About Detecting CP-Violating Processes in J/\psi\to \KzKzb Decay

Questions about detecting CP-violating decay process of $J/\psi\to K^0\bar{K}^0\to K_SK_S$ are discussed. Possible background and material regeneration effect are analyzed. The discussion can be directly extended to other vector quarkonium decays, like $\Upsilon$, $\psi (2S)$ and $\phi\to K_S K_S$.Comment: 5 pages, 2 figures, Late

Sneutrino Production at e+e- Linear Colliders: Addendum to Slepton Production

Complementing the preceding study of charged scalar leptons, the sector of the neutral scalar leptons, sneutrinos, is investigated in a high-precision analysis for future e+e- linear colliders. The theoretical predictions for the cross-sections are calculated at the thresholds for non-zero widths and in the continuum including higher-order corrections at the one-loop level. Methods for measuring the sneutrino masses and the electron-sneutrino-gaugino Yukawa couplings are presented, addressing theoretical problems specific for the sneutrino channels.Comment: 21 pp, Addendum to Eur.Phys.J. C34 (2004) 487-512 [hep-ph/0310182], Version to appear in Eur.Phys.J.

Employability and higher education: contextualising female students' workplace experiences to enhance understanding of employability development

Current political and economic discourses position employability as a responsibility of higher education, which deploys mechanisms such as supervised work experience (SWE) to embed employability skills development into the undergraduate curriculum. However, workplaces are socially constructed complex arenas of embodied knowledge that are gendered. Understanding the usefulness of SWE therefore requires consideration of the contextualised experiences of it, within these complex environments. This study considers higher education's use of SWE as a mechanism of employability skills development through exploration of female students' experiences of accounting SWE, and its subsequent shaping of their views of employment. Findings suggest that women experience numerous, indirect gender-based inequalities within their accounting SWE about which higher education is silent, perpetuating the framing of employability as a set of individual skills and abilities. This may limit the potential of SWE to provide equality of employability development. The study concludes by briefly considering how insights provided by this research could better inform higher education's engagement with SWE within the employability discourse, and contribute to equality of employability development opportunity

From social rights to the market: neo-liberalism and the knowledge economy

Public higher education has a long history, with its growth associated with mass higher education and the extension of a social right to education from secondary schooling to university education. Following the rise in student numbers since the 1970s, the aspiration to higher education has been universalized, although opportunities remain structured by social background. This paper looks at changing policies for higher education in the UK and the emergence of a neoliberal knowledge regime. This subordinates higher education to the market and shifts the burden of paying for degree courses onto students. It seeks to stratify institutions and extend the role of for-profit providers. From a role in the amelioration of social inequality, universities are now asked to participate actively in the widening inequalities associated with a neoliberal global market order

Theory and practice in Finnish teacher education : a rhetorical analysis of changing values from the 1960s to the present day

Our aim in this article is to examine the relationship between theory and practice in Finnish teacher education from the 1960s to the present. We identify four different periods to represent this relationship based on our analysis of national committee and evaluation reports. Theory and practice gradually converged, culminating in a research-based agenda that reflects the current situation. This relationship between theory and practice also reflects the ideal teacher of different times and what a teacher's working orientation should be. We use rhetorical analysis and the concept of a 'philosophical pair' introduced by Perelman and Olbrechts-Tyteca to interpret this development.Peer reviewe

The limits of social class in explaining ethnic gaps in educational attainment

This paper reports an analysis of the educational attainment and progress between age 11 and age 14 of over 14,500 students from the nationally representative Longitudinal Study of Young People in England (LSYPE). The mean attainment gap in national tests at age 14 between White British and several ethnic minority groups were large, more than three times the size of the gender gap, but at the same time only about one-third of the size of the social class gap. Socio-economic variables could account for the attainment gaps for Black African, Pakistani and Bangladeshi students, but not for Black Caribbean students. Further controls for parental and student attitudes, expectations and behaviours indicated minority ethnic groups were on average more advantaged on these measures than White British students, but this was not reflected proportionately in their levels of attainment. Black Caribbean students were distinctive as the only group making less progress than White British students between age 11 and 14 and this could not be accounted for by any of the measured contextual variables. Possible explanations for the White British-Black Caribbean gap are considered

Employment mobility in high-technology agglomerations: the cases of Oxfordshire and Cambridgeshire

This paper examines labour market behaviour of the highly skilled in high-tech local economies, taking the UK examples of Oxfordshire and Cambridgeshire as case studies. It reports on data from a survey of members of three scientific institutes to compare rates of employee mobility in the two locations and considers the likely explanations and implications of those patterns

Charged particle jet measurements with the ALICE experiment in proton-proton collisions at the LHC

We present preliminary results of measurements of charged particle jet properties in proton-proton collisions at $\sqrt{s}$ = 7 TeV using the ALICE detector. Jets are reconstructed using $\rm anti-k_{T}, k_{T}$ and SISCone jet finding algorithms with resolution parameter $R=0.4$ in the range of transverse momentum from 20 to 100 GeV/$c$ in the midrapidity region (\mid\eta\mid\textless 0.5). The uncorrected charged jet spectra obtained using the three different jet finders show good agreement. The data are compared to predictions from PYTHIA-Perugia0, PYTHIA-Perugia2011, and PHOJET. The mean charged particle multiplicity in leading jets increases with increasing jet $p_{\rm T}$ and is consistent with model predictions. The radial distributions of transverse momentum about the jet direction and the distributions of the average radius containing 80% of the total jet $p_{\rm T}$ found in the jet cone ($R = 0.4$ in this analysis), indicate that high $p_{\rm T}$ jets are more collimated than low $p_{\rm T}$ jets.Comment: 6 pages, 6 figures, Conference Proceedings submitted for the 28th Winter Workshop on Nuclear Dynamics, Puerto Rico, April 7-14, 201

Teachers as leaders in a knowledge society: encouraging signs of a new professionalism

[Abstract]: Challenges confronting schools worldwide are greater than ever,and, likewise, many teachers possess capabilities, talents, and formal credentials more sophisticated than ever. However, the responsibility and authority accorded to teachers have not grown significantly, nor has the image of teaching as a profession advanced significantly. The question becomes, what are the implications for the image and status of the teaching profession as the concept of knowledge society takes a firm hold in the industrialized world? This article addresses the philosophical underpinnings of teacher leadership manifested in case studies where schools sought to achieve the generation of new knowledge as part of a process of whole-school revitalization. Specifically, this article reports on Australian research that has illuminated the work of teacher leaders engaged in the IDEAS project, a joint school revitalization initiative of the University of Southern Queensland and the Queensland Department of Education and the Arts