How should we interpret the two transport relaxation times in the cuprates ?

We observe that the appearance of two transport relaxation times in the various transport coefficients of cuprate metals may be understood in terms of scattering processes that discriminate between currents that are even, or odd under the charge conjugation operator. We develop a transport equation that illustrates these ideas and discuss its experimental and theoretical consequences.Comment: 19 pages, RevTeX with 8 postscript figures included. To appear in ``Non Fermi Liquid Physics'', J. Phys:Cond. Matt. (1997

An equatorial wind from the massive young stellar object S140 IRS 1

The discovery of the second equatorial ionized stellar wind from a massive young stellar object is reported. High resolution radio continuum maps of S140 IRS 1 reveal a highly elongated source that is perpendicular to the larger scale bipolar molecular outflow. This picture is confirmed by location of a small scale monopolar near-IR reflection nebula at the base of the blueshifted lobe. A second epoch of observations over a five year baseline show little ordered outward proper motion of clumps as would have been expected for a jet. A third epoch, taken only 50 days after the second, did show significant changes in the radio morphology. These radio properties can all be understood in the context of an equatorial wind driven by radiation pressure from the central star and inner disc acting on the gas in the surface layers of the disc as proposed by Drew et al. (1998). This equatorial wind system is briefly compared with the one in S106IR, and contrasted with other massive young stellar objects that drive ionized jets.Comment: 19 pages, 5 figures, accepted by ApJ, minor changes in light of referees repor

Mid-infrared Hall effect in thin-film metals: Probing the Fermi surface anisotropy in Au and Cu

A sensitive mid-infrared (MIR, 900-1100 cm-1, 112-136 meV) photo-elastic polarization modulation technique is used to measure simultaneously Faraday rotation and circular dichroism in thin metal films. These two quantities determine the complex AC Hall conductivity. This novel technique is applied to study Au and Cu thin films at temperatures down to 20 K and magnetic fields up to 8 T. The Hall frequency is consistent with band theory predictions. We report the first measurement of the MIR Hall scattering rate, which is significantly lower than that derived from Drude analysis of zero magnetic field MIR transmission measurements. This difference is qualitatively explained in terms of the anisotropy of the Fermi surface in Au and Cu.Comment: 14 pages of text, 5 figure

Direct observation of the flux-line vortex glass phase in a type II superconductor

The order of the vortex state in La_{1.9} Sr_{0.1} CuO_{4} is probed using muon spin rotation and small-angle neutron scattering. A transition from a Bragg glass to a vortex glass is observed, where the latter is composed of disordered vortex lines. In the vicinity of the transition the microscopic behavior reflects a delicate interplay of thermally-induced and pinning-induced disorder.Comment: 14 pages, 4 colour figures include

Paraphrases and summaries: A means of clarification or a vehicle for articulating a preferred version of student accounts?

The use of group discussions as a means to facilitate learning from experiences is well documented in adventure education literature. Priest and Naismith (1993) assert that the use of the circular discussion method, where the leader poses questions to the participants, is the most common form of facilitation in adventure education. This paper draws on transcripts of facilitation sessions to argue that the widely advocated practice of leader summaries or paraphrases of student responses in these sessions functions as a potential mechanism to control and sponsor particular knowledge(s). Using transcripts from recorded facilitation sessions the analysis focuses on how the leader paraphrases the students’ responses and how these paraphrases or ‘formulations’ function to modify or exclude particular aspects of the students’ responses. I assert that paraphrasing is not simply a neutral activity that merely functions to clarify a student response, it is a subtle means by which the leader of the session can, often inadvertently or unknowingly, alter the student’s reply with the consequence of favouring particular knowledge(s). Revealing the subtle work that leader paraphrases perform is of importance for educators who claim to provide genuine opportunities for students to learn from their experience