Large-scale structure and the redshift-distance relation

In efforts to demonstrate the linear Hubble law v = Hr from galaxy observations, the underlying simplicity is often obscured by complexities arising from magnitude-limited data. In this paper we point out a simple but previously unremarked fact: that the shapes and orientations of structures in redshift space contain in themselves independent information about the cosmological redshift-distance relation. The orientations of voids in the CfA slice support the Hubble law, giving a redshift-distance power index p = 0.83 +/- 0.36 (void data from Slezak, de Lapparent, & Bijoui 1993) or p = 0.99 +/- 0.38 (void data from Malik & Subramanian 1997).Comment: 11 pages (AASTeX), 4 figures, to appear in the Astrophysical Journal Letter

QED in strong, finite-flux magnetic fields

Lower bounds are placed on the fermionic determinants of Euclidean quantum electrodynamics in two and four dimensions in the presence of a smooth, finite-flux, static, unidirectional magnetic field $B(r) =(0,0,B(r))$, where $B(r) \geq 0$ or $B(r) \leq 0$, and $r$ is a point in the xy-plane.Comment: 10 pages, postscript (in uuencoded compressed tar file

Particle-Antiparticle Asymmetry Due to Non-Renormalizable Effective Interactions

We consider a model for generating a particle-antiparticle asymmetry through out-of-equilibrium decays of a massive particle due to non-renormalizable, effective interactions.Comment: preliminary version, 38 pages; LaTeX source, epsf.sty and EPS files included in tar archiv

Constraints on Galaxy Bias, Matter Density, and Primordial Non--Gausianity from the PSCz Galaxy Redshift Survey

We compute the bispectrum for the \IRAS PSCz catalog and find that the galaxy distribution displays the characteristic signature of gravity. Assuming Gaussian initial conditions, we obtain galaxy biasing parameters $1/b_1=1.20^{+0.18}_{-0.19}$ and $b_2/b_1^2=-0.42\pm0.19$, with no sign of scale-dependent bias for $k\leq 0.3$ h/Mpc. These results impose stringent constraints on non-Gaussian initial conditions. For dimensional scaling models with $\chi^2_N$ statistics, we find N>49, which implies a constraint on primordial skewness $B_3<0.35$.Comment: 4 pages, 3 embedded figures, uses revtex style file, minor changes to reflect published versio

Leptogenesis with Dirac Neutrinos

We describe a "neutrinogenesis" mechanism whereby, in the presence of right-handed neutrinos with sufficiently small pure Dirac masses, (B+L)-violating sphaleron processes create the baryon asymmetry of the Universe, even when B=L=0 initially. It is shown that the resulting neutrino mass constraints are easily fulfilled by the neutrino masses suggested by current experiments. We present a simple toy model which uses this mechanism to produce the observed baryon asymmetry of the Universe. (PostScript Errors corrected in latest Version).Comment: 4 pages, Latex (using amsmath,feynmp,graphicx), 4 figure

An inquiry-based learning approach to teaching information retrieval

The study of information retrieval (IR) has increased in interest and importance with the explosive growth of online information in recent years. Learning about IR within formal courses of study enables users of search engines to use them more knowledgeably and effectively, while providing the starting point for the explorations of new researchers into novel search technologies. Although IR can be taught in a traditional manner of formal classroom instruction with students being led through the details of the subject and expected to reproduce this in assessment, the nature of IR as a topic makes it an ideal subject for inquiry-based learning approaches to teaching. In an inquiry-based learning approach students are introduced to the principles of a subject and then encouraged to develop their understanding by solving structured or open problems. Working through solutions in subsequent class discussions enables students to appreciate the availability of alternative solutions as proposed by their classmates. Following this approach students not only learn the details of IR techniques, but significantly, naturally learn to apply them in solution of problems. In doing this they not only gain an appreciation of alternative solutions to a problem, but also how to assess their relative strengths and weaknesses. Developing confidence and skills in problem solving enables student assessment to be structured around solution of problems. Thus students can be assessed on the basis of their understanding and ability to apply techniques, rather simply their skill at reciting facts. This has the additional benefit of encouraging general problem solving skills which can be of benefit in other subjects. This approach to teaching IR was successfully implemented in an undergraduate module where students were assessed in a written examination exploring their knowledge and understanding of the principles of IR and their ability to apply them to solving problems, and a written assignment based on developing an individual research proposal

Probing Primordial Non-Gaussianity with Large-Scale Structure

We consider primordial non-Gaussianity due to quadratic corrections in the gravitational potential parametrized by a non-linear coupling parameter fnl. We study constraints on fnl from measurements of the galaxy bispectrum in redshift surveys. Using estimates for idealized survey geometries of the 2dF and SDSS surveys and realistic ones from SDSS mock catalogs, we show that it is possible to probe |fnl|~100, after marginalization over bias parameters. We apply our methods to the galaxy bispectrum measured from the PSCz survey, and obtain a 2sigma-constraint |fnl|< 1800. We estimate that an all sky redshift survey up to z~1 can probe |fnl|~1. We also consider the use of cluster abundance to constrain fnl and find that in order to be sensitive to |fnl|~100, cluster masses need to be determined with an accuracy of a few percent, assuming perfect knowledge of the mass function and cosmological parameters.Comment: 15 pages, 7 figure

The ground state energy of a spinor field in the background of a finite radius flux tube

We develop a formalism for the calculation of the ground state energy of a spinor field in the background of a cylindrically symmetric magnetic field. The energy is expressed in terms of the Jost function of the associated scattering problem. Uniform asymptotic expansions needed are obtained from the Lippmann-Schwinger equation. The general results derived are applied to the background of a finite radius flux tube with a homogeneous magnetic field inside and the ground state energy is calculated numerically as a function of the radius and the flux. It turns out to be negative, remaining smaller by a factor of $\alpha$ than the classical energy of the background except for very small values of the radius which are outside the range of applicability of QED.Comment: 25 pages, 3 figure

Household-level risk factors for secondary influenza-like illness in a rural area of Bangladesh

This article is made available for unrestricted research re-use and secondary analysis in any form or by any means with acknowledgement of the original source. These permissions are granted for the duration of the World Health Organization (WHO) declaration of COVID-19 as a global pandemic.Objective To describe household‐level risk factors for secondary influenza‐like illness (ILI), an important public health concern in the low‐income population of Bangladesh. Methods Secondary analysis of control participants in a randomised controlled trial evaluating the effect of handwashing to prevent household ILI transmission. We recruited index‐case patients with ILI – fever (<5 years); fever, cough or sore throat (≥5 years) – from health facilities, collected information on household factors and conducted syndromic surveillance among household contacts for 10 days after resolution of index‐case patients’ symptoms. We evaluated the associations between household factors at baseline and secondary ILI among household contacts using negative binomial regression, accounting for clustering by household. Results Our sample was 1491 household contacts of 184 index‐case patients. Seventy‐one percentage reported that smoking occurred in their home, 27% shared a latrine with one other household and 36% shared a latrine with >1 other household. A total of 114 household contacts (7.6%) had symptoms of ILI during follow‐up. Smoking in the home (RRadj 1.9, 95% CI: 1.2, 3.0) and sharing a latrine with one household (RRadj 2.1, 95% CI: 1.2, 3.6) or >1 household (RRadj 3.1, 95% CI: 1.8–5.2) were independently associated with increased risk of secondary ILI. Conclusion Tobacco use in homes could increase respiratory illness in Bangladesh. The mechanism between use of shared latrines and household ILI transmission is not clear. It is possible that respiratory pathogens could be transmitted through faecal contact or contaminated fomites in shared latrines

Students’ Perceptions of and Responses to Teaching Assistant and Peer Feedback

Authentic open-ended problems are increasingly appearing in university classrooms at all levels. Formative feedback that leads to learning and improved student work products is a challenge, particularly in large enrollment courses. This is a case study of one first-year engineering student team’s experience with teaching assistant and peer feedback during a series of open-ended mathematical modeling problems called Model-Eliciting Activities. The goal of this study was to gain deep insight into the interactions between students, feedback providers, and written feedback by examining one team’s perceptions of the feedback they received and the changes they made to their solutions based on their feedback. The practical purpose of this work is to begin to make recommendations to improve students’ interactions with written feedback. The data sources consisted of individual student interviews, videos of the team’s meetings to revise their solutions, the team’s iteratively-developed solutions, the team’s documented changes to the their solutions, and the written feedback they received from their teaching assistant and peers. The students explained that helpful peer feedback requires a time commitment, focuses on the mathematical model, and goes beyond praise to prompt change. The students also stated that generic TA feedback was not helpful. The greatest difference between the students’ perceptions of TA and peer feedback was that the TA had influence over the team’s grade and therefore the TA feedback was deemed more important. Feedback strategies to increase peer participation and improve teaching assistant training are described. Suggestions for continued research on feedback are provided