Uniqueness of N=2\mathcal{N}=2 and 33 pure supergravities in 4D

After proving the impossibility of consistent non-minimal coupling of a real Rarita-Schwinger gauge field to electromagnetism, we re-derive the necessity of introducing the graviton in order to couple a complex Rarita-Schwinger gauge field to electromagnetism, with or without a cosmological term, thereby obtaining ${\cal N}=2$ pure supergravity as the only possibility. These results are obtained with the BRST-BV deformation method around the flat and (A)dS backgrounds in 4 dimensions. The same method applied to $n_{v}$ vectors, ${\cal N}$ real spin-3/2 gauge fields and at most one real spinor field also requires gravity and yields ${\cal N}=3$ pure supergravity as well as ${\cal N}=1$ pure supergravity coupled to a vector supermultiplet, with or without cosmological terms. Independently from the matter content, we finally derive strong necessary quadratic constraints on the possible gaugings for an arbitrary number of spin-1 and spin-3/2 gauge fields, that are relevant for larger supergravities.Comment: LaTeX, 31 + 1 pages, no figure. v2: Extended discussion at the end of Section 3, corrected typos and references adde

Large Graph Analysis in the GMine System

Current applications have produced graphs on the order of hundreds of thousands of nodes and millions of edges. To take advantage of such graphs, one must be able to find patterns, outliers and communities. These tasks are better performed in an interactive environment, where human expertise can guide the process. For large graphs, though, there are some challenges: the excessive processing requirements are prohibitive, and drawing hundred-thousand nodes results in cluttered images hard to comprehend. To cope with these problems, we propose an innovative framework suited for any kind of tree-like graph visual design. GMine integrates (a) a representation for graphs organized as hierarchies of partitions - the concepts of SuperGraph and Graph-Tree; and (b) a graph summarization methodology - CEPS. Our graph representation deals with the problem of tracing the connection aspects of a graph hierarchy with sub linear complexity, allowing one to grasp the neighborhood of a single node or of a group of nodes in a single click. As a proof of concept, the visual environment of GMine is instantiated as a system in which large graphs can be investigated globally and locally

Review on qudits production and their application to Quantum Communication and Studies on Local Realism

The codification in higher dimensional Hilbert Spaces (whose logical basis states are dubbed qudits in analogy with bidimensional qubits) presents various advantages both for Quantum Information applications and for studies on Foundations of Quantum Mechanics. Purpose of this review is to introduce qudits, to summarize their application to Quantum Communication and researches on Local Realism and, finally, to describe some recent experiment for realizing them. A Little more in details: after a short introduction, we will consider the advantages of testing local realism with qudits, discussing both the 3-4 dimensional case (both for maximally and non-maximally entanglement) and then the extension to an arbitrary dimension. Afterwards, we will discuss the theoretical results on using qudits for quantum communication, epitomizing the outcomes on a larger security in Quantum Key Distribution protocols (again considering separately qutrits, ququats and generalization to arbitrary dimension). Finally, we will present the experiments performed up to now for producing quantum optical qudits and their applications. In particular, we will mention schemes based on interferometric set-ups, orbital angular momentum entanglement and biphoton polarization. Finally, we will summarize what hyperentanglement is and its applications

Techniques for effective and efficient fire detection from social media images

Social media could provide valuable information to support decision making in crisis management, such as in accidents, explosions and fires. However, much of the data from social media are images, which are uploaded in a rate that makes it impossible for human beings to analyze them. Despite the many works on image analysis, there are no fire detection studies on social media. To fill this gap, we propose the use and evaluation of a broad set of content-based image retrieval and classification techniques for fire detection. Our main contributions are: (i) the development of the Fast-Fire Detection method (FFDnR), which combines feature extractor and evaluation functions to support instance-based learning, (ii) the construction of an annotated set of images with ground-truth depicting fire occurrences -- the FlickrFire dataset, and (iii) the evaluation of 36 efficient image descriptors for fire detection. Using real data from Flickr, our results showed that FFDnR was able to achieve a precision for fire detection comparable to that of human annotators. Therefore, our work shall provide a solid basis for further developments on monitoring images from social media.Comment: 12 pages, Proceedings of the International Conference on Enterprise Information Systems. Specifically: Marcos Bedo, Gustavo Blanco, Willian Oliveira, Mirela Cazzolato, Alceu Costa, Jose Rodrigues, Agma Traina, Caetano Traina, 2015, Techniques for effective and efficient fire detection from social media images, ICEIS, 34-4

Nuevos enfoques de aprendizaje en el uso de herramientas TICs en los diferentes contextos de la Unión Europea (UE)

Este artículo describe de forma concisa los resultados de dos proyectos financiados por el Programa de aprendizaje permanente, gestionado por el Ámbito Educativo, Audiovisual y Cultural (EACEA), responsable de programas de la Unión Europea (EU) en el ámbito de la educación, la cultura y el audiovisual. El objetivo de estos proyectos consiste en proporcionar sugerencias, orientaciones y asesoramiento para mejorar los resultados escolares de aprendizaje a través de algunos ejemplos de casos prácticos basados en la aplicación de las TICs en los diferentes contextos de aprendizaje europeo. Las muestras seleccionadas de todos los países que participan en el proyecto nos sirven de comparativa y se refieren a las TICs como medio para apoyar y mejorar las experiencias de aprendizaje, especialmente cuando están apoyados por los enfoques pedagógicos, supuestos educativos, materiales innovadores y nuevas actividades de aprendizaje. Se estudia en más profundidad como la formación en estos recursos pueden ayudar a los profesores noveles en los procesos de capacitación en la utilización de las TICs sin olvidar la importancia de la didáctica y la metodología en su aplicación. Para ello, se utilizará una estrategia tremendamente participativa donde los profesores y los alumnos implicados en el proyecto sean activos e intervengan en su proceso de aprendizaje. Las conclusiones obtenidas como se detallaran seguidamente son muy positivas y nos pone de manifiesto la importancia de las TICs para motivar al alumnado a aprender y asimilar conocimientos que pueden parecer arduos desde otros métodos de enseñanzas.This article concisely describes the results of two projects funded by the lifelong learning Programme, managed by the Education, Audiovisual and Culture (EACEA) program manager of the European Union (EU) in the field of education, culture and audiovisual. The objective of these projects is to provide suggestions, guidance and advice to improve school learning results through some examples of case studies based on the application of ICT in different contexts of European learning. Samples reported in all countries participating in the project will serve to compare and relate to ICT as a means to support and enhance experiences, especially when supported by pedagogical approaches, educational assumptions, innovative materials and new learning activities. We study more in depth how training in these resources can help novice teachers training processes using ICTs without forgetting the significance of teaching and methodology implementation. This will draw an extremely participatory methodology where teachers and their students become active in their learning process. The conclusions obtained as detailed below are very positive and shows us the importance of ICT to motivate students to learn and absorb knowledge that can seem daunting for other methods of teaching