Mind the gap

In this summary of the application of Dyson-Schwinger equations to the theory and phenomenology of hadrons, some deductions following from a nonperturbative, symmetry-preserving truncation are highlighted, notable amongst which are results for pseudoscalar mesons. We also describe inferences from the gap equation relating to the radius of convergence of a chiral expansion, applications to heavy-light and heavy-heavy mesons, and quantitative estimates of the contribution of quark orbital angular momentum in pseudoscalar mesons; and recapitulate upon studies of nucleon electromagnetic form factors.Comment: 7 pages, 3 figures. Contribution to Proceedings of 4th International Conference on Quarks and Nuclear Physics (QNP06), Madrid, Spain, 5-10 Jun 200

Mind The Gap

We discuss an optimisation criterion for the exact renormalisation group based on the inverse effective propagator, which displays a gap. We show that a simple extremisation of the gap stabilises the flow, leading to better convergence of approximate solutions towards the physical theory. This improves the reliability of truncations, most relevant for any high precision computation. These ideas are closely linked to the removal of a spurious scheme dependence and a minimum sensitivity condition. The issue of predictive power and a link to the Polchinski RG are discussed as well. We illustrate our findings by computing critical exponents for the Ising universality class.Comment: 6 pages, Talk presented at 2nd Conference on Exact Renormalization Group (ERG2000), Rome, Italy, 18-22 Sep 200

Mind the Gap

Mind the Gap sought to improve the metacognition and academic attainment of pupils in Year 4. There were two aspects to the intervention. The first involved training teachers in how to embed metacognitive approaches in their work, and how to continue to effectively and strategically involve parents. This training took place over a day and was provided by a consultant. The second component focused on parental engagement and offered families the opportunity to participate in a series of facilitated workshops where children and parents work together to create an animated film. Sessions were coordinated by a practitioner who helped participants to think about how they are learning, create learning goals and reflect on their progress; to be metacognitive about the learning process they were engaged in together. The families were offered 2 hours of workshops per week for 5 weeks (10 hours in total). The project targeted schools in four areas of England: Birmingham, Devon, London and Manchester. It was delivered by the Campaign for Learning, with assessments carried out by Durham University. Delivery started in September 2012 and finished in October 2013. The project was evaluated using a randomised controlled trial, which compared the interventions to a ‘business-as-usual’ control group. It is important to note that it was eligibility for the animation course, not participation, that was randomised, so the results must be regarded as estimating the effect of being offered the animation course (alone or in combination with teacher training, as appropriate) rather than participating in it

Mind the gap: grandparents raising grandchildren

The population of grandparents raising their grandchildren is rising. These families face unique pressures, such as finding appropriate and affordable housing. In Boston, one housing community meets their needs. Others around the country may be on the way.Child care ; Housing - Boston

Mind the gap

[Posted by Prof Henry G. Overman] On the Today programme this morning talking cities with Ed Cox (IPPR North) and Evan Davis - whose two part series Mind the Gap: London v's the Rest starts tonight on BBC 2

Mind the Gap!

In his review of Protocells, Antonio Lazcano explores how the self-assemblage properties of lipids into bilayers, micelles, and liposomes can be used to model minimal cells, design biochemical microreactors, and provide insights into the predecessors of the first living beings

Mind the Gap

http://deepblue.lib.umich.edu/bitstream/2027.42/111659/1/gschindl_1429906450.pd