Field Strength and Monopoles in Dual U(1) Lattice Gauge Theory

In any Abelian gauge theory with an action periodic in the link variables one can perform a duality transformation not only in the partition function, but also in correlation functions including Polyakov loops. The calculation of expectation values in the confinement phase, like electric field strength or monopole currents in the presence of external charges, becomes significantly more efficient simulating the dual theory. We demonstrate this using the ordinary Wilson action. This approach also allows a quantitative analysis of the dual superconductor model, because the dual transformed U(1) theory can be regarded as limit of a dual non-compact Abelian Higgs model. In this way we also try to interpret the behaviour of monopole condensate and string fluctuations. Finally we present some applications for simulating the dual U(1) gauge theory.Comment: Talk presented at LATTICE96(topology) ; 3 pages, latex, 4 figures; complete postscript file also available at ftp://is1.kph.tuwien.ac.at/pub/zach/stl96.ps.g

Flux tubes and their interaction in U(1) lattice gauge theory

We investigate singly and doubly charged flux tubes in U(1) lattice gauge theory. By simulating the dually transformed path integral we are able to consider large flux tube lengths, low temperatures, and multiply charged systems without loss of numerical precision. We simulate flux tubes between static sources as well as periodically closed flux tubes, calculating flux tube profiles, the total field energy and the free energy. Our main results are that the string tension in both three and four dimensions scales proportionally to the charge -- which is in contrast to previous lattice results -- and that in four-dimensional U(1) there is an attractive interaction between flux tubes for beta approaching the phase transition.Comment: 19 pages, latex2e with tex- and eps-figures; complete postscript file also available at ftp://is1.kph.tuwien.ac.at/pub/zach/np97.ps.g

Students\u27 competency -- The intersection of didactics and organisation of higher education

Output orientation in the realm of education has become a requirement for higher education that is now slowly starting to be manifested in its curricula. This raises the question: what competences students are supposed to develop in the course of their studies and how these competences can be developed. In a first step, this article will therefore deal with the notion of competence. The next step involves an analysis of the various approaches to didactics in higher education, which plays an important role in the promotion of students\u27 competency as well as in the design of individual lesson plans and of the curriculum for individual classes as well as for the entire programme. This section will also touch on the interconnection of research and teaching. It will be shown that, due to the specific way in which higher education is organized, any course of studies promotes the development of competences, which might seem, at first sight, beyond the grasp of didactics of higher education. The core of this article will be the introduction of a model which depicts the development of students\u27 competency in the intersection of didactics and organisation of higher education. The development of students\u27 competences is subject to various factors influencing each other. This article does not aim at presenting conclusive results but is intended to spark a productive debate

The Digital Change of Vocational Training and Business Education: What it Takes to Prepare Students for the Future Challenges of the Job Market

There is no doubt that the increasing use of technology and digitalization leads to a more differentiated discussion of the digital transformation in work and daily life. The digital transformation can now be regarded as central technological and social phenomenon (Fürst, 2019). It has triggered a hype. To “be digital” is now the basic requirement for work and the participation in society (Hartmann et al., 2019; Mertala, 2019). To get digital, it is important to keep pace with the social, cultural, and economic changes which are driven by the digital transformation. Educational institutions over all levels of education are concerned with the question of how educational offerings must be designed to prepare learners for encountering and participating in the digital change. This question will also be addressed in this paper. The paper tries to answer the research question, what are central problems and issues of business education due to new and changing qualification and skill requirements of future workers in the age of digital transformation. The aim of the paper is to show what is needed to design modern digital educational offers to prepare learners for the encounter of the digital transformation and to encourage them to participate in shaping it. To achieve this research goal a literature-based analyses was carried out. In addition to central aspects for further development of business education, like the development of educational staff (e.g. teachers) and the vocational theory, it is important to think about issues of digital transformation for the general business education and development, school education and in-company education and training. The bundling of relevant issues on the digital transformation of business Education and their answers will help to shape the digital transformation and prepare the next generation for the future challenges at work and in daily life

Fostering team building: An example for business educators

The rising importance of teamwork is indisputable in any kind of business field. Developing students’ ability to work in a team as well as their leadership skills is therefore a persistent challenge in business education. This paper analyses different theories for team development processes and introduces possibilities for integrating team building in business education programs. The method “Teams in Maze” will then be presented and discussed concerning its planning, instruction, realization, reflection and its benefit for teamwork

Economic thinking and risk attitudes: An empirical study

In the light of the current economic crisis, which had its roots in high risk dealings in the international financial markets, the question how economically minded students are and what propensity towards risk they have, are essential to improving their financial literacy. In a broad survey including economic and non-economic schools 649 students aged 14 and 18 were questioned. In this paper results are presented and implications for classroom teaching and curricular development are derived

Effect of Aspartate Supplementation on Athletic Performance in Young Men

D-aspartic acid has been suggested to enhance athletic performance by regulating the hypothalamus-pituitary-gonadal axis by increasing plasma testosterone. Aspartate supplementation may be useful to increase testosterone for individuals with low plasma testosterone due to aging and other conditions. PURPOSE: To determine the effect of D-aspartic acid supplementation on athletic performance in young male athletes. METHODS: After screening for ACSM low risk, 9 healthy male athletes (average age = 22y, body weight = 82.7 kg and body fat = 10.4%) were randomized to two groups for supplementation using a double blinded parallel arm experimental design. They ingested either 3 grams of d-aspartic acid (Aspartate, n=5) or a Placebo (n=4) for 14 days supplied in capsule form. Subjects recorded and replicated previous 3 day diets prior to testing. Physical assessments were performed prior to and after supplementation included a peak VO2 test by cycle ergometer, 1 maximal repetition bench press and 1 maximal repetition squat (average values ±SD before supplementation were 41.7 ±6.4 ml/kg/min, 117.9 ±11.1 kg and 151.7 ±19.0 kg, respectively). RESULTS: The Aspartate group improved performance in 1 maximal repetition bench press by 4.5 ±1.6kg (average ±SEM, p=0.03) and 1 maximal repetition squat by 8.2 ±3.8kg (average ±SEM, p=0.04). No change in performance measures were observed in the Placebo group. Body composition did not change for either group. CONCLUSION: D-aspartic acid supplementation may lead to improved acute skeletal muscle synthesis improving upper and lower body muscle performance