Understanding Galaxy Formation and Evolution

The old dream of integrating into one the study of micro and macrocosmos is now a reality. Cosmology, astrophysics, and particle physics intersect in a scenario (but still not a theory) of cosmic structure formation and evolution called Lambda Cold Dark Matter (LCDM) model. This scenario emerged mainly to explain the origin of galaxies. In these lecture notes, I first present a review of the main galaxy properties, highlighting the questions that any theory of galaxy formation should explain. Then, the cosmological framework and the main aspects of primordial perturbation generation and evolution are pedagogically detached. Next, I focus on the ``dark side'' of galaxy formation, presenting a review on LCDM halo assembling and properties, and on the main candidates for non-baryonic dark matter. It is shown how the nature of elemental particles can influence on the features of galaxies and their systems. Finally, the complex processes of baryon dissipation inside the non-linearly evolving CDM halos, formation of disks and spheroids, and transformation of gas into stars are briefly described, remarking on the possibility of a few driving factors and parameters able to explain the main body of galaxy properties. A summary and a discussion of some of the issues and open problems of the LCDM paradigm are given in the final part of these notes.Comment: 50 pages, 10 low-resolution figures (for normal-resolution, DOWNLOAD THE PAPER (PDF, 1.9 Mb) FROM http://www.astroscu.unam.mx/~avila/avila.pdf). Lectures given at the IV Mexican School of Astrophysics, July 18-25, 2005 (submitted to the Editors on March 15, 2006

Tuberculosis of bone and joint

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Thinking through practice: exploring ways of knowing, understanding and representing the complexity of teaching

In recent times there has been a cross-disciplinary amplification of interest in the concept of practice. In this context, there is a growing body of research considering how teaching and teacher education might be viewed using the conceptual lens of practice. In this article, I explore practice theories to identify common themes and principles that constitute a conceptual framework for the investigation of the lived experience of teaching. From this foundation, a methodological framework based on collaborative inquiry and postmodern emergence is derived. Examples are offered of the way the conceptual framework and methodological approach have been activated through the first stage of a research programme that collaboratively engages the dual voices of academic researcher and classroom practitioners as co-researchers. Analysis of qualitative data reveals the potential and limitations of this practice-based foundation as a way to know, understand and represent the complexity of teaching. In conclusion, the article develops a number of propositions as the basis for further research