Clues to the nature of dark matter from first galaxies

We use thirty-eight high-resolution simulations of galaxy formation between redshift 10 and 5 to study the impact of a 3 keV warm dark matter (WDM) candidate on the high-redshift Universe. We focus our attention on the stellar mass function and the global star formation rate and consider the consequences for reionization, namely the neutral hydrogen fraction evolution and the electron scattering optical depth. We find that three different effects contribute to differentiate warm and cold dark matter (CDM) predictions: WDM suppresses the number of haloes with mass less than few $10^9$ M$_{\odot}$; at a fixed halo mass, WDM produces fewer stars than CDM; and finally at halo masses below $10^9$ M$_{\odot}$, WDM has a larger fraction of dark haloes than CDM post-reionization. These three effects combine to produce a lower stellar mass function in WDM for galaxies with stellar masses at and below $\sim 10^7$ M$_{\odot}$. For $z > 7$, the global star formation density is lower by a factor of two in the WDM scenario, and for a fixed escape fraction, the fraction of neutral hydrogen is higher by 0.3 at $z \sim 6$. This latter quantity can be partially reconciled with CDM and observations only by increasing the escape fraction from 23 per cent to 34 per cent. Overall, our study shows that galaxy formation simulations at high redshift are a key tool to differentiate between dark matter candidates given a model for baryonic physics.Comment: 11 pages, 8 figures, submitted to MNRA

Radiation-induced nucleic acid synthesis in L cells under energy deprivation

Radiation induced nucleic acid synthesis in energy deprived L cell

Asymmetric Non-Abelian Orbifolds and Model Building

The rules for the free fermionic string model construction are extended to include general non-abelian orbifold constructions that go beyond the real fermionic approach. This generalization is also applied to the asymmetric orbifold rules recently introduced. These non-abelian orbifold rules are quite easy to use. Examples are given to illustrate their applications.Comment: 30 pages, Revtex 3.

Swimming in curved space or The Baron and the cat

We study the swimming of non-relativistic deformable bodies in (empty) static curved spaces. We focus on the case where the ambient geometry allows for rigid body motions. In this case the swimming equations turn out to be geometric. For a small swimmer, the swimming distance in one stroke is determined by the Riemann curvature times certain moments of the swimmer.Comment: 19 pages 6 figure

Localized Tachyons and the g_cl conjecture

We consider C/Z_N and C^2/Z_N orbifolds of heterotic string theories and Z_N orbifolds of AdS_3. We study theories with N=2 worldsheet superconformal invariance and construct RG flows. Following Harvey, Kutasov, Martinec and Moore, we compute g_cl and show that it decreases monotonically along RG flows- as conjectured by them. For the heterotic string theories, the gauge degrees of freedom do not contribute to the computation of g_cl.Comment: Corrections and clarifications made, 19 page

Twistfield Perturbations of Vertex Operators in the Z_2-Orbifold Model

We apply Kadanoff's theory of marginal deformations of conformal field theories to twistfield deformations of Z_2 orbifold models in K3 moduli space. These deformations lead away from the Z_2 orbifold sub-moduli-space and hence help to explore conformal field theories which have not yet been understood. In particular, we calculate the deformation of the conformal dimensions of vertex operators for p^2<1 in second order perturbation theory.Comment: Latex2e, 19 pages, 1 figur

A path unenvisaged to a destination unintended: A collaborative autoethnographic account of becoming a community of practice in an HEI

In this paper we explore how a disparate group of predominately foundation phase teacher educators unintentionally, over a period of time, came together to form a strong community of practice (CoP). Voluntary involvement in a research project positioned this group of lecturers in unaccustomed roles and necessitated that they engage with each other in a variety of ways to meet project outcomes. New relationships developed as people took on different roles and new responsibilities emerged as the group faced challenges. As this was a subjective interrogation of our experiences, a research method such as autoethnography where we could focus on the experience and processes of becoming a CoP, rather than the outcomes of the research itself, seemed appropriate. We outline our understandings of a CoP and show how, through a critical self-reflective process, we were able to strengthen both our teaching and research practices in a Higher Education Institution (HEI). The strengthening occurred, in part, due to the formation and development of this CoP