89 research outputs found
Asymptotic safety of simple Yukawa systems
We study the triviality and hierarchy problem of a Z_2-invariant Yukawa
system with massless fermions and a real scalar field, serving as a toy model
for the standard-model Higgs sector. Using the functional RG, we look for UV
stable fixed points which could render the system asymptotically safe. Whether
a balancing of fermionic and bosonic contributions in the RG flow induces such
a fixed point depends on the algebraic structure and the degrees of freedom of
the system. Within the region of parameter space which can be controlled by a
nonperturbative next-to-leading order derivative expansion of the effective
action, we find no non-Gaussian fixed point in the case of one or more fermion
flavors. The fermion-boson balancing can still be demonstrated within a model
system with a small fractional flavor number in the symmetry-broken regime. The
UV behavior of this small-N_f system is controlled by a conformal Higgs
expectation value. The system has only two physical parameters, implying that
the Higgs mass can be predicted. It also naturally explains the heavy mass of
the top quark, since there are no RG trajectories connecting the UV fixed point
with light top masses.Comment: 14 pages, 3 figures, v2: references added, typos corrected, minor
numerical correction
Scalar Field Dark Matter
This work is a review of the last results of research on the Scalar Field
Dark Matter model of the Universe at cosmological and at galactic level. We
present the complete solution to the scalar field cosmological scenario in
which the dark matter is modeled by a scalar field with the scalar
potential and the
dark energy is modeled by a scalar field , endowed with the scalar
potential , which together compose the 95% of the total
matter energy in the Universe. The model presents successfully deals with the
up to date cosmological observations, and is a good candidate to treat the dark
matter problem at the galactic level.Comment: 11 pagez, 5 figures, REVTeX. To appear in proceedings of the
``Mexican Meeting on Exact Solutions and Scalar Fields in Gravity '', in
honour of Heinz Dehnen's 65th Birthday and Dietrich Kramer's 60th Birthday.
Mexico D.F., Mexico, in press. More info at
http://www.fis.cinvestav.mx/~siddh/PHI
Recent Progress on Anomalous X-ray Pulsars
I review recent observational progress on Anomalous X-ray Pulsars, with an
emphasis on timing, variability, and spectra. Highlighted results include the
recent timing and flux stabilization of the notoriously unstable AXP 1E
1048.1-5937, the remarkable glitches seen in two AXPs, the newly recognized
variety of AXP variability types, including outbursts, bursts, flares, and
pulse profile changes, as well as recent discoveries regarding AXP spectra,
including their surprising hard X-ray and far-infrared emission, as well as the
pulsed radio emission seen in one source. Much has been learned about these
enigmatic objects over the past few years, with the pace of discoveries
remaining steady. However additional work on both observational and theoretical
fronts is needed before we have a comprehensive understanding of AXPs and their
place in the zoo of manifestations of young neutron stars.Comment: 10 pages, 6 figures; to appear in proceedings of the conference
"Isolated Neutron Stars: From the Interior to the Surface" eds. S. Zane, R.
Turolla, D. Page; Astrophysics & Space Science in pres
The Multiwavelength Approach to Unidentified Gamma-Ray Sources
As the highest-energy photons, gamma rays have an inherent interest to
astrophysicists and particle physicists studying high-energy, nonthermal
processes. Gamma-ray telescopes complement those at other wavelengths,
especially radio, optical, and X-ray, providing the broad, mutiwavelength
coverage that has become such a powerful aspect of modern astrophysics.
Multiwavelength techniques of various types have been developed to help
identify and explore unidentified gamma-ray sources. This overview summarizes
the ideas behind several of these methods.Comment: Proceedings of the Conference "The Multiwavelength Approach to
Unidentified Sources", to appear in the journal Astrophysics and Space
Scienc
Making Sense Through Participation
In this chapter we discuss the issue of social differences in relation to learning. In theories on co-operative learning or
collaborative learning social differences are treated as characteristics of individual learners. The focus on learning as
a social process is primarily elaborated in terms of interaction between pupils and the combined construction of knowledge. Sociocultural
theory (Vygotsky, Lave & Wenger), however, understands ‘social’ not only in terms of knowledge/meaning being constructed in
interaction with others, but also in terms of the cultural practices/activities informing these interaction processes. Learning
can be understood as increasing participating in communities of practice. As social differences are an intrinsic part of the
culture in which students are learning to participate, these are also an inherent aspect of learning processes in schools.
Students learn to participate in practices in different ways, depending on their social position, and thus develop distinguished
cultural identities. In this chapter we elaborate on this tenet, using examples from various empirical research projects on
learning in secondary education. We not only show how social differences in the cultural practices that underpin learning
influence what is learned by whom, but also explore the consequences of this perspective for the pedagogical space of the
school
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Threats to the validity of the Collegiate Learning Assessment (CLA+) as a measure of critical thinking skills and implications for Learning Gain
The University of Reading Learning Gain project is a three-year longitudinal project to test and evaluate a range of available methodologies and to draw conclusions on what might be the right combination of instruments for the measurement of Learning Gain in higher education. This paper analyses the validity of a measure of critical thinking skills, the Collegiate Learning Assessment (CLA+) and the implications of using this standardised test as a proxy for Learning Gain. The paper reviews five inferences regarding the interpretations and use of test scores: construct representation, scoring, generalisation, extrapolation and decision-making. Each section reviews some of the available evidence in support of the claims the CLA+ makes and the threats to their validity. The possible impact of these issues on Learning Gain in the UK is considered
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