The dynamics of quark-gluon plasma and AdS/CFT

In these pedagogical lectures, we present the techniques of the AdS/CFT correspondence which can be applied to the study of real time dynamics of a strongly coupled plasma system. These methods are based on solving gravitational Einstein's equations on the string/gravity side of the AdS/CFT correspondence. We illustrate these techniques with applications to the boost-invariant expansion of a plasma system. We emphasize the common underlying AdS/CFT description both in the large proper time regime where hydrodynamic dynamics dominates, and in the small proper time regime where the dynamics is far from equilibrium. These AdS/CFT methods provide a fascinating arena interrelating General Relativity phenomenae with strongly coupled gauge theory physics.Comment: 35 pages, 3 figures. Lectures at the 5th Aegean summer school, `From gravity to thermal gauge theories: the AdS/CFT correspondence'. To appear in the proceedings in `Lecture Notes in Physics

Perturbations of anti-de Sitter black holes

I review perturbations of black holes in asymptotically anti-de Sitter space. I show how the quasi-normal modes governing these perturbations can be calculated analytically and discuss the implications on the hydrodynamics of gauge theory fluids per the AdS/CFT correspondence. I also discuss phase transitions of hairy black holes with hyperbolic horizons and the dual superconductors emphasizing the analytical calculation of their properties.Comment: 25 pages, 4 figures, prepared for the proceedings of the 5th Aegean Summer School "From Gravity to Thermal Gauge Theories: the AdS/CFT Correspondence," Milos, Greece, September 2009

The challenge to professionals of using social media: teachers in England negotiating personal-professional identities

Social media are a group of technologies such as Twitter, Facebook and LinkedIn which offer people chances to interact with one another in new ways. Teachers, like other members of society, do not all use social media. Some avoid, some experiment with and others embrace social media enthusiastically. As a means of communication available to everyone in modern society, social media is challenging teachers, as other professionals in society, to decide whether to engage with these tools and, if so, on what basis – as an individual (personally), or as a teacher (professionally). Although teachers are guided by schools and codes of practice, teachers as individuals are left to decide whether and how to explore social media for either their own or their students' learning. This paper analyses evidence from interviews with 12 teachers from England about their use of social media as to the challenges they experience in relation to using the media as professional teachers.. Teachers are in society’s spotlight in terms of examples of inappropriate use of social media but also under peer pressure to connect. This paper explores their agency in responding. The paper focuses on how teachers deal with tensions between their personal and professional use of social media. These tensions are not always perceived as negative and some teachers' accounts revealed a unity in their identities when using social media. The paper reflects on the implications of such teachers' identities in relation to the future of social media use in education