Spontaneous leptonic CP violation and nonzero theta(13)

We consider a simple extension of the Standard Model by adding two Higgs triplets and a complex scalar singlet to its particle content. In this framework, the CP symmetry is spontaneously broken at high energies by the complex vacuum expectation value of the scalar singlet. Such a breaking leads to leptonic CP violation at low energies. The model also exhibits an A(4) X Z(4) flavor symmetry which, after being spontaneously broken at a high-energy scale, yields a tribimaximal pattern in the lepton sector. We consider small perturbations around the tribimaximal vacuum alignment condition in order to generate nonzero values of theta(13), as required by the latest neutrino oscillation data. It is shown that the value of theta(13) recently measured by the Daya Bay Reactor Neutrino Experiment can be accommodated in our framework together with large Dirac-type CP violation. We also address the viability of leptogenesis in our model through the out-of-equilibrium decays of the Higgs triplets. In particular, the CP asymmetries in the triplet decays into two leptons are computed and it is shown that the effective leptogenesis and low-energy CP-violating phases are directly linked.

A comparação da qualidade dos momentos de interação em jogo livre entre mãe/ filho - pai /filho e mãe/criança – técnica/criança entre os 13 e 15 meses de idade

Dissertação apresentada para obtenção do grau de Mestre em Ciências da Educação Área de especialização em Intervenção Precoce

A didactic sequence of elementary geometric optics Informed by history and philosophy of science

The concepts and instruments required for the teaching and learning of geometric optics are introduced in the didactic processwithout a proper didactic transposition. This claim is secured by the ample evidence of both wide- and deep-rooted alternative concepts on the topic. Didactic transposition is a theory that comes from a reflection on the teaching and learning process in mathematics but has been used in other disciplinary fields. It will be used in this work in order to clear up the main obstacles in the teachinglearning process of geometric optics. We proceed to argue that since Newton’s approach to optics, in his Book I of Opticks, is independent of the corpuscular or undulatory nature of light, it is the most suitable for a constructivist learning environment. However, Newton’s theory must be subject to a proper didactic transposition to help overcome the referred alternative concepts. Then is described our didactic transposition in order to create knowledge to be taught using a dialogical process between students’ previous knowledge, history of optics and the desired outcomes on geometrical optics in an elementary pre-service teacher training course. Finally, we use the scheme-facet structure of knowledge both to analyse and discuss our results as well as to illuminate shortcomings that must be addressed in our next stage of the inquiry.