; SD = 1.30). Confirmatory factor analyses verified the original correlated 11-factor structure of the SDQ-II-S. The multidimensionality of the questionnaire was also supported by small magnitude of correlations among factors (M = 0.26). Cronbach's alpha coefficients ranged from 0.70 to 0.84, showing adequate reliability. For further analyses of the construct validity of SDQ-II-S, scores of the different scales were related to scores on anxiety (State Anxiety Inventory-Trait) and self-efficacy measurements (Academic Situations Specific Perceived Self-Efficacy Scale). The results revealed that those questionnaires assess different –yet related– constructs. The data presented indicate that the SDQ-II-S shows adequate psychometric properties in the Chilean population, thereby countering the current scarcity of appropriate self-concept assessment measurements, and displaying interesting applications both in the applied and research areas

High temperature internal friction in a Ti–46Al–1Mo–0.2Si intermetallic, comparison with creep behaviour

Advanced gamma-TiAl based intermetallics Mo-bearing have been developed to obtain the fine-grained microstructure required for superplastic deformation to be used during further processing. In the present work we have studied an alloy of Ti-46.8Al-1Mo-0.2Si (at%) with two different microstructures, ascast material with a coarse grain size above 300 mu m, and the hot extruded material exhibiting a grain size smaller than 20 mu m. We have used a mechanical spectrometer especially developed for high temperature internal friction measurements to study the defect mobility processes taking place at high temperature. The internal friction spectra at different frequencies has been studied and analyzed up to 1360 K in order to characterize the relaxation processes appearing in this temperature range. A relaxation peak, with a maximum in between 900 K and 1080 K, depending on the oscillating frequency, has been attributed to Ti-atoms diffusion by the stress-induced reorientation of Al-V-Ti-Al elastic dipoles. The high temperature background in both microstructural states, as-cast and extruded, has been analyzed, measuring the apparent activation parameters, in particular the apparent energies of E-cast(IF) = 4.4 +/- 0.05 eV and E-ext(IF) = 4.75 +/- 0.05 eV respectively. These results have been compared to those obtained on the same materials by creep deformation. We may conclude that the activation parameters obtained by internal friction analysis, are consistent with the ones measured by creep. Furthermore, the analysis of the high temperature background allows establish the difference on creep resistance for both microstructural states. (c) 2015 Acta Materialia Inc. Published by Elsevier Ltd.This work was supported by the Spanish MICINN project CONSOLIDER-INGENIO 2010 CSD2009-00013, as well as by the Consolidated Research Group IT-10-310 from the Education Department and the project ETORTEK ACTIMAT from the Industry Department of the Basque Governmen

Diferenças de gênero e idade na evasão escolar em uma mostra de adolescentes chilenos

El presente estudio tuvo por objeto analizar las diferencias de género y edad en rechazo escolar, en una muestra de adolescentes chilenos. Participaron 2678 estudiantes de Educación Media, 1169 chicos y 1509 chicas, con edades comprendidas entre 13 y 18 años. El rechazo escolar se midió a través de la School Refusal Assessment Scale-Revised for Children (SRAS-R-C), que evalúa el rechazo para evitar situaciones que producen afectividad negativa (Factor I), escapar de situaciones sociales y/o evaluativas (Factor II), llamar la atención de personas significativas (Factor III) y obtener recompensas tangibles fuera del colegio (Factor IV). Los resultados derivados del análisis de varianza revelaron que las chicas puntuaron significativamente más alto que los chicos en el Factor I, mientras que los chicos puntuaron significativamente más alto que las chicas en los Factores II y IV. Asimismo, se hallaron diferencias de edad en los cuatro factores que componen el rechazo escolar.The aim of this study was to analyze gender and age differences on school refusal in a Chilean adolescents’ sample. 2678 Middle School students, 1169 boys and 1509 girls, between 13 and 18 years old participated in our research. School refusal was assessed by the implementation of the School Refusal Assessment Scale-Revised for Children (SRAS-R-C), which measures the refusal to avoid school-based stimuli provoking negative affectivity (Factor I), escape from aversive social and/or evaluative situations (Factor II), attention seeking from significant people (Factor III), and pursue of tangible rewards outside of school (Factor IV). Results derived from analysis of variance revealed that the girls scored notably higher than the boys in factor I, while the boys scored notably higher than the girls in factors II and IV. Additionally, age differences were found for the four factors that integrate school refusal.O presente estudo teve como objetivo analisar as diferenças de acordo com sexo e idade na evasão escolar em uma mostra de adolescentes chilenos. Participaram 2.678 estudantes do Ensino Fundamental e Médio, 1.169 alunos e 2.678 alunas, com idade entre 13 e 18 anos. A evasão escolar foi medida através da School Refusal Assessment Scale-Revised for Children (SRAS-R-C) que a avalia para evitar situações que produzam afetividade negativa (Fator I), escapar de situações sociais e/ou avaliativas (Fator II), chamar a atenção de pessoas significativas (Fator III) e obter recompensas tangíveis fora da escola (Fator IV). Os resultados da análise de variância revelaram diferenças significativas para o Fator I, em nome das alunas, e para os Fatores II e IV, em favor dos alunos. Também foram encontradas diferenças de idade entre os quatro fatores que compõem o abandono escolar

Predictive ability of anger on school anxiety chilean students of Secondary Education

La ira y la ansiedad están relacionadas a través de la vulnerabilidad biológica subyacente en ambos constructos, ya que los individuos reaccionan ante una amenaza con ira o ansiedad. Pero ¿tiene la ira la capacidad para predecir la ansiedad? En este estudio nos hemos propuesto analizar esta capacidad predictiva de la ira sobre la ansiedad escolar en una muestra de 1131estudiantes chilenos de Educación Secundaria, 560 chicos y 571 chicas (49,51% y 51,49%, respectivamente) todos ellos con edades comprendidas entre los 13 y los 18 años (M=15.30; DE=1.10). La expresión de la ira se midió con el State-Trait Anger Expression Inventory for Children and Adolescents (STAXINA) y la Ansiedad Escolar con el Inventario de Ansiedad Escolar (IAES). Los análisis de regresión logística revelaron que altas puntuaciones en sentimientos de ira, temperamento de ira, expresión interna de ira, ira-estado e ira-rasgo predicen la alta ansiedad. Estos resultados sugieren la necesidad de diseñar y desarrollar programas educativos que ayuden a los estudiantes a canalizar la expresión de la ira y disminuyan los niveles de ansiedad escolar.Anger and anxiety are related through the underlying biological vulnerability in both constructs, because individuals react facing to a threat with anger or anxiety. But, has the anger the ability to predict anxiety? In this study we have proposed to analyze the predictive ability of anger on school anxiety in a sample of 1131 Chilean students Secondary Education, 560 boys and 571 girls (49.51% and 51.49%, respectively) between 13 to 18 years (M = 15.30; SD = 1.10). The anger expression was measured by the State-Trait Anger Expression Inventory for Children and Adolescents (STAXINA) and School Anxiety with Anxiety Inventory School (IAES). The logistic regression analysis revealed that high scores on feelings of anger, anger temperament, internal expression of anger, rage and anger-state-trait predict high anxiety. These results suggest the need to design and develop educational programs that help students to direct the anger expression and decrease school anxiety levels.peerReviewe

Gender and age differences in self-concept in Chilean adolescent students

Investigaciones previas han puesto de manifiesto la importancia del estudio del autoconcepto durante la adolescencia. El objetivo de este estudio consistió en analizar las diferencias de género y edad en las distintas dimensiones del autoconcepto en una muestra de 1414 estudiantes chilenos de entre 13 y 18 años. El autoconcepto fue evaluado mediante la versión breve del SDQII. Los resultados evidenciaron diferencias de género para las dimensiones Autoconcepto Verbal, Apariencia Física, Sinceridad/Veracidad y Autoestima en favor de las jóvenes, así como diferencias en el Autoconcepto Matemático, Habilidades Físicas, Estabilidad Emocional y Relación con los Padres en favor de los varones. También se observó una tendencia en los alumnos de mayor edad a puntuar más alto en Autoconcepto Académico General, Habilidades Físicas, Apariencia Física, Relaciones con el Sexo Opuesto y Autoestima, que sus iguales de menor edad. Este mismo patrón, pero a la inversa, se obtuvo para las dimensiones de Autoconcepto Matemático, Verbal y Estabilidad Emocional. Los resultados no replicaron la tendencia de los varones, reportada en estudios previos, a valorar más positivamente su físico y a poseer una autoestima más elevada que las mujeres, así como a percibir más negativamente sus relaciones paterno-filiales.Previous researches have highlighted the importance of the study of self-concept in adolescence. The aim of this study was to analyse gender and age differences in several dimensions of the self-concept. The sample included 1414 Chilean students between 13 and 18 years old. The self-concept was assessed using the SDQII-Short form. Results revealed that girls scored significantly higher in Verbal, Physical Appearance, Honesty-Trustworthiness and Self-esteem self-concepts, whereas boys got higher scores in Maths, Physical Ability, Emotional Stability and Parents Relations self-concepts. It was also observed that older students scored higher in general Academic Self-concept, Physical Ability, Physical Appearance, Opposite Sex Relations and Self-esteem than their younger peers. This same pattern, but the other way round, was obtained for Maths, Verbal and Emotional Stability dimensions. The outcomes did not argue the tendency for men, reported in previous studies, to value more positively their physical appearance and to own higher self-esteem than women, as well as perceive more negatively their parent-child relationships

Relationship between attribution of success and failure and school anxiety in Chilean students of secondary education

El objetivo de este estudio fue comprobar la relación entre las atribuciones de éxito y fracaso académico en Lenguaje y Matemáticas, y la ansiedad escolar en estudiantes de educación secundaria chilenos. Participaron 1314 estudiantes de 15 establecimientos de la provincia de Ñuble, en Chile, cuyo rango de edad osciló entre 13 y 17 años (M = 15.55; DE = 1.32). La Ansiedad Escolar se evaluó con el Inventario de Ansiedad Escolar (IAES), y las atribuciones causales con la Sydney Attribution Scale (SAS). Los resultados mostraron que los estudiantes que atribuyeron menos sus éxitos y fracasos a causas externas en Lenguaje obtuvieron medias más altas de ansiedad escolar. Por otro lado, presentaron mayor ansiedad escolar los sujetos que atribuyeron menos sus éxitos a la capacidad en Matemáticas y más sus fracasos a la falta de capacidad tanto en Matemáticas como en Lenguaje. Por último, los estudiantes que atribuyeron más sus éxitos al esfuerzo en Lenguaje mostraron puntuaciones medias más altas en ansiedad escolar. Se concluye que los datos corroboran hallazgos anteriores y alertan acerca de la necesidad de atender estas problemáticas en los procesos pedagógicos.The aim of this study was to determine the relationship between attributions of academic success and failure in Language and Maths, and School Anxiety in Chilean high school students. It involved 1314 students from 15 secondary educational institutions, of Ñuble’s province in Chile, whose age range was from 13 to 17 years (M=15.55, SD=1.32). School Anxiety was assessed with the School Anxiety Inventory (SAI), and causal attributions with the Sydney Attribution Scale (SAS). Results showed that students who attributed less their successes and failures to external causes in Language had higher means in school anxiety. On the other hand, subjects who had higher school anxiety attributed their success due to less ability in Maths and their failures to the lack of ability in Maths and Language. Finally, students who attributed their success due to effort in Language showed higher means in school anxiety. We conclude that the data support previous findings and warn about the need to manage these issues in school processes

Predictive Ability of Academic Self-efficacy on Self-concept Dimensions in a Sample of Chilean Adolescents

El objetivo de este estudio fue analizar la capacidad predictiva de la autoeficacia académica sobre las dimensiones del autoconcepto en una muestra de 860 estudiantes chilenos. El análisis de regresión logística reveló que la autoeficacia académica fue un predictor positivo y significativo de las escalas académicas (Matemáticas, Verbal y Académica General), no académicas (Habilidades Físicas, Apariencia Física, Relaciones con el Sexo Opuesto, Relaciones con el Mismo Sexo, Relación con los Padres, Sinceridad- Veracidad), y de la escala de Autoestima, excepto de la escala de Estabilidad Emocional. Esta relación de predicción fue de mayor magnitud con las escalas académicas y autoestima.The aim of this study was to analyze the predictive power of academic self-efficacy on academic self-concept dimensions in a sample of 860 Chilean students. Logistic regression analysis revealed that the academic self-efficacy was a positive and significant predictor of academic scales (Math, Verbal, and General Academic), not academic (Physical Abilities, Physical Appearance, Relationships with the Opposite Sex, Relationships with the Same Sex, Relationship with Parents, Sincerity-Veracity), and Self-Esteem scale, except for the Emotional Stability scale. The predictive value was stronger in the academic dimensions and self-esteem