49,623 research outputs found
Reseña a Maina, M. & Carrizo, B. (Coords.) (2021). Democracias críticas. Democracias inciertas: aportes y conjeturas. Santa Fe: Ediciones UNL, 143 páginas.
No full textReseña a Maina, M. & Carrizo, B. (Coords.) (2021). Democracias críticas. Democracias inciertas: aportes y conjeturas. Santa Fe: Ediciones UNL, 143 páginas
Reseña a Maina, M. & Carrizo, B. (Coords.) (2021). Democracias críticas. Democracias inciertas: aportes y conjeturas. Santa Fe: Ediciones UNL, 143 páginas.
No full textReseña a Maina, M. & Carrizo, B. (Coords.) (2021). Democracias críticas. Democracias inciertas: aportes y conjeturas. Santa Fe: Ediciones UNL, 143 páginas
Measurement of the ratio of branching fractions B(B0→K∗0γ )/B(B0s→φγ ) and the directCP asymmetry inB 0→K∗0γ
No full textThe ratio of branching fractions of the radiative B decays B0→K⁎0γ and B0s→ϕγ has been measured using an integrated luminosity of 1.0 fb−1 of pp collision data collected by the LHCb experiment at a centre-of-mass energy of s√=7TeV. The value obtained is
B(B0→K⁎0γ)B(B0s→ϕγ)=1.23±0.06(stat.)±0.04(syst.)±0.10(fs/fd),
where the first uncertainty is statistical, the second is the experimental systematic uncertainty and the third is associated with the ratio of fragmentation fractions fs/fd. Using the world average value for B(B0→K⁎0γ), the branching fraction B(B0s→ϕγ) is measured to be (3.5±0.4)×10−5.
The direct CP asymmetry in B0→K⁎0γ decays has also been measured with the same data and found to be
ACP(B0→K⁎0γ)=(0.8±1.7(stat.)±0.9(syst.))%.
Both measurements are the most precise to date and are in agreement with the previous experimental results and theoretical expectations
Dispelling the Myths Behind First-author Citation Counts
No full textWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
Evidence for the decay B0→J/ψω and measurement of the relative branching fractions of meson decays to J/ψη and J/ψη′
No full textFirst evidence of the B 0 → J / ψ ω decay is found and the B s 0 → J / ψ η and B s 0 → J / ψ η ′ decays are studied using a dataset corresponding to an integrated luminosity of 1.0 fb -1 collected by the LHCb experiment in proton-proton collisions at a centre-of-mass energy of sqrt(s) = 7 TeV. The branching fractions of these decays are measured relative to that of the B 0 → J / ψ ρ 0 decay:frac(B (B 0 → J / ψ ω), B (B 0 → J / ψ ρ 0)) = 0.89 ± 0.19 (stat) - 0.13 + 0.07 (syst),frac(B (B s 0 → J / ψ η), B (B 0 → J / ψ ρ 0)) = 14.0 ± 1.2 (stat) - 1.5 + 1.1 (syst) - 1.0 + 1.1 (frac(f d, f s)),frac(B (B s 0 → J / ψ η ′), B (B 0 → J / ψ ρ 0)) = 12.7 ± 1.1 (stat) - 1.3 + 0.5 (syst) - 0.9 + 1.0 (frac(f d, f s)), where the last uncertainty is due to the knowledge of f d / f s, the ratio of b-quark hadronization factors that accounts for the different production rate of B 0 and B s 0 mesons. The ratio of the branching fractions of B s 0 → J / ψ η ′ and B s 0 → J / ψ η decays is measured to befrac(B (B s 0 → J / ψ η ′), B (B s 0 → J / ψ η)) = 0.90 ± 0.09 (stat) - 0.02 + 0.06 (syst)
Measurement of b-hadron masses
No full textMeasurements of b-hadron masses are performed with the exclusive decay modes B +→J/ψK +, B 0→J/ψK +, B0→J/ψKS0, Bs0→J/ψφ and Λb0→J/ψΛ using an integrated luminosity of 35pb -1 collected in pp collisions at a centre-of-mass energy of 7 TeV by the LHCb experiment. The momentum scale is calibrated with J/ψ→μ +μ - decays and verified to be known to a relative precision of 2 ×10 -4 using other two-body decays. The results are more precise than previous measurements, particularly in the case of the Bs0 and Λb0 masses
“Gestione dell’Ansia nella Moderna Pratica Clinica” (Pfizer). Milano, 23-24 novembre 2009, co-relatori, Prof. A.C. Altamura, G. Perini, G. Maina, M. Biondi, P. Fornaro, G. Biggio, B. Dell’Osso, U. Albert.
No full textFocus su pregablin nel trattamento del GAD
Articulating personal pedagogies through learning ecologies
No full textThe digital revolution enabled by social and ubiquitous technologies is constantly transforming macro and micro levels of society including industry, organizations and government as well as ways in which we communicate, we work, and we carry on our daily lives. Education is therefore also being challenged to respond to evolving societal demands by supporting the development of competent and engaged citizens. In this context, individuals¿ capability to get involved and exploit the affordances of networked environments for learning and development may condition their opportunities to cope with societal and labor demands. In this chapter, the metaphor of learning ecologies is proposed to provide a framework from which to analyze interactions between individuals and their environment, and the way their experiences across different contexts throughout life promote and shape learning processes. Learning ecologies allow us to explore frontier pedagogies connecting formal, non-formal and informal educational contexts, acting as personal strategies that may orchestrate life-long, life-wide and life-deep learning. We start by defining and framing learning ecologies, providing the theoretical roots and reviewing some recent studies in the field. Next, we propose constructs and models but also strategies and tools that may be of help to enhance and support personal ecologies for learning. Finally, the concept of personal pedagogies is proposed to refer to a set of autonomy and agency skills and attitudes that can be dynamically integrated by individuals to support an ecology for self-development and personal learning. We articulate from this perspective several trends in the area of self-directed learning located in the technological and pedagogical intersection: MOOCs, current awareness, e-portfolios and social networks.La revolución digital habilitada por las tecnologías sociales y en todas partes transforma constantemente los niveles macro y micro de la sociedad, incluyendo industria, organizaciones y gobierno, así como las formas en que nos comunicamos, trabajamos y vivimos nuestra vida cotidiana. La educación, por tanto, está llamada a responder a las cambiantes demandas de la sociedad mediante el apoyo a la formación de ciudadanos competentes y comprometidos. En este contexto, la capacidad individual para involucrarse y explotar las posibilidades de los entornos de red para el aprendizaje y el desarrollo puede condicionar sus oportunidades para hacer frente a las demandas sociales y laborales. En este capítulo, se propone la metáfora de la ecología de aprendizaje para proporcionar un marco a partir del cual analizar las interacciones entre los individuos y su entorno, y la forma en que sus experiencias en diferentes contextos a lo largo de la vida promueven y dan forma a los procesos de aprendizaje. Las ecologías de aprendizaje nos permiten explorar la pedagogía de frontera que conecta contextos educativos formales, no formales e informales, en calidad de estrategias personales que puedan orquestar el aprendizaje a lo largo de toda la vida. Empezamos por definir y enmarcar las ecologías de aprendizaje, proporcionando las raíces teóricas y la revisión de algunos estudios recientes sobre el tema. A continuación, proponemos constructos y modelos, y también las estrategias y herramientas que pueden ser de ayuda para mejorar y apoyar las ecologías personales para el aprendizaje. Por último, se propone el concepto de pedagogías personales para referirse a un conjunto de autonomía, habilidades y actitudes que pueden integrarse de forma dinámica por los individuos para apoyar una ecología para el desarrollo y el aprendizaje personal. Articulamos desde esta perspectiva varias tendencias en el ámbito del aprendizaje autodirigido ubicadas en la intersección tecnológica y pedagógica: MOOCs, alertas de información permanente, e-portfolios y redes sociales.La revolució digital habilitada per les tecnologies socials i a tot arreu transforma constantment els nivells macro i micro de la societat, incloent indústria, organitzacions i govern, així com les formes en què ens comuniquem, treballem i vivim la nostra vida quotidiana. L'educació, per tant, està cridada a respondre a les canviants demandes de la societat mitjançant el suport a la formació de ciutadans competents i compromesos. En aquest context, la capacitat individual per involucrar-se i explotar les possibilitats dels entorns de xarxa per a l'aprenentatge i el desenvolupament pot condicionar les seves oportunitats per fer front a les demandes socials i laborals. En aquest capítol, es proposa la metàfora de l'ecologia d'aprenentatge per a proporcionar un marc a partir del qual analitzar les interaccions entre els individus i el seu entorn, i la forma com les seves experiències en diferents contextos al llarg de la vida promouen i donen forma als processos d'aprenentatge. Les ecologies d'aprenentatge ens permeten explorar la pedagogia de frontera que connecta contextos educatius formals, no formals i informals, en qualitat d'estratègies personals que puguin orquestrar l'aprenentatge al llarg de tota la vida. Comencem per definir i emmarcar les ecologies d'aprenentatge, proporcionant les arrels teòriques i la revisió d'alguns estudis recents sobre el tema. A continuació, proposem constructes i models, i també les estratègies i eines que poden ser d'ajuda per millorar i donar suport a les ecologies personals per a l'aprenentatge. Finalment, es proposa el concepte de pedagogies personals per referir-se a un conjunt d'autonomia, habilitats i actituds que poden integrar-se de forma dinàmica pels individus per donar suport a una ecologia per al desenvolupament i l'aprenentatge personal. Articulem des d'aquesta perspectiva diverses tendències en l'àmbit de l'aprenentatge autodirigit ubicades a la intersecció tecnològica i pedagògica: MOOCs, alertes d'informació permanent, portafolis digitals i xarxes socials
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