Phase Structure of Lattice QCD at Finite Density with Dynamical Fermions

We compare the chemical potential associated with the onset of non-zero baryon number density on $6^4$ and $8^4$ lattices at $\beta=5.1$ and ma=0.01. We provide evidence for $Z(3)$ tunnelling. We determine a critical chemical potential of $\mu a \simeq 0.1$ which is unexpectedly low. We also determine the dependence of the onset of the observed phase transition on the quark mass. The physically misleading result of the quenched theory is shown to persist despite the inclusion of the complex fermion determinant.Comment: 3 pages, Latex, 5 postscript figures, Talk presented at LATTICE96(finite temperature

Lattice Gauge Theory Simulations at Nonzero Chemical Potential in the Chiral Limit

We present a method of simulating lattice QCD at nonzero chemical potential in the chiral limit. By adding a weak four-fermi interaction to the standard staggered fermion SU(3) QCD action, we produce an algorithm in which the limit of massless fermions is well-behaved and physical. Using configurations at zero chemical potential, and an exact fugacity expansion of the fermion determinant, we can simulate QCD at nonzero chemical potential and evade the notorious problem of the complex action. Small lattice simulations give physical results: At strong gauge coupling the critical chemical potential \mu_c agrees with theoretical expectations and at weak gauge coupling \mu_c is nonzero in the low temperature confined phase of QCD and jumps to zero in the high temperature quark-gluon plasma phase. In all these simulations the quarks are exactly massless and there is a Goldstone pion.Comment: contains .tex file of text and three figures as .epsi file

Coupling a branching process to an infinite dimensional epidemic process

Branching process approximation to the initial stages of an epidemic process has been used since the 1950's as a technique for providing stochastic counterparts to deterministic epidemic threshold theorems. One way of describing the approximation is to construct both branching and epidemic processes on the same probability space, in such a way that their paths coincide for as long as possible. In this paper, it is shown, in the context of a Markovian model of parasitic infection, that coincidence can be achieved with asymptotically high probability until o(N^{2/3}) infections have occurred, where N denotes the total number of hosts.Comment: 16 page

Standing strong: Pedagogical approaches to affirming identity in dance

In this paper, I reflect on research undertaken with third year University students in dance. To contextualise my research, I begin by providing a brief introduction to my specific approach to feminist and phenomenological research in dance, outlining an epistemological strategy of embodied ways of knowing. Discussion of narrative methodologies follows, leading into an autoethnographic narrative based on the research with students. Rich material drawn from students’ assessments, my class plans and teacher’s recollections are woven together in the form of an autoethnographic narrative. This narrative allows me to feature the students as characters and to highlight their specific experiences of masculinity and femininity, cultural difference and embodiment within their varied dance knowledges. Reflecting through and on the narrative, I derive key pedagogical approaches from my own teaching and learning experiences. I conclude by suggesting that pedagogical approaches involving embodied ways of knowing may potentially support students to affirm their identity through dance

"Does it mean anything?" and other insults: Dreadlocks, tattoos and feminism.

Drawing on feminist theorizing, phenomenological investigation of lived experience, and embodied ways of knowing, I interrogate my own creative and political acts moving in the world. As a dancer, my understandings of movement as epistemologically significant provide the basis for my re-creations of self, and for my play with the markings of gender, identity and culture. While dance performances provide a means for personal embodied theatrical engagement in issues of gender, culture and identity, my everyday encounters with others are also a rich context for interpretation, re-creation and play, In particular, my manner of dress, dreadlocks and tattoos provide markings of gender, culture and identity that seemingly confront others' stereotypes and generate encounters that can be either positive or negative. This presentation, utilizing personal experience narratives or autoethnographies, provides a context for personal reflection, interrogation and interpretation, moving towards more politicized embodied understandings

Embodied ways of knowing.

In this article I present an argument for `embodied ways of knowing' as an alternative epistemological strategy, drawing on feminist research and embodied experience. To present my argument, I begin by considering a number of problematic dualisms that are central to Western knowledge, such as the separation between mind and body and between knowledge and experience. In critique of mind/body dualism, feminists and phenomenologists claimed that Western understandings were based on a profound ignorance about and fear of the body. Mind/body dualism needed to be challenged and articulated differently, potentially through valuing and understanding `embodiment'. In critique of the knowledge/experience dualism, feminists and phenomenologists have suggested that `knowing' could be based on lived experience. From lived experience, knowledge could be constructed by individuals and communities, rather than being universal and resulting strictly from rational argument. Research on women's ways of knowing and on movement experience provided valuable insights into alternative ways of knowing. Just as lived experience and movement experience could be ways of knowing, I argue that `embodied ways of knowing' could also contribute specifically to knowledge. The relevance of understanding `embodied ways of knowing' for those involved in education and movement studies may be the further appreciation, development and advocacy for the role of movement experience in education