USp(2Nc)USp(2N_c) SQCD3_3 with antisymmetric: dualities and symmetry enhancements

We study various aspects of the 4d/3d reduction of $\mathcal{N}=1$ dualities involving $USp(2N_c)$ gauge theories with $2N_f$ fundamentals and one antisymmetric. We discuss the non-trivial role played by the monopole superpotentials in the reduction and obtain new 3d dualities for models with both symplectic and unitary gauge groups. For $N_f=4$ we observe interesting webs of dualities and symmetry enhancements, recovering and extending some results already appeared in the literature.Comment: 42 pages, 3 figures, improved discussions and references adde

c-extremization from toric geometry

We derive a geometric formulation of the 2d central charge $c_r$ from infinite families of 4d $\mathcal{N}=1$ superconformal field theories topologically twisted on constant curvature Riemann surfaces. They correspond to toric quiver gauge theories and are associated to D3 branes probing five dimensional Sasaki-Einstein geometries in the AdS/CFT correspondence. We show that $c_r$ can be expressed in terms of the areas of the toric diagram describing the moduli space of the 4d theory, both for toric geometries with smooth and singular horizons. We also study the relation between a-maximization in 4d and c-extremization in 2d, giving further evidences of the mixing of the baryonic symmetries with the exact R-current in two dimensions.Comment: 39 pages, 21 figures, minor change

Surveying 4d SCFTs twisted on Riemann surfaces

Within the framework of four dimensional conformal supergravity we consider $\mathcal{N}=1,2,3,4$ supersymmetric theories generally twisted along the abelian subgroups of the R-symmetry and possibly other global symmetry groups. Upon compactification on constant curvature Riemann surfaces with arbitrary genus we provide an extensive classification of the resulting two dimensional theories according to the amount of supersymmetry that is preserved. Exploiting the c-extremization prescription introduced in arXiv:1211.4030 we develop a general procedure to obtain the central charge for 2d $\mathcal{N}=(0,2)$ theories and the expression of the corresponding R-current in terms of the original 4d one and its mixing with the other abelian global currents.Comment: 31 pages, references added, typos fixed and improved discussion

Education in 'life cycle sustainability assessment': caring for all 3 P's in one

Starting from the observation that externalities, reflecting societal concerns, emerge from costs and benefits which are not reflected in the market price, the authors of the paper emphasize the importance in education of life cycle sustainability assessment (LCSA) as a triple-bottom line tool to assess the three dimensions of sustainable development (environment, social and economy) – often referred to as the inclusive 3 P’s-approach (planet, people and profit) – of products, from cradle to grave. Especially the social LCA, as part of the overarching LCSA, has been developed to identify and to assess the social conditions throughout the life cycle of a product in order to improve human well-being. The concept of ‘social justice’ and its operationalization form the background for the development of different stakeholder categories, subcategories and indicators to undertake the social and socio-economic assessment. Two international publications (Benoît and Mazijn, 2009; Valdivia et al., 2011) are used during teaching and training session to give an overview of the social LCA and the LCSA. These guidance for the assessment of products resulted from inter- and multidisciplinary work. It was developed with the support of the authors, who have all an engineering background, but who worked for ten years now together, inter alia, with experts from social sciences. Different training sessions have been set up and LCSA (incl. social LCA) has been part of courses at universities, all with multiple objectives of a learning curve for engineering education within the context of sustainable development. Based on that experience in different countries, the authors are formulating recommendations for future educational material. Looking back at the Declaration of Barcelona (EESD 2004) and comparing with the objectives of the formal and non-formal education on LCSA, the authors claim that LCSA (and the on-going research) provides an excellent opportunity to fulfil the requirements of Engineering Education for Sustainable Development. Answering the question ‘What is a sustainable product?’ by using LCSA is learning to deal with complexity and uncertainty across the boundaries of a diversity of disciplines

Dynamical evolution of V-type photometric candidates in the outer Main-belt

V-type asteroids, characterized by two absorption bands at 1.0 and 2.0 $\mu m$, are usually thought to be portions of the crust of differentiated or partially differentiated bodies. Most V-type asteroids are found in the inner main belt and are thought to be current or past members of the Vesta dynamical family. Recently, several V-type photometric candidates have been identified in the central and outer main belt. While the dynamical evolution of V-type photometric candidates in the central main belt has been recently investigated, less attention has been given to the orbital evolution of basaltic material in the outer main belt as a whole. Here we identify known and new V-type photometric candidates in this region, and study their orbital evolution under the effect of gravitational and non-gravitational forces. A scenario in which a minimum of three local sources, possibly associated with the parent bodies of (349) Dembowska, (221) Eos, and (1459) Magnya, could in principle explain the current orbital distribution of V-type photometric candidates in the region.Comment: This paper has 6 figures and 1 table. Accepted for publication in MNRAS. arXiv admin note: text overlap with arXiv:1401.633

Four dimensions to induce learning: The challenge profile.

Knowledge generation is critical for company survival and managers need to face a new role: becoming educators. This requires an understanding of how knowledge is generated and what triggers individual learning. We propose that each individual has a personal predisposition to use a particular learning profile. Our findings show the Educational Dimensions Portfolio (EDP) as a gallery of profiles that match each individual's problem-solving challenge. A manager-educator can use the EDP model for triggering individual learning. We have verified, using statistical methods, that there are four EDP dimensions. They are related to both David Kolb's and Peter Honey's learning styles. We have verified that each individual has a personal predisposition to use a particular profile. We call it the challenge profile. That specific combination provides the individual's gateway not only to his own learning but also to inducing learning in others.manager as educator; innovation; challenge; learning styles; knowledge management;