Weak Gravity Conjecture, Black Hole Entropy, and Modular Invariance

In recent literature, it has been argued that a mild form of the Weak Gravity Conjecture (WGC) is satisfied by wide classes of effective field theories in which higher-derivative corrections can be shown to shift the charge-to-mass ratios of extremal black holes to larger values. However, this mild form does not directly constrain low-energy physics because the black holes satisfying the WGC have masses above the cutoff of the effective theory. In this note, we point out that in string theory modular invariance can connect a light superextremal state to heavy superextremal states; the latter collapse into black holes at small string coupling. In the context of heterotic string theory, we show that these states are black holes that have $\alpha'$-exact charge-to-mass ratios exceeding the classical extremality bound. This suggests that modular invariance of the string partition function can be used to relate the existence of a light superextremal particle to the positive shift in charge-to-mass ratio of extremal black holes.Comment: 20 pages, 2 figures. v2: added references, matches published version. v3: updated footnote

A multiarchitecture parallel-processing development environment

A description is given of the hardware and software of a multiprocessor test bed - the second generation Hypercluster system. The Hypercluster architecture consists of a standard hypercube distributed-memory topology, with multiprocessor shared-memory nodes. By using standard, off-the-shelf hardware, the system can be upgraded to use rapidly improving computer technology. The Hypercluster's multiarchitecture nature makes it suitable for researching parallel algorithms in computational field simulation applications (e.g., computational fluid dynamics). The dedicated test-bed environment of the Hypercluster and its custom-built software allows experiments with various parallel-processing concepts such as message passing algorithms, debugging tools, and computational 'steering'. Such research would be difficult, if not impossible, to achieve on shared, commercial systems

Automating the parallel processing of fluid and structural dynamics calculations

The NASA Lewis Research Center is actively involved in the development of expert system technology to assist users in applying parallel processing to computational fluid and structural dynamic analysis. The goal of this effort is to eliminate the necessity for the physical scientist to become a computer scientist in order to effectively use the computer as a research tool. Programming and operating software utilities have previously been developed to solve systems of ordinary nonlinear differential equations on parallel scalar processors. Current efforts are aimed at extending these capabilities to systems of partial differential equations, that describe the complex behavior of fluids and structures within aerospace propulsion systems. This paper presents some important considerations in the redesign, in particular, the need for algorithms and software utilities that can automatically identify data flow patterns in the application program and partition and allocate calculations to the parallel processors. A library-oriented multiprocessing concept for integrating the hardware and software functions is described

Supersonic propulsion simulation by incorporating component models in the large perturbation inlet (LAPIN) computer code

An approach to simulating the internal flows of supersonic propulsion systems is presented. The approach is based on a fairly simple modification of the Large Perturbation Inlet (LAPIN) computer code. LAPIN uses a quasi-one dimensional, inviscid, unsteady formulation of the continuity, momentum, and energy equations. The equations are solved using a shock capturing, finite difference algorithm. The original code, developed for simulating supersonic inlets, includes engineering models of unstart/restart, bleed, bypass, and variable duct geometry, by means of source terms in the equations. The source terms also provide a mechanism for incorporating, with the inlet, propulsion system components such as compressor stages, combustors, and turbine stages. This requires each component to be distributed axially over a number of grid points. Because of the distributed nature of such components, this representation should be more accurate than a lumped parameter model. Components can be modeled by performance map(s), which in turn are used to compute the source terms. The general approach is described. Then, simulation of a compressor/fan stage is discussed to show the approach in detail

Through their eyes: Perspective taking activities for social studies classes

Perspective taking activities have been shown to yield a number of positive effects for students across disciplines. In this article, the authors provide two ready-to-teach lessons plans that encourage perspective taking through research, critical thinking, and creativity. By asking students to view history through the eyes of the people who lived it, these activities help students think deeply and creatively about social studies content

The Effects of a Historical Perspective Taking Scenario Activity on Classroom Discussion

This quasi-experimental, mixed-methods case study examined the effects of perspective taking on the discussion skills of one group of 9th grade World History students. Specifically, this study investigated the impacts of a historical perspective taking scenario activity on student participation in discussions, quality of discussions, student learning from discussions, teacher perceptions of discussions, and student and teacher enjoyment of discussions. The methods used to assess these impacts were classroom observations, frequency counts, teacher interviews, a student focus group interview, and document analysis. Results indicated that the use of a historical perspective taking scenario activity produced a dramatic increase in student participation in classroom discussions. Quality of student responses increased in scenario-based discussions, though not to a statistically significant degree. Students reported increased learning and enjoyment in scenario-based discussions. Additionally, the teacher’s perceptions of classroom discussions changed in numerous ways after participating in discussions that used a historical perspective taking scenario activity