Model of the Quark Mixing Matrix

The structure of the Cabibbo-Kobayashi-Maskawa (CKM) matrix is analyzed from the standpoint of a composite model. A model is constructed with three families of quarks, by taking tensor products of sufficient numbers of spin-1/2 representations and imagining the dominant terms in the mass matrix to arise from spin-spin interactions. Generic results then obtained include the familiar relation $|V_{us}| = (m_d/m_s)^{1/2} - (m_u/m_c)^{1/2}$, and a less frequently seen relation $|V_{cb}| = \sqrt{2} [(m_s/m_b) - (m_c/m_t)]$. The magnitudes of $V_{ub}$ and $V_{td}$ come out naturally to be of the right order. The phase in the CKM matrix can be put in by hand, but its origin remains obscure.Comment: Presented by Mihir P. Worah at DPF 92 Meeting, Fermilab, November, 1992. 3 pages, LaTeX fil

Hierarchical Quark Mass Matrices

I define a set of conditions that the most general hierarchical Yukawa mass matrices have to satisfy so that the leading rotations in the diagonalization matrix are a pair of (2,3) and (1,2) rotations. In addition to Fritzsch structures, examples of such hierarchical structures include also matrices with (1,3) elements of the same order or even much larger than the (1,2) elements. Such matrices can be obtained in the framework of a flavor theory. To leading order, the values of the angle in the (2,3) plane (s_{23}) and the angle in the (1,2) plane (s_{12}) do not depend on the order in which they are taken when diagonalizing. We find that any of the Cabbibo-Kobayashi-Maskawa matrix parametrizations that consists of at least one (1,2) and one (2,3) rotation may be suitable. In the particular case when the s_{13} diagonalization angles are sufficiently small compared to the product s_{12}s_{23}, two special CKM parametrizations emerge: the R_{12}R_{23}R_{12} parametrization follows with s_{23} taken before the s_{12} rotation, and vice versa for the R_{23}R_{12}R_{23} parametrization.Comment: LaTeX, 19 pages. References added, minor changes in text. Version published in Phys. Rev.

An Extended Technicolor Model

An extended technicolor model is constructed. Quark and lepton masses, spontaneous CP violation, and precision electroweak measurements are discussed. Dynamical symmetry breaking is analyzed using the concept of the BIG MAC.Comment: 35 pages, Latex, YCTP-P21-93, BUHEP-93-2

The Effective Electroweak Chiral Lagrangian: The Matter Sector

We parametrize in a model-independent way possible departures from the minimal Standard Model predictions in the matter sector. We only assume the symmetry breaking pattern of the Standard Model and that new particles are sufficiently heavy so that the symmetry is non-linearly realized. Models with dynamical symmetry breaking are generically of this type. We review in the effective theory language to what extent the simplest models of dynamical breaking are actually constrained and the assumptions going into the comparison with experiment. Dynamical symmetry breaking models can be approximated at intermediate energies by four-fermion operators. We present a complete classification of the latter when new particles appear in the usual representations of the $SU(2)_L\times SU(3)_c$ group as well as a partial classification in the general case. We discuss the accuracy of the four-fermion description by matching to a simple `fundamental' theory. The coefficients of the effective lagrangian in the matter sector for dynamical symmetry breaking models (expressed in terms of the coefficients of the four-quark operators) are then compared to those of models with elementary scalars (such as the minimal Standard Model). Contrary to a somewhat widespread belief, we see that the sign of the vertex corrections is not fixed in dynamical symmetry breaking models. This work provides the theoretical tools required to analyze, in a rather general setting, constraints on the matter sector of the Standard Model.Comment: Latex, 45 pages, 8 eps figures. Sections 5, 6 and 9 have been rewritten to clarify the contents. Some mistakes and typos have been corrected. Two references have been added. Figures 7 and 8 have been modifie

Phase-plate electron microscopy: a novel imaging tool to reveal close-to-life nano-structures

After slow progress in the efforts to develop phase plates for electron microscopes, functional phase plate using thin carbon film has been reported recently. It permits collecting high-contrast images of close-to-life biological structures with cryo-fixation and without staining. This report reviews the state of the art for phase plates and what is innovated with them in biological electron microscopy. The extension of thin-film phase plates to the material-less type using electrostatic field or magnetic field is also addressed

Analysis of techni-dilaton as a dark matter candidate

The almost conformal dynamics of walking technicolor (TC) implies the existence of the approximate scale invariance, which breaks down spontaneously by the condensation of anti-techni and techni-fermions. According to the Goldstone theorem, a spinless, parity-even particle, called techni-dilaton (TD), then emerges at low energy. If TC exhibits an extreme walking, TD mass is parametrically much smaller than that of techni-fermions (around 1 TeV), while its decay constant is comparable to the cutoff scale of walking TC. We analyze the light, decoupled TD as a dark matter candidate and study cosmological productions of TD, both thermal and non-thermal, in the early Universe. The thermal population is governed dominantly by single TD production processes involving vertices breaking the scale symmetry, while the non-thermal population is by the vacuum misalignment and is accumulated via harmonic and coherent oscillations of misaligned classical TD fields. The non-thermal population turns out to be dominant and large enough to explain the abundance of presently observed dark matter, while the thermal population is highly suppressed due to the large TD decay constant. Several cosmological and astrophysical limits on the light, decoupled TD are examined to find that the TD mass is constrained to be in a range between 0.01 eV and 500 eV. From the combined constraints on cosmological productions and astrophysical observations, we find that the light, decoupled TD can be a good dark matter candidate with the mass around a few hundreds of eV for typical models of (extreme) walking TC. We finally mention possible designated experiments to detect the TD dark matter.Comment: 26 pages. 16 figures; v2, expanded Section 2.4 on composite Higgs in light of newly discovered Higgs-like particle at LH

Permanent education in health: a review

OBJECTIVE : To undertake a meta-synthesis of the literature on the main concepts and practices related to permanent education in health. METHODS : A bibliographical search was conducted for original articles in the PubMed, Web of Science, LILACS, IBECS and SciELO databases, using the following search terms: “public health professional education”, “permanent education”, “continuing education”, “permanent education health”. Of the 590 articles identified, after applying inclusion and exclusion criteria, 48 were selected for further analysis, grouped according to the criteria of key elements, and then underwent meta-synthesis. RESULTS : The 48 original publications were classified according to four thematic units of key elements: 1) concepts, 2) strategies and difficulties, 3) public policies and 4) educational institutions. Three main conceptions of permanent education in health were found: problem-focused and team work, directly related to continuing education and education that takes place throughout life. The main strategies for executing permanent education in health are discussion, maintaining an open space for permanent education, and permanent education clusters. The most limiting factor is mainly related to directly or indirect management. Another highlight is the requirement for implementation and maintenance of public policies, and the availability of financial and human resources. The educational institutions need to combine education and service aiming to form critical-reflexive graduates. CONCLUSIONS : The coordination between health and education is based as much on the actions of health services as on management and educational institutions. Thus, it becomes a challenge to implement the teaching-learning processes that are supported by critical-reflexive actions. It is necessary to carry out proposals for permanent education in health involving the participation of health professionals, teachers and educational institutions.OBJETIVO : Realizar metasíntesis de la literatura sobre los principales conceptos y prácticas relacionados con la educación permanente en salud. MÉTODOS : Se realizó búsqueda bibliográfica de artículos originales en las bases de datos PubMed, Web of Science, Lilacs, IBECS y SciELO, utilizando los siguientes descriptores: “ public health professional education”, “permanent education”, “continuing education”, “permanent education health ”. De un total de 590 artículos identificados, posterior a los criterios de inclusión y exclusión, fueron seleccionados 48 para análisis, los cuales fueron sometidos al análisis individual, análisis comparativo, análisis con criterios de agrupamiento de elementos-clave y sometidos a metasíntesis. RESULTADOS : Los 48 artículos originales fueron clasificados como elementos-clave en cuatro unidades temáticas: 1) Concepciones; 2) Estrategias y dificultades; 3) Políticas públicas e 4) Instituciones formadoras. Se encontraron tres concepciones principales de educación permanente en salud: ubicación del problema y enfocarlo en el trabajo en equipo, directamente relacionado con la educación continua y educación que se da a lo largo de la vida. Las principales estrategias para efectivar la educación permanente fueron la ubicación del problema, mantenimiento de espacios para la educación permanente y polos de educación permanente. El mayor factor limitante estuvo relacionado con la gerencia directa o indirecta. Fueron mencionadas la necesidad de implementación y mantenimiento de políticas públicas, así como la disponibilidad de recursos financieros y humanos. Las instituciones formadoras tendrían la necesidad de articular educación y servicio para la formación de egresados críticos-reflexivos. CONCLUSIONES : La articulación educación y salud se encuentra pautada tanto en las acciones de los servicios de salud, cuanto en la gestión y de instituciones formadoras. Así, se torna un desafío implementar procesos de educación-aprendizaje que sean respaldados por acciones crítico-reflexivas. Es necesario realizar propuestas de educación permanente en salud con la participación de profesionales de los servicios, profesores y profesionales de las instituciones de educación.OBJETIVO : Realizar metassíntese da literatura sobre os principais conceitos e práticas relacionados à educação permanente em saúde. MÉTODOS : Foi realizada busca bibliográfica de artigos originais nas bases de dados PubMed, Web of Science, Lilacs, IBECS e SciELO, utilizando os seguintes descritores: “ public health professional education ”, “ permanent education”, “continuing education ”, “ permanent education health ”. De um total de 590 artigos identificados, após os critérios de inclusão e exclusão, foram selecionados 48 para análise, os quais foram submetidos à análise individual, análise comparativa, análise com critérios de agrupamentos de elementos-chave e submetidos à metassíntese. RESULTADOS : Os 48 artigos originais foram classificados como elementos-chave em quatro unidades temáticas: 1) Concepções; 2) Estratégias e dificuldades; 3) Políticas públicas; e 4) Instituições formadoras. Foram encontradas três concepções principais de educação permanente em saúde: problematizadora e focada no trabalho em equipe, diretamente relacionada à educação continuada e educação que se dá ao longo da vida. As principais estratégias para efetivação da educação permanente foram a problematização, manutenção de espaços para a educação permanente e polos de educação permanente. O maior fator limitante foi relacionado à gerência direta ou indireta. Foram indicadas a necessidade de implementação e manutenção de políticas públicas, além de disponibilidade de recursos financeiros e de recursos humanos. As instituições formadoras teriam necessidade de articular ensino e serviço para a formação de egressos críticos-reflexivos. CONCLUSÕES : A articulação educação e saúde encontra-se pautada tanto nas ações dos serviços de saúde, quanto de gestão e de instituições formadoras. Assim, torna-se um desafio implementar processos de ensino-aprendizagem que sejam respaldados por ações crítico-reflexivas. É necessário realizar propostas de educação permanente em saúde com a participação de profissionais dos serviços, professores e profissionais das instituições de ensino