Proof of Nishida's conjecture on anharmonic lattices

We prove Nishida's 1971 conjecture stating that almost all low-energetic motions of the anharmonic Fermi-Pasta-Ulam lattice with fixed endpoints are quasi-periodic. The proof is based on the formal computations of Nishida, the KAM theorem, discrete symmetry considerations and an algebraic trick that considerably simplifies earlier results.Comment: 16 pages, 1 figure; accepted for publication in Comm. Math. Phy

Resolutions Moved in Committee of the Whole on the state of the Union on the President\u27s Message

Resol. of the Comm. of Whole. 10 Dec. HR, Resol. 1, 22-2, v1, 2p. [236] Refers portion of the Annual Message of the Pres. dealing with lndians to the Com. on Indian Affairs

Frustration induced Raman scattering in CuGeO_3

We present experimental data for the Raman intensity in the spin-Peierls compound CuGeO_3 and theoretical calculations from a one-dimensional frustrated spin model. The theory is based on (a) exact diagonalization and (b) a recently developed solitonic mean field theory. We find good agreement between the 1D-theory in the homogeneous phase and evidence for a novel dimerization of the Raman operator in the spin-Peierls state. Finally we present evidence for a coupling between the interchain exchange, the spin-Peierls order parameter and the magnetic excitations along the chains.Comment: Phys. Rev. B, Rapid Comm, in Pres

Lean towards learning: connecting Lean Thinking and human resource management in UK higher education

From its origins in the automotive industry, Lean Thinking is increasingly being seen as a solution to problems of efficiency and quality in other industries and sectors. In recent years attempts have been made to transfer Lean principles and practice to the higher education sector with indications of mixed consequences and debate over its suitability. This paper contributes to the debate by drawing evidence from thirty-four interviews conducted across two UK universities that have implemented Lean in some of their activities and we pay particular attention to the role of the HR function in facilitating its introduction. The findings suggest there are problems in understanding, communicating and transferring Lean Thinking in the higher education context; that, despite HR systems being vital facets of Lean, HR professionals are excluded from participation; and that as a consequence the depth and breadth of Lean application in the two institutions is very limited