Instantons in supersymmetric Yang-Mills and D-instantons in IIB superstring theory

The one-instanton contributions to various correlation functions of supercurrents in four-dimensional N=4 supersymmetric SU(2) Yang-Mills theory are evaluated to the lowest order in perturbation theory.Expressions of the same form are obtained from the leading effects of a single D-instanton extracted from the IIB superstring effective action around the AdS5*S5 background. This is in line with the suggested AdS/Yang-Mills correspondence. The relation between Yang--Mills instantons and D-instantons is further confirmed by the explicit form of the classical D-instanton solution in the AdS5*S5 background and its associated supermultiplet of zero modes. Speculations are made concerning instanton effects in the large-N_c limit of the SU(N_c) Yang-Mills theory.Comment: 41 pages, LaTeX. Typos corrected and minor clarifications adde

M(atrix) Theory on an Orbifold and Twisted Membrane

M(atrix) theory on an orbifold and classical two-branes therein are studied with particular emphasis to heterotic M(atrix) theory on $S_1/Z_2$ relevant to strongly coupled heterotic and dual Type IA string theories. By analyzing orbifold condition on Chan-Paton factors, we show that three choice of gauge group are possible for heterotic M(atrix) theory: SO(2N), SO(2N+1) or USp(2N). By examining area-preserving diffeomorphism that underlies the M(atrix) theory, we find that each choices of gauge group restricts possible topologies of two-branes. The result suggests that only the choice of SO(2N) or SO(2N+1) groups allows open two-branes, hence, relevant to heterotic M(atrix) theory. We show that requirement of both local vacuum energy cancellation and of worldsheet anomaly cancellation of resulting heterotic string identifies supersymmetric twisted sector spectra with sixteen fundamental representation spinors from each of the two fixed points. Twisted open and closed two-brane configurations are obtained in the large N limit.Comment: latex, 23 pages, version to appear in Nuclear Physics

What is the impact of blogging used with self-monitoring strategies for adolescents who struggle with writing?

Plan B Paper. 2012. Master of Science in Education- Reading--University of Wisconsin-River Falls. Teacher Education Department. 28 leaves. Includes bibliographical references (leaves 25-26).Writing is an onerous task for those who struggle with the skill. The basic prerequisites of organizing thoughts, transcribing thoughts into words, and writing down those words is fundamental to the more advanced skills of developing a sense of audience, writing with voice and applying conventions. Without proficient skills, students who cannot write, do not write. Positive attitude toward the process of writing suffers. Time spent on actual writing is limited. As a consequence, writing skill does not develop. Students who struggle with writing can be supported in their skill development through self-monitoring strategies. Self-monitoring strategies for writing give students a systematic process to know how to approach a writing task. The clear step-by-step process breaks down difficult skills and allows students to build proficiency through guided practice and eventually, independence. This action research project explored the impact of using self-monitoring strategies with the 21st century skill of blogging within a Writer's Workshop instructional model. Sixteen students (eleven males, five females) in grades 6-8th participated in a twelve week study. Target writing skills of fluency, stamina, motivation, awareness of audience and participation in peer review were measured for changes over the course of the study. Students were instructed in the use of self-monitoring strategies focusing on increasing word counts in correct word sequence timings, on-command prompt passages, and formal writing process pieces. Blogging was introduced and used to apply target skills to a digital writing setting. Each student learned self monitoring strategies to compose posts in personal blogs and to read and comment on other students' blogs. Pre-and post-writing attitude survey, correct word sequence timings and writing samples were taken throughout the study to assess each students' skill level and attitude toward writing. The group showed average gains of 34% in correct word sequence and 66% in word counts of process writing pieces. Qualitative data and quantitative data demonstrate that writing skills and attitudes toward writing also showed positive development when self-monitoring strategies were used to support the writing tasks of blogging in a Writer's Workshop model

Reviews

John Bowden and Ference Marton, The University of Learning: Beyond Quality and Competence in Higher Education, London: Kogan Page, 1998. ISBN: 0–7494–2292–0. Hardback, x310 pages, £35.00

The psychological temperament of Anglican clergy in ordained local ministry (OLM) : the conserving, serving pastor?

This study draws on psychological type theory as originally proposed by Jung (1971) and psychological temperament theory as proposed by Keirsey and Bates (1978) to explore the hypothesis that ordained local ministers (OLMs) within the Church of England reflect a psychological profile more in keeping with the profile of Church of England congregations than with the profile of established professional mobile clergy serving in the Church of England. Data provided by 135 individuals recently ordained as OLMs (79 women and 56 men) supported the hypothesis. Compared with established professional mobile clergy there is a higher proportion of the Epimethean Temperament (SJ) among OLMs. Oswald and Kroeger (1988) characterise SJ religious leaders as ‘the conserving, serving pastor’. The implications of these findings are discussed for the evolving ministry of the Church of England

Hot Hands, Streaks and Coin-flips: Numerical Nonsense in the New York Times

The existence of "Hot Hands" and "Streaks" in sports and gambling is hotly debated, but there is no uncertainty about the recent batting-average of the New York Times: it is now two-for-two in mangling and misunderstanding elementary concepts in probability and statistics; and mixing up the key points in a recent paper that re-examines earlier work on the statistics of streaks. In so doing, it's high-visibility articles have added to the general-public's confusion about probability, making it seem mysterious and paradoxical when it needn't be. However, those articles make excellent case studies on how to get it wrong, and for discussions in high-school and college classes focusing on quantitative reasoning, data analysis, probability and statistics. What I have written here is intended for that audience