The quantum vacuum at the foundations of classical electrodynamics

In the classical theory of electromagnetism, the permittivity and the permeability of free space are constants whose magnitudes do not seem to possess any deeper physical meaning. By replacing the free space of classical physics with the quantum notion of the vacuum, we speculate that the values of the aforementioned constants could arise from the polarization and magnetization of virtual pairs in vacuum. A classical dispersion model with parameters determined by quantum and particle physics is employed to estimate their values. We find the correct orders of magnitude. Additionally, our simple assumptions yield an independent estimate for the number of charged elementary particles based on the known values of the permittivity and the permeability, and for the volume of a virtual pair. Such interpretation would provide an intriguing connection between the celebrated theory of classical electromagnetism and the quantum theory in the weak field limit.Comment: Accepted in Applied Physics B: Special Issue for the 50 years of the laser. Comments are welcome

Spallative ablation of dielectrics by X-ray laser

Short laser pulse in wide range of wavelengths, from infrared to X-ray, disturbs electron-ion equilibrium and rises pressure in a heated layer. The case where pulse duration $\tau_L$ is shorter than acoustic relaxation time $t_s$ is considered in the paper. It is shown that this short pulse may cause thermomechanical phenomena such as spallative ablation regardless to wavelength. While the physics of electron-ion relaxation on wavelength and various electron spectra of substances: there are spectra with an energy gap in semiconductors and dielectrics opposed to gapless continuous spectra in metals. The paper describes entire sequence of thermomechanical processes from expansion, nucleation, foaming, and nanostructuring to spallation with particular attention to spallation by X-ray pulse

Supersymmetric string model with 30 kappa--symmetries in an extended D=11 superspace and 30/ 32 BPS states

A supersymmetric string model in the D=11 superspace maximally extended by antisymmetric tensor bosonic coordinates, $\Sigma^{(528|32)}$, is proposed. It possesses 30 $\kappa$-symmetries and 32 target space supersymmetries. The usual preserved supersymmetry-$\kappa$-symmetry correspondence suggests that it describes the excitations of a BPS state preserving all but two supersymmetries. The model can also be formulated in any $\Sigma^{({n(n+1)\over 2}|n)}$ superspace, n=32 corresponding to D=11. It may also be treated as a `higher--spin generalization' of the usual Green--Schwarz superstring. Although the global symmetry of the model is a generalization of the super--Poincar\'e group, ${\Sigma}^{({n(n+1)\over 2}|n)}\times\supset Sp(n)$, it may be formulated in terms of constrained OSp(2n|1) orthosymplectic supertwistors. We work out this supertwistor realization and its Hamiltonian dynamics. We also give the supersymmetric p-brane generalization of the model. In particular, the $\Sigma^{(528|32)}$ supersymmetric membrane model describes excitations of a 30/32 BPS state, as the $\Sigma^{(528|32)}$ supersymmetric string does, while the supersymmetric 3-brane and 5-brane correspond, respectively, to 28/32 and 24/32 BPS states.Comment: 23 pages, RevTex4. V2: minor corrections in title and terminology, some references and comments adde

When the native is also a non-native: “retrodicting” the complexity of language teacher cognition

Abstract: The impact of native (NS) and non-native speaker (NNS) identities on second or foreign language teachers’ cognition and practices in the classroom has mainly been investigated in ESL/EFL contexts. Using complexity theory as a framework, this case study attempts to fill the gap in the literature by presenting a foreign language teacher in the United States who teaches French as a NS and German as a NNS teacher at the college level. Specifically, the study explores the interface between NS/NNS identities, teacher cognition, practice, and professional identity. The retrodictive qualitative analysis of semi-structured interviews and classroom observations reveals that the participant teacher’s NS French and NNS German identities influenced her teacher cognition, specifically in beliefs about teaching grammar. In addition, previous language learning experiences affect current decision-making processes in teaching. In terms of teaching practice, the dual NS French and NNS German identity affects teaching practice in the formal areas of language, target culture knowledge and awareness, teaching style, and perceptions about language varieties. Professional identity is construed here as being the mediator of target second language (L2) cultures in the classroom. The implications of teacher cognition as a complex system for L2 teaching and teacher education are discussed