Azimuthal anisotropy of charged jet production in root s(NN)=2.76 TeV Pb-Pb collisions

We present measurements of the azimuthal dependence of charged jet production in central and semi-central root s(NN) = 2.76 TeV Pb-Pb collisions with respect to the second harmonic event plane, quantified as nu(ch)(2) (jet). Jet finding is performed employing the anti-k(T) algorithm with a resolution parameter R = 0.2 using charged tracks from the ALICE tracking system. The contribution of the azimuthal anisotropy of the underlying event is taken into account event-by-event. The remaining (statistical) region-to-region fluctuations are removed on an ensemble basis by unfolding the jet spectra for different event plane orientations independently. Significant non-zero nu(ch)(2) (jet) is observed in semi-central collisions (30-50% centrality) for 20 <p(T)(ch) (jet) <90 GeV/c. The azimuthal dependence of the charged jet production is similar to the dependence observed for jets comprising both charged and neutral fragments, and compatible with measurements of the nu(2) of single charged particles at high p(T). Good agreement between the data and predictions from JEWEL, an event generator simulating parton shower evolution in the presence of a dense QCD medium, is found in semi-central collisions. (C) 2015 CERN for the benefit of the ALICE Collaboration. Published by Elsevier B.V. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).Peer reviewe

Forward-central two-particle correlations in p-Pb collisions at root s(NN)=5.02 TeV

Two-particle angular correlations between trigger particles in the forward pseudorapidity range (2.5 2GeV/c. (C) 2015 CERN for the benefit of the ALICE Collaboration. Published by Elsevier B. V.Peer reviewe

Event-shape engineering for inclusive spectra and elliptic flow in Pb-Pb collisions at root(NN)-N-S=2.76 TeV

Peer reviewe

Pseudorapidity and transverse-momentum distributions of charged particles in proton-proton collisions at root s=13 TeV

The pseudorapidity (eta) and transverse-momentum (p(T)) distributions of charged particles produced in proton-proton collisions are measured at the centre-of-mass energy root s = 13 TeV. The pseudorapidity distribution in vertical bar eta vertical bar <1.8 is reported for inelastic events and for events with at least one charged particle in vertical bar eta vertical bar <1. The pseudorapidity density of charged particles produced in the pseudorapidity region vertical bar eta vertical bar <0.5 is 5.31 +/- 0.18 and 6.46 +/- 0.19 for the two event classes, respectively. The transverse-momentum distribution of charged particles is measured in the range 0.15 <p(T) <20 GeV/c and vertical bar eta vertical bar <0.8 for events with at least one charged particle in vertical bar eta vertical bar <1. The evolution of the transverse momentum spectra of charged particles is also investigated as a function of event multiplicity. The results are compared with calculations from PYTHIA and EPOS Monte Carlo generators. (C) 2015 CERN for the benefit of the ALICE Collaboration. Published by Elsevier B.V. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).Peer reviewe

Elliptic flow of muons from heavy-flavour hadron decays at forward rapidity in Pb-Pb collisions at root s(NN)=2.76TeV

The elliptic flow, v(2), of muons from heavy-flavour hadron decays at forward rapidity (2.5 <y <4) is measured in Pb-Pb collisions at root s(NN)= 2.76TeVwith the ALICE detector at the LHC. The scalar product, two- and four-particle Q cumulants and Lee-Yang zeros methods are used. The dependence of the v(2) of muons from heavy-flavour hadron decays on the collision centrality, in the range 0-40%, and on transverse momentum, p(T), is studied in the interval 3 <p(T)<10 GeV/c. A positive v(2) is observed with the scalar product and two-particle Q cumulants in semi-central collisions (10-20% and 20-40% centrality classes) for the p(T) interval from 3 to about 5GeV/c with a significance larger than 3 sigma, based on the combination of statistical and systematic uncertainties. The v(2) magnitude tends to decrease towards more central collisions and with increasing pT. It becomes compatible with zero in the interval 6 <p(T)<10 GeV/c. The results are compared to models describing the interaction of heavy quarks and open heavy-flavour hadrons with the high-density medium formed in high-energy heavy-ion collisions. (C) 2015 CERN for the benefit of the ALICE Collaboration. Published by Elsevier B.V.Peer reviewe

Centrality evolution of the charged-particle pseudorapidity density over a broad pseudorapidity range in Pb-Pb collisions at root s(NN)=2.76TeV

Peer reviewe

On what is to be a writer in the speech of Ana Maria Machado

Orientador: Lilian Lopes Martin da SilvaDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de EducaçãoResumo: Por meio da pesquisa que resultou nesta dissertação de mestrado, quisemos entender como a escritora Ana Maria Machado projeta-se enquanto tal. Mais especificamente, objetivamos analisar no material autobiográfico de sua autoria quais são os traços que em seu discurso aparecem associados à figura do escritor. Para tanto, a metodologia adotada incluiu, primordialmente, a análise de enunciados pertencentes aos livros "Esta força estranha - trajetória de uma autora"; "Como e por que ler os clássicos universais desde cedo"; "Contracorrente - conversas sobre leitura e política"; "Texturas - sobre leituras e escritos"; além do material textual do website pessoal de Machado (www.anamariamachado.com.br) e da entrevista concedida aos pesquisadores Pedro B. Garcia e Tânia Dauster. Já a análise dos enunciados foi feita em diferentes momentos e situações de produção na tentativa de entender as imagens de escritor propostas no discurso de Machado e como essas imagens respondem ou silenciam aspectos do discurso presentes no imaginário social de nossa sociedade. Tomamos como sustentação teórica conceitoschaves de Bakhtin e da análise do discurso francesa: a noção de enunciado, discurso, dialogismo e silenciamento. Ao término da pesquisa, notamos que a escritora projeta posições discursivas que contribuem para a caracterização do escritor como alguém que foi leitor, desde muito cedo; do escritor-aprendiz; do escritor profissional que vê na sua escrita e na publicação de seus livros a fonte para seu sustento; daquele que preza pela prática de determinado tipo de escritaAbstract: The aim of the present study is to understand how the writer Ana Maria Machado sees and projects herself as such. More specifically, our purpose is to detect, in the author's autobiographic material, which of its discourse characteristics are associated with the writer's image. In order to achieve this aim, the methodology used consisted primarily of analysing utterances which are part of her books "Esta força estranha - trajetória de uma autora"; "Como e por que ler os clássicos universais desde cedo"; "Contracorrente: conversas sobre leitura e política"; "Texturas - sobre leituras e escritos", of the text found on the writer's personal website (www.anamariamachado.com.br), and of the interview lead by the researchers Pedro B. Garcia and Tânia Dauster. The analysis of the utterances was made at different times and situations so that our understanding of the writer's image approached in Machado's discourse could be reached, as well as how these images answer or silence the aspects of the discourse which are present in the social imagery of our society, based on key-concepts both by Bakhtin's theory and the French discourse analysis with the aspects of utterances, discourse, dialogism and silencing. The end of the research has brought us the knowledge that Machado projects discursive postures which contribute to characterizing the writer as a very early reader; as an apprentice writer; as a professional writer who sees in her writing and publication of her work a source of living; of a person that values practicing a specific type of writingMestradoEducação, Conhecimento, Linguagem e ArteMestre em Educaçã

O ensino e a aprendizagem da leitura nos primeiros anos da escolaridade em Timor-Leste

East Timor is a new country of the Third Millennium. As a nation with a largely illiterate society of strong oral traditions, it faces many challenges in an era of globalization. Considering the importance of reading to human life, its teaching and learning must be developed from the first years of schooling of East Timorean children, taking into account the socio-cultural and linguistic reality of the country. A case study at Nularan Public School No. 1, in Díli, East Timor on the teaching and learning of reading during the first three years of schooling showed that both the guidelines of the curriculum program and the reference books employed by the school in its work with the students fail to promote the development of reflective reading, and to offer situations in which the child can expose her ideas or communicate having the text as a theme of a group discussion. It is then proposed that the processes of teaching and learning of reading at primary schools should be closely monitored and evaluated, and also that investments should be made in the qualification of human resources, as well as in didactic material and school infrastructure. It must be noted that it is not enough to have quality education inscribed in laws and in the Constitution itself: it is the work of the competent agencies that will achieve the goal of offering to East Timoreans an education in which they grow as active subjects of their discoveries and knowledge, so that they may gain access to a better life for themselves and for the community to which they belong.Timor-Leste é um novo país do terceiro milênio. Enquanto nação com uma sociedade de tradição oral, e, em sua maioria, ágrafa, enfrenta muitos desafios nesta era de globalização. Tendo em consideração a importância da leitura para a vida do ser humano, o ensino e a aprendizagem da leitura das crianças timorenses devem ser trabalhados desde os primeiros anos de escolaridade, levando em conta a realidade linguística e sociocultural do país. Com um estudo de caso na Escola Pública n° 1 Nularan, em Díli, Timor-Leste, sobre o ensino e a aprendizagem da leitura, nos primeiros três anos de escolaridade, pôde-se verificar que tanto as orientações do programa curricular como os livros de referência aplicados pela escola no trabalho com os alunos não promovem o desenvolvimento da leitura reflexiva nem estimulam situações em que a criança possa expor suas ideias ou comunicar-se tendo o texto para uma discussão coletiva. Dessa forma, sugere-se o acompanhamento e a avaliação constantes do processo de ensino e aprendizagem da leitura nas escolas primárias e do investimento tanto na formação dos recursos humanos quanto na melhoria de materiais didáticos e na infraestrutura das escolas. É de notar que não basta constar na Constituição e nas leis; o importante é a ação das entidades competentes na concretização do ensino de qualidade ao timorense como sujeito ativo nas invenções e nos saberes para que tenha acesso a uma vida melhor para si e para a comunidade da qual faz parte