From continuous to discontinuous transitions in social diffusion

Autor: Tuzón, Paula, Fernández-Gracia, Juan, Eguíluz, Víctor M.

Publikováno v: Frontiers in Physics 6, 21 (2018)

Models of social diffusion reflect processes of how new products, ideas or behaviors are adopted in a population. These models typically lead to a continuous or a discontinuous phase transition of the number of adopters as a function of a control par

Externí odkaz: http://arxiv.org/abs/1802.03951

The B -> Xs gamma Rate and CP Asymmetry within the Aligned Two-Higgs-Doublet Model

Autor: Jung, Martin, Pich, Antonio, Tuzón, Paula

Publikováno v: Phys.Rev.D83:074011,2011

In the two-Higgs-doublet model the alignment of the Yukawa matrices in flavour space guarantees the absence of flavour-changing neutral currents at tree level, while introducing new sources for CP violation parametrized in a very economical way. This

Externí odkaz: http://arxiv.org/abs/1011.5154

Charged-Higgs phenomenology in the Aligned two-Higgs-doublet model

Autor: Jung, Martin, Pich, Antonio, Tuzón, Paula

Publikováno v: JHEP 1011:003,2010

The alignment in flavour space of the Yukawa matrices of a general two-Higgs-doublet model results in the absence of tree-level flavour-changing neutral currents. In addition to the usual fermion masses and mixings, the aligned Yukawa structure only

Externí odkaz: http://arxiv.org/abs/1006.0470

Yukawa Alignment in the Two-Higgs-Doublet Model

Autor: Pich, Antonio, Tuzon, Paula

Publikováno v: Phys.Rev.D80:091702,2009

In multi-Higgs-doublet models the alignment in flavour space of the relevant Yukawa matrices guarantees the absence of tree-level flavour-changing couplings of the neutral scalar fields. We analyze the consequences of this condition within the two-Hi

Externí odkaz: http://arxiv.org/abs/0908.1554

Inquiry-based science education in primary school in Spain : teachers’ practices

Autor: Montero-Pau, Javier, Tuzón, Paula

Publikováno v: Recercat. Dipósit de la Recerca de Catalunya
instname
Montero Pau, Javier Tuzón, Paula 2017 Inquiry-based science education in primary school in Spain : teachers' practices Ensenanza de las Ciencias 2017 Special Issue 2237 2242
RODERIC. Repositorio Institucional de la Universitat de Valéncia
Dipòsit Digital de Documents de la UAB
Universitat Autònoma de Barcelona
Recercat: Dipósit de la Recerca de Catalunya
Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
Enseñanza de las ciencias: revista de investigación y experiencias didácticas; Núm. Extra (2017); p. 2237-2242
Enseñanza de las Ciencias: revista de investigación y experiencias didácticas; Núm. Extra (2017); p. 2237-2242

Teaching science by inquiry allows students to develop scientific skills, which is key during primary school, and enhances learning. In this study we present the results of a survey to 63 primary school teachers in Spain about their practices in scie

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=dedup_wf_001::1c3c225ce2342fa7b3b635798b441a3b
http://hdl.handle.net/2072/425996