22,288 research outputs found

    Comment on "Exclusion of time in the theorem of Bell" by K. Hess and W. Philipp

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    A recent Letter by Hess and Philipp claims that Bell's theorem neglects the possibility of time-like dependence in local hidden variables, hence is not conclusive. Moreover the authors claim that they have constructed, in an earlier paper, a local realistic model of the EPR correlations. However, they themselves have neglected the experimenter's freedom to choose settings, while on the other hand, Bell's theorem can be formulated to cope with time-like dependence. This in itself proves that their toy model cannot satisfy local realism, but we also indicate where their proof of its local realistic nature fails.Comment: Latex needs epl.cl

    Interactions of Satellite Galaxies in Cosmological Dark Matter Halos

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    We present a statistical analysis of the interactions between satellite galaxies in cosmological dark matter halos taken from fully self-consistent high-resolution simulations of galaxy clusters. We show that the number distribution of satellite encounters has a tail that extends to as many as 3-4 encounters per orbit. On average 30% of the substructure population had at least one encounter (per orbit) with another satellite galaxy. However, this result depends on the age of the dark matter host halo with a clear trend for more interactions in younger systems. We also report a correlation between the number of encounters and the distance of the satellites to the centre of the cluster: satellite galaxies closer to the centre experience more interactions. However, this can be simply explained by the radial distribution of the substructure population and merely reflects the fact that the density of satellites is higher in those regions. In order to find substructure galaxies we applied (and present) a new technique based upon the N-body code MLAPM. This new halo finder MHF (MLAPM's-Halo-Finder) acts with exactly the same accuracy as the N-body code itself and is therefore free of any bias and spurious mismatch between simulation data and halo finding precision related to numerical effects.Comment: 6 pages, 4 figures, accepted by PASA (refereed contribution to the 5th Galactic Chemodynamics workshop, July 2003

    Mapping Substructures in Dark Matter Halos

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    We present a detailed study of the real and integrals-of-motion space distributions of a satellite obtained from a self-consistent high-resolution simulation of a galaxy cluster and re-simulated using various analytical halo potentials. We found that the disrupted satellite appears as a coherent structure in integrals-of-motion space in all models (``live'' and analytical potential) although the distribution is significantly smeared for the live host halo. Further the primary mechanism for this smearing is the mass growth of the host, which changes both the energy and angular momentum of the satellite debris. Hence, this must be considered when searching for (stellar) streams with future observational experiments such as RAVE and GAIA.Comment: 5 pages, 6 figures, MNRAS accepted - minor editing without changing the conclusions, a high-resolution version of the paper is available from http://astronomy.swin.edu.au/~sgill/downloads/downloads.htm

    Estimation in a growth study with irregular measurement times

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    Between 1982 and 1988 a growth study was carried out at the Division of Pediatric Oncology of the University Hospital of Groningen. A special feature of the project was that sample sizes are small and that ages at entry may be very different. In addition the intended design was not fully complied with. This paper highlights some aspects of the statistical analysis which is based on (1) reference scores, (2) statistical procedures allowing for an irregular pattern of measurement times caused by missing data and shifted measurement times

    Assessing the variation in the load that produces maximal upper-body power

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    Substantial variation in the load that produces maximal power has been reported. It has been suggested that the variation observed may be due to differences in subject physical characteristics. Therefore the aim of this study was to determine the extent in which anthropometric measures correlate to the load that produces maximal power. Anthropometric measures (upper-arm length, forearm length, total arm length, upper-arm girth) and bench press strength were assessed in 26 professional rugby union players. Peak power was then determined in the bench press throw exercise using loads of 20 to 60% of one repetition maximum (1RM) in the bench press exercise. Maximal power occurred at 30 +/- 14 %1RM (mean +/- SD). Upper-arm length had the highest correlation with the load maximizing power: -0.61 (90% confidence limits -0.35 to -0.78), implying loads of 22 vs. 38 %1RM maximize power for players with typically long vs. short upper-arm length. Correlations for forearm length, total arm length and upper-arm girth to the load that maximized power were -0.29 (0.04 to -0.57), -0.56 (-0.28 to -0.75), and -0.29 (0.04 to -0.57), respectively. The relationship between 1RM and the load that produced maximal power was r = -0.23 (0.10 to -0.52). The between-subject variation in the load that maximised power observed (SD= +/- 14 %1RM) may have been due to differences in anthropometric characteristics, and absolute strength and power outputs. Indeed, athletes with longer limbs and larger girths, and greater maximal strength and power outputs utilised a lower percentage of 1RM loads to achieve maximum power. Therefore, we recommend individual assessment of the load that maximizes power output

    Assessing lower-body peak power in elite rugby-union players

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    Addressing Assessment in Libyan Medical Education

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    Assessment is a powerful driver of student learning: it gives a message to learners about what they should be learning, what the learning organisation believes to be important, and how they should go about learning. Assessment tools allow measurement of student achievement and thereby give teachers insight into their students' learning, and enable teachers to make systematic judgements about progress and achievement. It is vital then that assessment tools drive students to learn the right things as well as measure student learning appropriately. Any attempts to reform curricula and teaching methods must consider the role of assessment in the learning process
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