Beyond the binary collision approximation for the large-qq response of liquid 4^4He

We discuss corrections to the linear response of a many-body system beyond the binary collision approximation. We first derive for smooth pair interactions an exact expression of the response $\propto 1/q^2$, considerably simplifying existing forms and present also the generalization for interactions with a strong, short-range repulsion. We then apply the latter to the case of liquid $^4$He. We display the numerical influence of the $1/q^2$ correction around the quasi-elastic peak and in the low-intensity wings of the response, far from that peak. Finally we resolve an apparent contradiction in previous discussions around the fourth order cumulant expansion coefficient. Our results prove that the large-$q$ response of liquid $^4$He can be accurately understood on the basis of a dynamical theory.Comment: 19 p. Figs. available on reques

Primary physical education, coaches and continuing professional development

This is an Author's Accepted Manuscript of an article published in Sport, Education and Society, 16(4), 485 - 505, 2011, copyright @ Taylor & Francis, available online at: http://www.tandfonline.com/10.1080/13573322.2011.589645.Physical education (PE) in primary schools has traditionally been taught by qualified primary teachers. More recently, some teaching of PE in primary schools has been undertaken by coaches (mostly football coaches). These coaches hold national governing body awards but do not hold teaching qualifications. Thus, coaches may not be adequately prepared to teach PE in curriculum time. The purpose of this study was to evaluate the perceptions of a group of community-based football coaches working in primary schools for the impact of a Continuing Professional Development (CPD) programme on their ability to undertake ‘specified work’ to cover PE in primary schools. The programme focused on four areas identified as important to enable coaches to cover specified work: short- and medium-term planning, pedagogy, knowledge of the curriculum and reflection. Results showed that for the majority of coaches the CPD programme had made them more aware of the importance of these four areas and had helped to develop their knowledge and ability to put this into practice in covering planning, preparation and assessment time. However, further input is still required to develop coaches’ knowledge and understanding in all four areas, but especially their curriculum knowledge, as well as their ability to put these into practice consistently. These findings are discussed in relation to the implications of employing coaches to cover the teaching of PE in primary schools and, if employed, what CPD coaches need to develop the necessary knowledge, skill and understanding for covering specified work in schools

Classical interventions in quantum systems. I. The measuring process

The measuring process is an external intervention in the dynamics of a quantum system. It involves a unitary interaction of that system with a measuring apparatus, a further interaction of both with an unknown environment causing decoherence, and then the deletion of a subsystem. This description of the measuring process is a substantial generalization of current models in quantum measurement theory. In particular, no ancilla is needed. The final result is represented by a completely positive map of the quantum state $\rho$ (possibly with a change of the dimensions of $\rho$). A continuous limit of the above process leads to Lindblad's equation for the quantum dynamical semigroup.Comment: Final version, 14 pages LaTe

Moving beyond physical education subject knowledge to develop knowledgeable teachers of the subject

All knowledge is socially constructed, including physical education teachers’ knowledge of their subject. It is acquired from other people either formally and deliberately (e.g. by being taught) or informally and casually (e.g. by interacting with physical education teachers or playing in a sports team). The social aspects of learning appear to be particularly strong in physical education. This has implications for the development of knowledge for teaching, with trainee teachers focusing on the development of subject, and particularly content, knowledge. Focusing on subject knowledge reinforces a traditional view of physical education as it is, not as it might be to meet the needs of young people today. It is argued that attention needs to be given not only to the knowledge, skills and competencies that trainee teachers ought to develop but also to the social aspects of their learning and development and the context in which they learn. Attention also needs to be given to how the ability to think critically can be developed so that trainee teachers can become reflective practitioners able to challenge and, where appropriate, change the teaching of the subject. Only by doing this can the particularly strong socialisation which shapes the values and beliefs of physical education teachers begin to be challenged. However, as the process of developing knowledgeable teachers is ongoing it is also necessary to look beyond teacher training to continuing professional development

Moving beyond physical education subject knowledge to develop knowledgeable teachers of the subject

All knowledge is socially constructed, including physical education teachers’ knowledge of their subject. It is acquired from other people either formally and deliberately (e.g. by being taught) or informally and casually (e.g. by interacting with physical education teachers or playing in a sports team). The social aspects of learning appear to be particularly strong in physical education. This has implications for the development of knowledge for teaching, with trainee teachers focusing on the development of subject, and particularly content, knowledge. Focusing on subject knowledge reinforces a traditional view of physical education as it is, not as it might be to meet the needs of young people today. It is argued that attention needs to be given not only to the knowledge, skills and competencies that trainee teachers ought to develop but also to the social aspects of their learning and development and the context in which they learn. Attention also needs to be given to how the ability to think critically can be developed so that trainee teachers can become reflective practitioners able to challenge and, where appropriate, change the teaching of the subject. Only by doing this can the particularly strong socialisation which shapes the values and beliefs of physical education teachers begin to be challenged. However, as the process of developing knowledgeable teachers is ongoing it is also necessary to look beyond teacher training to continuing professional development

Can minimalism about truth embrace polysemy?

Paul Horwich is aware of the fact that his theory as stated in his works is directly applicable only to a language in which a word, understood as a syntactic type, is connected with exactly one literal meaning. Yet he claims that the theory is expandable to include homonymy and indexicality and thus may be considered as applicable to natural language. My concern in this paper is with yet another kind of ambiguity - systematic polysemy - that assigns multiple meanings to one linguistic type. I want to combine the characteristics of systematic polysemy with the Kaplanian insight that meanings of expressions may be defined by semantic rules which assign content in context and to ask the question if minimalism about truth and meaning is compatible with such rule-based systematic polysemy. I will first explain why the expressions that exhibit rule-based systematic polysemy are difficult to combine with a truth theory that is based on a use theory of meaning before proceeding to argue that indexicals and proper names are such expressions