Heteroclinic orbits and transport in a perturbed integrable Suris map

Explicit formulae are given for the saddle connection of an integrable family of standard maps studied by Y. Suris. When the map is perturbed this connection is destroyed, and we use a discrete version of Melnikov's method to give an explicit formula for the first order approximation of the area of the lobes of the resultant turnstile. These results are compared with computations of the lobe area.Comment: laTex file with 6 eps figure

Canonical Melnikov theory for diffeomorphisms

We study perturbations of diffeomorphisms that have a saddle connection between a pair of normally hyperbolic invariant manifolds. We develop a first-order deformation calculus for invariant manifolds and show that a generalized Melnikov function or Melnikov displacement can be written in a canonical way. This function is defined to be a section of the normal bundle of the saddle connection. We show how our definition reproduces the classical methods of Poincar\'{e} and Melnikov and specializes to methods previously used for exact symplectic and volume-preserving maps. We use the method to detect the transverse intersection of stable and unstable manifolds and relate this intersection to the set of zeros of the Melnikov displacement.Comment: laTeX, 31 pages, 3 figure

Psychological Resilience Following Disasters: A Study of Adolescents and Their Caregivers

Resilience, the process of successful adaptation to adverse circumstances, is traditionally studied as an individual characteristic. However, more recent multisystem perspectives underline the interrelatedness of systems, within and outside of the individual, in shaping coping and adaptation processes. This challenges the assumption that pathways to resilience are the same across the world, given the diversity in people’s contexts globally. In light of the preponderance of resilience research being conducted in higher-income countries, this study taps pathways to resilience in survivors of the 2018 earthquake-tsunami-liquefaction disaster in Central Sulawesi, Indonesia. Guided by a social representations approach and using a novel free association technique, forty caregiver-adolescent dyads (N = 80) who survived the disaster were interviewed regarding their subjective experiences of coping and adaptation. Thematic analysis of their narratives demonstrated that survivors focused on mutual support, religious beliefs and intrapersonal psychological resources of seeking strength and calmness as routes for fostering psychological recovery. The results foreground group-specific aspects of such resilience: differences between caregivers and adolescents highlight how social roles and life stage shape resilience-related beliefs and practices. Moreover, the form their resilience takes is underpinned by sociocultural values of reciprocity and social cohesion. Thus, this paper points to similarities in resilience processes across contexts, but also to differences shaped by societal roles, developmental stage and cultural values

Adolescent girls’ representations of the role of schools and teachers post-disaster: “second parents, second homes”

Disasters can result in poor psychosocial outcomes for adolescents. One pathway to mitigate these risks and foster resilience is via schools, where teachers can offer students support. However, existing research lacks consideration of the role schools and teachers play from the perspective of students, particularly those from marginalized populations. Therefore, this study examines adolescents’ representations of the role of schools and teachers after a major disaster in Indonesia using a free association interview technique. Thematic analysis of adolescents’ interviews (N = 46) yielded two salient themes: ‘the school as a place of recovery’ and ‘the school as a place of risk’. While the school and teachers were conceptualized positively in that they promoted students’ recovery, students also identified aspects of the post-disaster school environment that produced uncertainty, loss and discomfort thereby heightening their sense of risk. The paper concludes with recommendations for resilience-building, such as ensuring teachers receive relevant training

The Role of Teachers in Fostering Resilience After a Disaster in Indonesia

Disasters are distressing and disorientating. They often result in enduring community-wide devastation. Consequently, young people may seek support from trusted adults to scaffold their emotional responses and to support their psychosocial recovery. An important non-familial adult in a student’s life is their teacher. However, few studies have examined teachers’ perspectives on the support they provide to students after exposure to disasters, such as earthquakes and tsunamis, particularly in low- and middle-income countries (LMIC) with collectivistic cultural orientations. Given the potential for teachers to foster students’ resilience, the goal of this study was to examine how teachers conceptualise their role following a major disaster. Forty teachers were interviewed from three schools in Central Sulawesi, Indonesia, after a major earthquake and tsunami in September 2018. Thematic analysis shows that teachers act as agents of community resilience after a disaster. The two themes presented converge on support-based aspects. Teachers provided: (1) psychoeducational support (i.e. supporting students’ well-being and educational continuity, including encouraging their return to school) and (2) practical support (i.e. assisting administrative roles, aid distribution and disaster risk reduction). Within these themes, socioculturally specific practices are elucidated, including the Indonesian value of mutual assistance (‘gotong royong’), storytelling (‘tutura’) and the role of religiosity as a form of psychosocial support. Overall, our results highlight the capacity and willingness of teachers to play a central role in the psychosocial recovery of students and their families, contributing to community resilience. We identify implications such as the importance of providing accessible psychological training and support for teachers

Community Resilience after Disasters: Exploring Teacher, Caregiver and Student Conceptualisations in Indonesia

Despite the potentially catastrophic nature of disasters, survivors can be highly resilient. Resilience, the capacity to successfully adapt to adversity, is both individual and collective. Policymakers and academics have recently emphasised the importance of community resilience, but with little consideration of local survivors’ perspectives, particularly young survivors within low- and middle-income countries. Therefore, this exploratory study aims to give voice to disaster-affected caregivers, teachers and female adolescent students by examining their conceptualisations of community coping and priorities for resilient recovery following the 2018 Central Sulawesi earthquake and tsunami. A total of 127 survivors of the devastating disaster, including 47 adolescents, answered open-ended survey questions related to post-disaster resilience. A content analysis identified key constituents of community resilience. The results indicate that survivors highly value community cohesion and participation, drawing on the community’s intra-personal strengths to overcome post-disaster stressors. Student conceptualisations of and recommendations for a resilient recovery often differ from the views of important adults in their lives, for example, regarding the role played by the built environment, “trauma healing” and religiosity in the recovery process. These findings have implications for the design of disaster resilience interventions

Fostering resilient recovery: An intervention for disaster-affected teachers in Indonesia

Disasters leave survivors at heighted risk of negative psychological consequences. Teachers require post-disaster psychosocial support, given their added responsibility for supporting their students' recovery. However, alongside coping with their own mental health, teachers often lack training to support students psychologically. This study addresses this gap by detailing an intervention designed to foster resilient recovery among secondary school teachers in Central Sulawesi, Indonesia, to enhance their ability to support both themselves and their students after a devastating earthquake/tsunami. Teachers (n = 37) from three disaster-affected schools participated in a one-day workshop exploring collective strengths and strategies to develop their own and their students’ post-disaster resilience, featuring the Tree of Life activity. Impact was evaluated using a pre-post intervention design. Findings from a three month follow up demonstrated significant improvements across various resilience-related measures, including personal resilience, community resilience, social support, adaptive coping strategies, psychological help seeking, earthquake anxiety, post-traumatic stress, complex post-traumatic stress and fatalism. Open-ended survey responses indicated that most teachers reporting subjective improvements in their own recovery and their capacity to support students psychologically. This study emphasises the importance of creating teacher interventions underpinned by disaster recovery theory, which offer practical skills to foster post-disaster psychosocial recovery. While the intervention exhibits promising initial results, future research would benefit from an evaluation using a randomised control group

Organic pollutants in sea-surface microlayer and aerosol in thecoastal environment of Leghorn—(Tyrrhenian Sea)

The levels of dissolved and particle-associated n-alkanes, alkylbenzenes, phthalates, PAHs, anionic surfactants and surfactant fluorescent organic matter ŽSFOM. were measured in sea-surface microlayer ŽSML. and sub-surface water ŽSSL. samples collected in the Leghorn marine environment in September and October 1999. Nine stations, located in the Leghorn harbour and at increasing distances from the Port, were sampled three times on the same day. At all the stations, SML concentrations of the selected organic compounds were significantly higher than SSL values and the enrichment factors ŽEFsSML concentrationrSSL concentration. were greater in the particulate phase than in the dissolved phase. SML concentrations varied greatly among the sampling sites, the highest levels Žn-alkanes 3674 mgrl, phthalates 177 mgrl, total PAHs 226 mgrl. being found in the particulate phase in the Leghorn harbour. To improve the knowledge on pollutant exchanges between sea-surface waters and atmosphere, the validity of spray drop adsorption model ŽSDAM. was verified for SFOM, surface-active agents, such as phthalates, and compounds which can interact with SFOM, such as n-alkanes and PAHs. q2001 Elsevier Science B.V. All rights reserved

Investigation of 76Se(18O, 17O)75Se and 76Se(18O, 19F)75As transfer reactions at 15 MeV/u in a multi-channel approach within the NUMEN project

. - A full-comprehensive study of heavy-ion induced nuclear reac-tions is a powerful tool to characterize nuclear mean-field features as well as few-nucleon correlations in low-lying nuclear states. In this context, the investigation of 76Se(18O,17O)75Se and 76Se(18O,19F)75As transfer reactions was performed with the NUMEN project, aiming at providing data-driven information to constrain nu-clear structure models for the 76Se nucleus. This nucleus is under investigation since it is the daughter nucleus of 76Ge in the neutrinoless double beta decay (0 nu 1313) pro-cess. The experiment was performed at INFN-LNS where the 18O beam impinged the 76Se target and the reaction ejectiles were momentum analyzed by the MAGNEX magnetic spectrometer

Elastic scattering angular distribution for the 18O+48Ti collision at 275 MeV within the NUMEN project

In the context of the NUMEN project, the 18O + 48Ti collision at 275 MeV incident energy was studied for the first time. In the adopted multichannel approach, the elastic scattering was measured in order to deduce the initial state interaction and the corresponding optical potential. The angular distribution of elastic scattering was determined across a wide range of scattering angles