A Pedagogical Review of Electroweak Symmetry Breaking Scenarios

We review different avenues of electroweak symmetry breaking explored over the years. This constitutes a timely exercise as the world's largest and the highest energy particle accelerator, namely, the Large Hadron Collider (LHC) at CERN near Geneva, has started running whose primary mission is to find the Higgs or some phenomena that mimic the effects of the Higgs, i.e. to unravel the mysteries of electroweak phase transition. In the beginning, we discuss the Standard Model Higgs mechanism. After that we review the Higgs sector of the Minimal Supersymmetric Standard Model. Then we take up three relatively recent ideas: Little Higgs, Gauge-Higgs Unification, and Higgsless scenarios. For the latter three cases, we first present the basic ideas and restrict our illustration to some instructive toy models to provide an intuitive feel of the underlying dynamics, and then discuss, for each of the three cases, how more realistic scenarios are constructed and how to decipher their experimental signatures. Wherever possible, we provide enough pedagogical details, which the beginners might find useful.Comment: 45 pages, Review based on a series of lectures; v2: 63 pages, substantially expanded, references added, to appear in `Reports on Progress in Physics

Non-affirmative Theory of Education as a Foundation for Curriculum Studies, Didaktik and Educational Leadership

This chapter presents non-affirmative theory of education as the foundation for a new research program in education, allowing us to bridge educational leadership, curriculum studies and Didaktik. We demonstrate the strengths of this framework by analyzing literature from educational leadership and curriculum theory/didaktik. In contrast to both socialization-oriented explanations locating curriculum and leadership within existing society, and transformation-oriented models viewing education as revolutionary or super-ordinate to society, non-affirmative theory explains the relation between education and politics, economy and culture, respectively, as non-hierarchical. Here critical deliberation and discursive practices mediate between politics, culture, economy and education, driven by individual agency in historically developed cultural and societal institutions. While transformative and socialization models typically result in instrumental notions of leadership and teaching, non-affirmative education theory, previously developed within German and Nordic education, instead views leadership and teaching as relational and hermeneutic, drawing on ontological core concepts of modern education: recognition; summoning to self-activity and Bildsamkeit. Understanding educational leadership, school development and teaching then requires a comparative multi-level approach informed by discursive institutionalism and organization theory, in addition to theorizing leadership and teaching as cultural-historical and critical-hermeneutic activity. Globalisation and contemporary challenges to deliberative democracy also call for rethinking modern nation-state based theorizing of education in a cosmopolitan light. Non-affirmative education theory allows us to understand and promote recognition based democratic citizenship (political, economical and cultural) that respects cultural, ethical and epistemological variations in a globopolitan era. We hope an American-European-Asian comparative dialogue is enhanced by theorizing education with a non-affirmative approach

Search for a high-mass dimuon resonance produced in association with b quark jets at s\sqrt{s}=13 TeV

International audienceA search for high-mass dimuon resonance production in association with one or more b quark jets is presented. The study uses proton-proton collision data collected with the CMS detector at the LHC corresponding to an integrated luminosity of 138 fb$^{-1}$ at a center-of-mass energy of 13 TeV. Model-independent limits are derived on the number of signal events with exactly one or more than one b quark jet. Results are also interpreted in a lepton-flavor-universal model with Z$'$ boson couplings to a bb quark pair ($g_\mathrm{b}$), an sb quark pair ($g_\mathrm{b}\delta_\mathrm{bs}$), and any same-flavor charged lepton ($g_\ell$) or neutrino pair ($g_\nu$), with $\left|g_{\nu}\right|=\left|g_\ell\right|$. For a Z$'$ boson with a mass $m_{\mathrm{Z}'}$ = 350 GeV (2 TeV) and $\left|\delta_\mathrm{bs}\right| \lt$ 0.25, the majority of the parameter space with 0.0057 $\lt \left|g_\ell\right| \lt$ 0.35 (0.25 $\lt \left|g_\ell\right| \lt$ 0.43) and 0.0079 $\lt \left|g_\mathrm{b}\right| \lt$ 0.46 (0.34 $\lt \left|g_\mathrm{b}\right| \lt$ 0.57) is excluded at 95% confidence level. Finally, constraints are set on a Z$'$ model with parameters consistent with low-energy b $\to$ s$\ell\ell$ measurements. In this scenario, most of the allowed parameter space is excluded for a Z$'$ boson with 350 $\lt m_{\mathrm{Z}'}\lt$ 500 GeV, while the constraints are less stringent for higher $m_{\mathrm{Z}'}$ hypotheses. This is the first dedicated search at the LHC for a high-mass dimuon resonance produced in association with multiple b quark jets, and the constraints obtained on models with this signature are the most stringent to date