Renormalization of the N=1 Abelian Super-Chern-Simons Theory Coupled to Parity-Preserving Matter

We analyse the renormalizability of an Abelian N=1 super-Chern-Simons model coupled to parity-preserving matter on the light of the regularization independent algebraic method. The model shows to be stable under radiative corrections and to be gauge anomaly free.Comment: Latex, 7 pages, no figure

Trajectories in a space with a spherically symmetric dislocation

We consider a new type of defect in the scope of linear elasticity theory, using geometrical methods. This defect is produced by a spherically symmetric dislocation, or ball dislocation. We derive the induced metric as well as the affine connections and curvature tensors. Since the induced metric is discontinuous, one can expect ambiguity coming from these quantities, due to products between delta functions or its derivatives, plaguing a description of ball dislocations based on the Geometric Theory of Defects. However, exactly as in the previous case of cylindric defect, one can obtain some well-defined physical predictions of the induced geometry. In particular, we explore some properties of test particle trajectories around the defect and show that these trajectories are curved but can not be circular orbits.Comment: 11 pages, 3 figure

Erupted Complex Odontoma Mimicking a Mandibular Second Molar

Complex odontoma (CO) is considered one of the most common odontogenic lesions, composed by a miscellaneous of dental tissue such as enamel, dentin, pulp and sometimes cementum. They may interfere with the eruption of an associated tooth, being more prevalent in the posterior mandible. CO has been rarely reported as erupted, being considered an intraosseous lesion. This is a case report of a 17-year-old male with a benign fibro-osseous lesion consistent with CO that was located at the left second molar region, above the crown of the impacted mandibular second molar tooth. The lesion was surgically removed, and the tooth had to be extracted, since there was no indication that it could erupt naturally or with orthodontic traction. The histopathological examination confirmed the diagnosis of CO and after 6 months complete bone formation was observed radiographically. An early diagnosis will provide a better treatment option, avoiding tooth extraction or a more damaging surgery

Super-τ3{\tau}_{3}QED and the dimensional reduction of NN==11 super-{QED}2+2_{2+2}

In this work the supersymmetric gauge invariant action for the massive Abelian $N$$=$$1$ super-{\QED} in the Atiyah-Ward space-time ({\DDdd}) is formulated. The questions concerning the scheme of the gauge invariance in {\DDdd} by means of gauging the massive $N$$=$$1$ super-{\QED} are investigated. We study how to ensure the gauge invariance at the expenses of the introduction of a complex vector superfield. We discuss the Wess-Zumino gauge and thereupon we conclude that in this gauge, only the imaginary part of the complex vector field, B_{\m}, gauges a $U(1)$-symmetry, whereas its real part gauges a Weyl symmetry. We build up the gauge invariant massive term by introducing a pair of chiral and anti-chiral superfields with opposite $U(1)$-charges. We carry out a dimensional reduction {\it{\`a la}} Scherk of the massive $N$$=$$1$ super-{\QED} action from {\DDdd} to {\Ddd}. Truncations are needed in order to suppress non-physical modes and one ends up with a parity-preserving $N$$=$$1$ super-QED$_{1+2}$ (rather than $N$$=$$2$) in $D$$=$$1$$+$$2$. Finally, we show that the $N$$=$$1$ super-QED$_{1+2}$ we have got is the supersymmetric version ofthe ${\tau}_{3}$QED .Comment: 23 pages, latex, no figure

Comparação entre precipitação medida em estações pluviométricas e estimada pelo satélite TRMM.

Na região tropical, a precipitação é reconhecida como uma importante variável climatológica. Entretanto, na Amazônia, boa parte dos estudos se baseia em dados mensais ou anuais, uma vez que dados observacionais diários são escassos. Nesse sentido, este trabalho objetivou realizar uma análise comparativa entre os dados de precipitação estimados pelo sensor Tropical Rainfall Measuring Mission (TRMM) e aqueles obtidos por meio de pluviômetros. A área de estudo abrange a bacia hidrográfica do Rio Ji-Paraná, localizada no leste do Estado de Rondônia. Para os anos compreendidos entre 1998 e 2010 foram utilizados dados de precipitação diária do TRMM, bem como os dados de 52 estações pluviométricas da Agência Nacional de Águas (ANA). Os dados de precipitação foram comparados em períodos diários, decendial e mensal. Os resultados apresentaram coeficiente de determinação de 0,13, 0,49 e 0,73 para comparações realizadas em intervalos diários, decendiais e mensais, respectivamente. Conclui-se que as estimativas do TRMM realizadas com período igual ou superior a 10 dias apresentam maior correlação com os dados observados em superfície

Assessing higher levels of learning through real-life problems in engineering mathematics

This paper discusses the design of engineering mathematics assessment that encourages learning beyond algorithmic recall. Our approach is based on the MATH (mathematical assessment task hierarchy) taxonomy. We propose using mathematics as a tool to analyse relatable problems and produce clear engineering deliverables to ensure that academic knowledge is translated to real-life situations. Creating engineering scenarios was instrumental in fostering active engagement, enquiry, creativity and reducing opportunities for academic misconduct in our first-year engineering mathematics assessments. An example of an exam question covering the topics of calculus, linear algebra, and dimensional analysis is given to illustrate the concepts discussed. Qualitative feedback from 203 students on an assessment paper containing the question shown herein is also included. Our data shows that most students had little to no previous exposure to real-world questions and that most of their time engaging with the assessment was spent critically analysing the problems. In addition, student feedback showed that contextual assessment is perceived as more challenging and exciting than pure mathematics problems and that students believe contextual assessment adds value to their education