Dynamical Mass Generation for Non-Abelian Gauge Fields without the Higgs

We present an alternative to the Higgs mechanism to generate masses for non-abelian gauge fields in (3+1)-dimensions. The initial Lagrangian is composed of a fermion with current-current and dipole-dipole type self-interactions minimally coupled to non-abelian gauge fields. The mass generation occurs upon the fermionic functional integration. We show that by fine-tuning the coupling constants the effective theory contains massive non-abelian gauge fields without any residual scalars or other degrees of freedom.Comment: 14 pages, UdeM-LPN-TH-94-194, CRM-216

"Mais qui es-tu, au juste?" : exploration de l'album Fourchon : entre sentiment d'appartenance et quête d'identité

La séquence didactique proposée en ces pages est à réaliser à partir d’une lecture à voix haute de l’album jeunesse Fourchon de Kyo Maclear, traduit en français par Fanny Britt et illustré par Isabelle Arsenault. Cet album qui aborde de façon originale les différences physiques, psychologiques et culturelles a remporté, en 2012, le Prix jeunesse des libraires du Québec. La séquence qui suit s’adresse particulièrement aux élèves des 2e et 3e cycles du primaire, mais pourrait aussi être exploitée avec des écoliers du 1er cycle, voire avec des élèves du début du secondaire, en adaptant quelque peu certaines activités

Linear Versus Web-Style Layout of Computer Tutorials for Medical Student Learning of Radiograph Interpretation

Rationale and Objective:We sought to determine which is more effective in increasing skill in radiograph interpretation: a linear (PowerPoint-style) computer tutorial that locks the student into a fixed path through the material or a branched (Web-style) version that allows random access. Materials and Methods: We prepared a computer tutorial for learning how to interpret cervical spine radiographs. The tutorial has 66 screens including radiographs or graphics on almost every page and five unknown radiographs for the student to interpret. One version (linear) presents the material in a linear sequence with the unknown radiographs heading up "chapters" detailing an important aspect of the task. In the second (branched) version, the same 66 screens were accessed through hyperlinks in a frame beside the unknown radiographs. One hundred thirty-nine medical students at two sites participated in a randomized single-blinded controlled experiment. They interpreted cervical spine images as a pretest and then completed one of the two tutorial versions. Afterward, they did the same examination as a post-test. Results:The tutorial was successful, in both layouts, in improving the subjects' ability to interpret cervical spine radiograph images (effect size 2.1; 95% confidence interval 1.7-2.5). However, the layout did not make a difference to their gain in ability. Students in the linear group completed the tutorial in 17% less time (P < .001) but were slightly less likely to rate the tutorial as "valuable." Conclusion:For these novice learners, computer tutorial layout does not affect knowledge gain. Students may be more satisfied with the linear layout, but in time-pressured situations, the Web-style layout may be preferable because it is more efficient

Linear Versus Web-Style Layout of Computer Tutorials for Medical Student Learning of Radiograph Interpretation

Rationale and Objective:We sought to determine which is more effective in increasing skill in radiograph interpretation: a linear (PowerPoint-style) computer tutorial that locks the student into a fixed path through the material or a branched (Web-style) version that allows random access. Materials and Methods: We prepared a computer tutorial for learning how to interpret cervical spine radiographs. The tutorial has 66 screens including radiographs or graphics on almost every page and five unknown radiographs for the student to interpret. One version (linear) presents the material in a linear sequence with the unknown radiographs heading up "chapters" detailing an important aspect of the task. In the second (branched) version, the same 66 screens were accessed through hyperlinks in a frame beside the unknown radiographs. One hundred thirty-nine medical students at two sites participated in a randomized single-blinded controlled experiment. They interpreted cervical spine images as a pretest and then completed one of the two tutorial versions. Afterward, they did the same examination as a post-test. Results:The tutorial was successful, in both layouts, in improving the subjects' ability to interpret cervical spine radiograph images (effect size 2.1; 95% confidence interval 1.7-2.5). However, the layout did not make a difference to their gain in ability. Students in the linear group completed the tutorial in 17% less time (P < .001) but were slightly less likely to rate the tutorial as "valuable." Conclusion:For these novice learners, computer tutorial layout does not affect knowledge gain. Students may be more satisfied with the linear layout, but in time-pressured situations, the Web-style layout may be preferable because it is more efficient

The ISCIP Analyst, Volume XII, Issue 1

This repository item contains a single issue of The ISCIP Analyst, an analytical review journal published from 1996 to 2010 by the Boston University Institute for the Study of Conflict, Ideology, and Policy

The ISCIP Analyst, Volume XII, Issue 1

This repository item contains a single issue of The ISCIP Analyst, an analytical review journal published from 1996 to 2010 by the Boston University Institute for the Study of Conflict, Ideology, and Policy

The ISCIP Analyst, Volume XII, Issue 3

This repository item contains a single issue of The ISCIP Analyst, an analytical review journal published from 1996 to 2010 by the Boston University Institute for the Study of Conflict, Ideology, and Policy