On-shell Recursion Relations for n-point QCD

We present on the use of on-shell recursion relations. These can be used not only for calculating tree amplitudes, including those with masses, but also to compute analytically the missing rational terms of one-loop QCD amplitudes. Combined with the cut-containing pieces calculated using a unitarity approach complete one-loop QCD amplitudes can be derived. This approach is discussed in the context of the adjacent 2-minus all-multiplicity QCD gluon amplitude.Comment: Talk presented at the 7th Workshop On Continuous Advances In QCD, 11-14 May 2006, Minneapolis, Minnesot

Direct extraction of one-loop integral coefficients

We present a general procedure for obtaining the coefficients of the scalar bubble and triangle integral functions of one-loop amplitudes. Coefficients are extracted by considering two-particle and triple unitarity cuts of the corresponding bubble and triangle integral functions. After choosing a specific parameterisation of the cut loop momentum we can uniquely identify the coefficients of the desired integral functions simply by examining the behaviour of the cut integrand as the unconstrained parameters of the cut loop momentum approach infinity. In this way we can produce compact forms for scalar integral coefficients. Applications of this method are presented for both QCD and electroweak processes, including an alternative form for the recently computed three-mass triangle coefficient in the six-photon amplitude $A_6(1^-,2^+,3^-,4^+,5^-,6^+)$. The direct nature of this extraction procedure allows for a very straightforward automation of the procedure.Comment: 42 pages, 7 figure

Is 'gender-sensitive education' a useful concept for educational policy?

This article responds to Astrid Sinnes and Marianne Løken’s article ‘Gendered education in a gendered world: Looking beyond cosmetic solutions to the gender gap in science’ by exploring the idea of ‘gender-sensitive’ education and its usefulness in educational policy. It draws on theoretical discussions of the concept of gender and of difference to consider ways in which ‘gender-sensitive’ education might serve the task of promoting equality and justice

Agency working in Britain: character, consequences and regulation

Debate over the nature of temporary agency work has intensified in recent times, spurred on by a proposed European directive and by speculation about links with the much heralded ‘knowledge’ economy. This paper examines the debate, focusing on the current character of agency work in Britain. Using data from the Labour Force Survey, we assess some of the claims commonly made about agency work, relating to the personal and employment characteristics of those engaged in such work, the motives of agency workers and the prospects for those who take up agency jobs. In considering the arguments surrounding regulatory change, we find there is a strong case for regulation, but that this rests on the continued disadvantage associated with agency work, with little evidence of an impact from the purported ‘knowledge’ economy.

Defining teaching for a global educational world: the development of professional standards

In August 2013 the General Teaching Council for Scotland launched a revised suite of standards for the teaching profession (GTCS 2012a,b,c). These sets of standards cover initial teacher education, full registration, advanced teaching and leadership and management. There is a danger that professional standards focus on narrowly defined behavioural competences and so reinforce a technicist approach to the practice of teachers and leaders in school (Murphy, 2005). The policy emphasis in Scotland (Donaldson 2011), however, is on the use professional standards as developmental tools to enhance practice (Ingvarson, 2005). A key element in the revision process of the professional standards has been to position the role and practice of the teaching profession in a global setting thereby fostering a future orientation in the development of teaching that reflects increasing social and cultural diversity. The foundation of this suite of standards has been the agreement of a common set of values for the teaching profession: “Professional Values are at the core of Professional Standards. The educational experiences of all our learners are shaped by the values and dispositions of all those who educate them. Values are complex and the ideals by which we shape our practice as professionals” (GTCS 2012a p. 10). The set of professional values cover the ethical dimensions of professional practice such as integrity, professional commitment, trust and respect. Importantly the professional values also cover wider issues related to social justice and sustainability. However, there is a question of how we move from these being a set of espoused values to a set of ‘values-in-action’. This paper examines the potential of this set of professional standards to bring to the fore issues of social justice as a means of developing culturally responsive teaching