Reply to Comment on "Acoustics of tachyon Fermi gas"

In a paper appearing in this issue of Physical Review D, Burmistrov raises some critical comments on the thermodynamics of a cold tachyon Fermi gas [E. Trojan and G. V. Vlasov, Phys. Rev. D 83, 124013 (2011)]. However, apart from any possible theoretical speculation, there are the basic physical principles to test the theory.Comment: 4 pages, 1 suppl. figur

Acoustics of tachyon Fermi gas

We consider a Fermi gas of free tachyons as a continuous medium and find whether it satisfies the causality condition. There is no stable tachyon matter with the particle density below critical value $n_T$ and the Fermi momentum $k_F<\sqrt{\frac 32}m$ that depends on the tachyon mass $m$. The pressure $P$ and energy density $E$ cannot be arbitrary small, but the situation $P>E$ is not forbidden. Existence of shock waves in tachyon gas is also discussed. At low density $n_T<n<3.45n_T$ the tachyon matter remains stable but no shock wave do survive.Comment: 14 pages, 2 figures (color

Tachyonic thermal excitations and causality

We consider an ideal Fermi gas of tachyonic thermal excitations as a continuous medium and establish when it satisfies the causality condition. At high temperature the sound speed is always subluminal $c_s<1$, but there is no stable form of tachyon matter below the critical temperature $T_c<0.23m$ that depends on the tachyon mass $m$. The pressure $P$ and energy density $E$ cannot be arbitrary small, but $P$ can exceed $E$, and $P=2.36E$ when $T\rightarrow T_c$.Comment: 11 pages, 4 figure

Shock waves in superconducting cosmic strings: growth of current

Intrinsic equations of motion of superconducting cosmic string may admit solutions in the shock-wave form that implies discontinuity of the current term \chi. The hypersurface of discontinuity propagates at finite velocity determined by finite increment \Delta \chi =\chi_+ -\chi_-. The current increases \chi_+>\chi_- in stable shocks but transition between spacelike (\chi >0) and timelike (\chi<0) currents is impossible.Comment: 13 pages, 3 figure

Проблема гендерної рівності в науці: досягнення та виклики (Problem of gender equality in science: achievements and challenges)

У статті проаналізовано заходи, спрямовані на впровадження гендерної рівності в науковій галузі з метою повнішого використання інтелектуального потенціалу жінок-учених. Підсумовано основні досягнення на цьому шляху, визначено напрямки, на яких необхідно зосередити подальші зусилля як у сфері наукових досліджень, так і в управлінській науковій і соціальній сферах. Наголошено на важливості досвіду західних країн з гендерної політики для України. На підставі результатів аналізу участі обох гендерних груп науковців у програмах Державного фонду фундаментальних досліджень за 2015 р, обґрунтовано необхідність підвищення наукової активності українських жінок-вчених. (The measures for the implementation of gender equality in the scientific sector to more fully use the intellectual potential of women scientists were analysed. The main achievements in this direction were summed up, and the directions in which it is necessary to focus further efforts both in research and in management science and social spheres were identified. For several decades it was carried out a large number of measures to more fully explore the possibilities of using the intellectual potential of the female half of humanity and gender equality in science, which is the main area of implementation of educational knowledge and which progress provides economic and social development of society. An increase in the participation of women in all fields of scientific research, and the average attainment of the degree of Doctor of Philosophy confidently approaching gender parity as in 28 countries of the European Union, US and Canada; significant progress over the last two decades reached also in attracting women to the fields of Science, Physics and Mathematics profile, such as geological, engineering, computer science, economics, chemistry and physics. It was found that the inclusion of the gender dimension in the process of acquiring knowledge changes their quality, efficiency and structure of research and, therefore science is not gender neutral. The new strategy documents for the EU 2016-2019 years stressed that the issue of gender equality remains important in all areas of modern politics of this structure. In the field of research and innovation policy it is planned to solve this problem by supporting the program «Horizon – 2020» through cooperation and research organizations of member countries within the European Research Area. This identified three focus areas, namely gender equality in scientific careers, gender balance in decision-making and the integration of gender approach in research and innovation

ADAPTATION OF QGIS TOOLS IN HIGH SCHOOL GEOGRAPHY EDUCATION

In the last decades, geography teachers have been trying to figure out how to adopt GIS (Geographic Information Systems) tools for their high school classes. Predominantly, teachers have come to use commercial versions. Lately, it has been QGIS getting more attention, especially in environments where teachers do not have access to sufficient funding. Nevertheless, there is a lack of ample research results and available teaching materials for geography teachers that want to give QGIS in their lessons a go. This paper presents our attempt to bridge this gap. We have set several goals in our search for the possibilities of adopting QGIS tools for high school geography lessons. The main one was to learn about the strategies that students have when they are learning about QGIS. Furthermore, we wanted to know what knowledge the students would demonstrate after attending a short course on QGIS basics and if their learning strategies during the lectures would impact their results. To find out, we created a set of 10 lessons and tested most of them on students from a high school in Brno, Czech Republic. The results of two pilot studies show that our research has not ended and that further investigation needs to be made about the circumstances that can affect a successful adaptation of QGIS tools in high school geography education