Hamiltonian Formulation of Mimetic Gravity

The Hamiltonian formulation of Mimetic Gravity is formulated. Although there are two more equations than those of general relativity, these are proved to be the constraint equation and the conservation of energy-momentum tensor. The Poisson brackets are then computed and closure is proved. At the end, Wheeler-DeWitt equation was solved for a homogeneous and isotropic universe. This was done first for a vanishing potential where agreement with the dust case was shown, and then for a constant potential

Massive Gravity with N=1 local Supersymmetry

A consistent theory of massive gravity, where the graviton acquires mass by spontaneously breaking diffeomorphism invariance, is now well established. We supersymmetrize this construction using N =1 fields. Coupling to N = 1 supergravity is done by applying the rules of tensor calculus to construct an action invariant under local N = 1 supersymmetry. The supersymmetric action is shown, at the quadratic level, to be free of ghosts and have as its spectrum a massive graviton, two gravitinos with different masses, and a massive vector.Comment: change in wording, references adde

Hamiltonian Formulation of Ghost Free Mimetic Massive Gravity

We present the Hamiltonian formulation of the Ghost Free Mimetic Massive Gravity theory. The linearized theory is studied and the Hamiltonian equations of motion are analyzed. Poisson brackets are computed and closure is proved. To prove that this theory is ghost-free, the number of degrees of freedom is analyzed showing that we have only five degrees of freedom

Mimetic Horava Gravity and Surface terms

We consider mimetic Horava gravity, where the scalar field of mimetic gravity was used in the construction of diffeomorphism invariant models reducing to Horava gravity in the synchronous gauge. It will be shown that the surface terms resulting from the variation of the action constructed will cancel out; therefore, there is no need for the addition of Gibbons-Hawking-York boundary term. The resulting surface terms contain higher order space derivatives and no higher order time derivativesComment: 9 page

Water, Food, Shelter and a Mobile Phone \u3ci\u3eMobile Learning Despite Crises Syrian Refugees\u27 Case Study\u3c/i\u3e

This panel describes the refugees’ crisis and its impact on school age children. The focus is on the Syrian children refugees in Mount Lebanon, an area that is usually forgotten. The United Nations offers schooling to primary school children in this remote region, but lack of resources in Mount Lebanon schools is evident, access to technologies and applications integration is very limited, and teachers’ frustration is obvious. There are a quarter of a million Syrian refugees in the country who still do not have access to formal education in the Lebanese school system. The country is looking to integrate and develop better educational opportunities to provide better access to education via technologies. Quality education is the key to achieve sustainable development in all aspects, especially if this continues in emergency and crises, this was the topic of discussion at the UNESCO headquarter in Paris during the Mobile Learning Week 2017, and the presented case study is to deal with the refugee crises and how to better provide teaching and learning opportunities via mobile

Towards an Innovative Approach for Teacher Education: Training Teacher to Train (TTT) Model

The world is now connected virtual and mobile, it is currently going through a fundamental transformation in the way we humans work, perform tasks and activities. Automation and ‘thinking machines’ are replacing basic human tasks and jobs, and changing the skills that organizations are looking for in their people. In this paper, the authors discuss current technological innovations and how our world is changing rapidly in all aspects. New set of skills is needed; hence the authors focus on crucial practices and skills that are needed to be taught to harness our children for the future. The authors emphasis on teachers and proposed an innovative model the TTT (Training Teachers to Train) model that could be used to train teachers on how to teach these skills to their students and how to embrace and connect effectively with the world. Innovations are discussed, crucial skills are identified and an innovative model is proposed