Think Different: Applying the Old Macintosh Mantra to the Computability of the SUSY Auxiliary Field Problem

Starting with valise supermultiplets obtained from 0-branes plus field redefinitions, valise adinkra networks, and the "Garden Algebra," we discuss an architecture for algorithms that (starting from on-shell theories and, through a well-defined computation procedure), search for off-shell completions. We show in one dimension how to directly attack the notorious "off-shell auxiliary field" problem of supersymmetry with algorithms in the adinkra network-world formulation.Comment: 28 pages, 1 figur

Horizontal stress anisotropy and effective stress as regulator of coal seam gas zonation in the Sydney Basin, Australia

Coal seam gas zonation in the Sydney Basin, NSW, Australia is related to basin hydrodynamics and hydrochemical facies evolution along the flow path from the subcrop to the basin center. Biogenic methane corresponds with meteoric water under hydrostatic pressure and persists down to the top of the geopressured zone (~800 to 1000m). Thermogenic gases, including wet hydrocarbons, can reach up to relatively shallow horizons of less than 500-600m depth. In the transition zone between the top of the geopressured and base of the hydrostatic zone, a mixed water and gas regime prevails, comprising brackish waters, and gases of mixed biogenic, thermogenic and inorganic origins, including CO. Mechanisms for and the role of stress in the development of this layered hydrogeological and gas environment are investigated in this paper.The inverse relationship between effective horizontal stress and permeability in coals through regulation of cleat volumes is well documented, and there is evidence of regionally compartmentalized stress regimes with depth within the Sydney and other eastern Australian coal basins. This regional stress regime can be overprinted by the effect of localized geological features. It is hypothesized that the in situ stress regime plays an important role in the regulation of groundwater flow regimes and extents, resulting in the development of the reported gas content and compositional zonation.Analysis of regional gas and stress data obtained from public and private databases, as well as literature, supports this hypothesis. Changes in gas concentration and composition with depth correspond with discernable variations in horizontal stress anisotropy. Gas contents generally increase with depth down to a 'peak gas' horizon, below which concentrations decrease. This 'peak gas' zone is coincident with a horizontal stress anisotropy change from moderately high to low levels, associated with reverse to strike-slip faulting conditions, respectively. The stress release zone also marks the top of the thermogenic gas zone, identified by the first appearance of ethane in the vertical profile. This zone also hosts gases of mixed origins: biogenic, thermogenic and inorganic (CO) and represents a mixed (transitional) groundwater flow environment. The base of the mixed gas zone is the top of the 'geopressured-only' flow associated with thermogenic gases and is signaled by the return to high stress reverse faulting conditions below 850-900m depth in the Sydney Basin

Community-engaged primary care medical education

BACKGROUND: Community-engaged medical education (CEME) requires medical schools to partner with local communities to help address community priorities, whilst enhancing the learning experiences of students. Current literature on CEME has focused on evaluating its effects on students; however, there remains a gap in exploring whether CEME initiatives can have a sustainable impact for communities. APPROACH: The Community Action Project (CAP) at Imperial College London, is an eight-week, community-engaged, quality improvement project for Year 3 medical students. Students initially consult with clinicians, patients and wider community stakeholders to understand local needs and assets, and identify a health priority to address. They then work with relevant stakeholders to design, implement and evaluate a project to help address their identified priority. EVALUATION: All CAPs (n = 264) completed in the 2019-2021 academic years were evaluated for evidence of several key areas, including community engagement and sustainability. 91% of projects evidenced a needs analysis, 71% demonstrated patient involvement in their development, and 64% demonstrated sustainable impacts from their projects. Analysis revealed the topics frequently addressed, and the formats used by students. Two CAPs are described in more detail to demonstrate their community impact. IMPLICATIONS: The CAP demonstrates how the principles of CEME (meaningful community engagement and social accountability) can lead to sustainable benefits for local communities through purposeful collaboration with patients and local communities. Strengths, limitations and future directions are highlighted

Scaling and crossovers in activated escape near a bifurcation point

Near a bifurcation point a system experiences critical slowing down. This leads to scaling behavior of fluctuations. We find that a periodically driven system may display three scaling regimes and scaling crossovers near a saddle-node bifurcation where a metastable state disappears. The rate of activated escape $W$ scales with the driving field amplitude $A$ as $\ln W \propto (A_c-A)^{\xi}$, where $A_c$ is the bifurcational value of $A$. With increasing field frequency the critical exponent $\xi$ changes from $\xi = 3/2$ for stationary systems to a dynamical value $\xi=2$ and then again to $\xi=3/2$. The analytical results are in agreement with the results of asymptotic calculations in the scaling region. Numerical calculations and simulations for a model system support the theory.Comment: 18 page

Starting secondary school in 2020 - Teacher Guide

This is an exciting time for Year 7 students as they see their friends again, and move up to secondary school. However they will arrive back at school with a very wide variety of experiences, losses and learning over the pandemic period. These will not necessarily align with socio-economic background or prior attainment as communicated by their primary school. Many, especially those with particular learning needs, or from badly-hit groups, will feel particularly insecure or concerned after missing usual year 6 transition routines, and having experienced little ‘normal’ schooling over the previous 6 months. Those with the greatest concerns or with experience of significant trauma may not be able to accommodate new expectations, or concentrate, as well as they normally would. Some might even worry about the size and noise of a secondary school more than usual. Reduced physical activity also threatens wellbeing further. Here teachers can help, by demonstrating positive expectations and providing opportunities for physical engagement with learning where possible. The emphasis here should be on student and teacher welfare rather than seeking learning gains in isolation, in the context of everyone adapting to a new way of approaching schooling

Starting secondary school in 2020 - Student Guide

Moving up to secondary school is an exciting step. There will be lots of opportunities, but also some challenges. You will have to get used to new students, new teachers, and a larger school site. You might have to travel some distance to get there. All these changes take time to get used to. They also bring new opportunities for specialist teaching, a variety of different and interesting ways to learn, new subjects, specialist rooms and special equipment, so it can be very exciting. Here is some advice to get you through the first term

Community action projects: community-engaged quality improvement for medical students.

BACKGROUND: Healthcare Quality Improvement (QI) is an essential skill for medical students to acquire, although there is insufficient empirical research which suggests the best educational methods to do this. This study explored the experiences of medical students participating in two versions of a Community Action Project (CAP) which gave medical students the opportunity to learn QI skills in a community setting. The first version (GPCAP) was pre-pandemic where students identified and delivered QI projects on placement in general practice to improve local population health. The second version (Digi-CAP) ran remotely where students worked on QI projects identified by local voluntary sector organisations focused on local community priorities during COVID-19. METHODS: Semi-structured interviews were conducted with volunteers from the two cohorts of students who had taken part in quality improvement initiatives. Transcriptions were independently coded by two researchers and analysed through thematic analysis. RESULTS: Sixteen students were interviewed. Whilst students had mixed experiences of completing their CAP, engagement and successful learning was associated with the following themes from the two versions of QI CAP projects: finding a sense of purpose and meaning in QI projects; preparedness for responsibility and service-driven learning; the importance of having supportive partnerships throughout the project duration and making a sustainable difference. CONCLUSIONS AND IMPLICATIONS: The study provides valuable insights into the design and implementation of these community-based QI projects, which enabled students to learn new and often hard to teach skills, whilst working on projects which have a sustainable impact on local community outcomes

UK Large-scale Wind Power Programme from 1970 to 1990: the Carmarthen Bay experiments and the Musgrove Vertical-Axis Turbines

This article describes the development of the Musgrove Vertical Axis Wind Turbine (VAWT) concept, the UK ‘Carmarthen Bay’ wind turbine test programme, and UK government’s wind power programme to 1990. One of the most significant developments in the story of British wind power occurred during the 1970s, 1980s, and 1990s, with the development of the Musgrove vertical axis wind turbine and its inclusion within the UK Government’s wind turbine test programme. Evolving from a supervisor’s idea for an undergraduate project at Reading University, the Musgrove VAWT was once seen as an able competitor to the horizontal axis wind systems that were also being encouraged at the time by both the UK government and the Central Electricity Generating Board, the then nationalised electricity utility for England and Wales. During the 1980s and 1990s the most developed Musgrove VAWT system, along with three other commercial turbine designs was tested at Carmarthen Bay, South Wales as part of a national wind power test programme. From these developmental tests, operational data was collected and lessons learnt, which were incorporated into subsequent wind power operations.http://dx.doi.org/10.1260/03095240677860621