Implications of Lorentz covariance for the guidance equation in two-slit quantum interference

It is known that Lorentz covariance fixes uniquely the current and the associated guidance law in the trajectory interpretation of quantum mechanics for spin particles. In the non-relativistic domain this implies a guidance law for the electron which differs by an additional spin-dependent term from that originally proposed by de Broglie and Bohm. In this paper we explore some of the implications of the modified guidance law. We bring out a property of mutual dependence in the particle coordinates that arises in product states, and show that the quantum potential has scalar and vector components which implies the particle is subject to a Lorentz-like force. The conditions for the classical limit and the limit of negligible spin are given, and the empirical sufficiency of the model is demonstrated. We then present a series of calculations of the trajectories based on two-dimensional Gaussian wave packets which illustrate how the additional spin-dependent term plays a significant role in structuring both the individual trajectories and the ensemble. The single packet corresponds to quantum inertial motion. The distinct features encountered when the wavefunction is a product or a superposition are explored, and the trajectories that model the two-slit experiment are given. The latter paths exhibit several new characteristics compared with the original de Broglie-Bohm ones, such as crossing of the axis of symmetry.Comment: 27 pages including 6 pages of figure

Evaluating teachers' and trainers' development in a large scale curriculum development project in South Yorkshire

The evaluative research upon which the paper is based focuses on the first three years of a six-year project “Pathways to Success” (PW) currently taking place in South Yorkshire and funded by the European Social Fund (ESF) as part of the Objective 1 programme from 2001-2007. Matched funding has been provided by schools, colleges and LEAs. The PW project is concerned with developing innovative curricula to raise achievement and improve youngsters' employability skills. The project is set in the context of regional regeneration in an area where unemployment is higher than the European (and national) average, due to the decline of traditional steel and coal industries and where the gross domestic product is less than 75% of the European average. South Yorkshire is also an area where overall achievement in schools at all stages is lower than the national average and participation in post-16 education and higher education is persistently below national figures. Although employment is slowly rising due to reorientation from manufacturing towards a service and knowledge-based economy, pockets of severe unemployment and deprivation remain and are among the ten worst in the country.</p

New Pathways: evaluating the implementation of a major work- related programme in Northern England

The evaluative research upon which this paper is based is focussed on the implementation of a three-year programme “Pathways to Success” (usually shortened to “Pathways”) in South Yorkshire, England. It is part of a much larger regional regeneration project funded by the European Social Fund (ESF) from 2001-2004. The Pathways programme is concerned with developing innovative curricula for the 14-19 age range in four Local Education Authorities (LEAs)1 and is taking place in 76 secondary (high) schools. A team from Sheffield Hallam University was responsible for evaluating the success of the Pathways programme and our findings reported here refer to the first year of implementation.</p

Entangled-state cryptographic protocol that remains secure even if nonlocal hidden variables exist and can be measured with arbitrary precision

Standard quantum cryptographic protocols are not secure if one assumes that nonlocal hidden variables exist and can be measured with arbitrary precision. The security can be restored if one of the communicating parties randomly switches between two standard protocols.Comment: Shortened version, accepted in Phys. Rev.

Prospects for a mHz-linewidth laser

We propose a new light source based on having alkaline-earth atoms in an optical lattice collectively emit photons on an ultra-narrow clock transition into the mode of a high Q-resonator. The resultant optical radiation has an extremely narrow linewidth in the mHz range, even smaller than that of the clock transition itself due to collective effects. A power level of order $10^{-12}W$ is possible, sufficient for phase-locking a slave optical local oscillator. Realizing this light source has the potential to improve the stability of the best clocks by two orders of magnitude.Comment: minor revisions + shortening; factor 2 algebra mistake correcte

Secondary teachers' perceptions of the effectiveness of their pre-service education and strategies to improve pre-service education for teachers: A school based training route in England

This study aims to provide a deeper understanding of the impact of an EBITT course on teachers' early professional development, identify strengths of the course and also the ways in which the training could be improved. Data collected was recorded during individual face- to- face interviews using a structured interview schedule. In devising our approach we utilised the model suggested by Sharon Feiman-Nemser in her article How do Teachers Learn to Teach? in Cochran - Smith et. al. (2008) Handbook of Research on Teacher Education The data was analysed to explore (after 2-4 years reflection): • which elements of initial training were valuable and less valuable • what they have learned since the course • which aspects of the course the teachers feel should be improved It was cross referenced against findings from national surveys of teachers in their post qualifying year of teaching (induction year) and early years of teaching conducted by the TDA. These findings were presented as part of a common wider international study on the same theme in four countries (UK, Spain, Australia, and Ireland)

Genetic algorithms: a pragmatic, non-parametric approach to exploratory analysis of questionnaires in educational research

Data from a survey to determine student attitudes to their courses are used as an example to show how genetic algorithms can be used in the analysis of questionnaire data. Genetic algorithms provide a means of generating logical rules which predict one variable in a data set by relating it to others. This paper explains the principle underlying genetic algorithms and gives a non-mathematical description of the means by which rules are generated. A commercially available computer program is used to apply genetic algorithms to the survey data. The results are discussed