Gamma(H→bbˉ)Gamma(H\to b\bar{b}) to order ααs\alpha\alpha_s

We compute the decay rate of the Standard Model Higgs boson to bottom quarks to order $\alpha\alpha_s$. We apply the optical theorem and calculate the imaginary part of three-loop corrections to the Higgs boson propagator using asymptotic expansions in appropriately chosen mass ratios. The corrections of order $\alpha\alpha_s$ are of the same order of magnitude as the ${\cal O}(\alpha_s^3)$ QCD corrections but have the opposite sign.Comment: 16 pages, 2 figures and 7 table

I can't wait! Neural reward signals in impulsive individuals exaggerate the difference between immediate and future rewards

Waiting for rewards is difficult, and highly impulsive individuals with low self-control have an especially hard time with it. Here, we investigated whether neural responses to rewards in a delayed gratification task predict impulsivity and self-control. The EEG was recorded from participants engaged in a guessing game in which on each trial they could win either a large or small reward, paid either now or after 6 months. Ratings confirmed that participants preferred immediate, large rewards over small, delayed rewards. Electrophysiological reward signals reflecting the difference between immediate and future rewards predicted self-report measures of impulsivity and self-control. Further, these signals were highly reliable across two sessions over a 1-week interval, showing high temporal stability like stable personality traits. These results suggest that greater valuation of immediate rewards causes impulsive individuals to redirect control away from delayed rewards, indicating why it is so hard for them to wait

Was Lehrerinnen und Lehrer am Modellieren hindert

Das Thema Modellieren steht nicht nur in Deutschland in den bundesweiten Bildungsstandards, auch in anderen Ländern Europas wird gefordert, Realitätsbezüge und Problemlösen in den Unterricht zu integrieren. Der Alltag im Unterricht sieht vielfach noch anders aus: Er ist vielerorts noch immer von kalkülartigen Aufgaben geprägt. Warum eigentlich? Was hindert Lehrer daran, Modellieren im Unterricht durchzuführen? Was motiviert Lehrer dazu? Um dieser Fragestellung nach zu gehen, wurde eine empirische Ergänzungsstudie im Rahmen des EUProjektes LEMA durchgeführt. Das Paper stellt das Projekt, die Entwicklung des Fragebogens und das Design der Studie vor. Abschließend sollen erste Ergebnisse präsentiert werden