Effects of Neutron Spatial Distributions on Atomic Parity Nonconservation in Cesium

We have examined modifications to the nuclear weak charge due to small differences between the spatial distributions of neutrons and protons in the Cs nucleus. We derive approximate formulae to estimate the value and uncertainty of this modification based only on nuclear rms neutron and proton radii. Present uncertainties in neutron distributions in Cs are difficult to quantify, but we conclude that they should not be neglected when using atomic parity nonconservation experiments as a means to test the Standard Model.Comment: 5 pages, RevTeX, slightly revised, one figure adde

Dismantling the signposts to public health? NHS data under the Health and Social Care Act 2012

The Health and Social Care Act 2012 will replace the administrative structure of the NHS in England, currently based on the resident populations of defined geographical areas, with one that relates instead to the shifting populations of individuals registered with specific general practices at given points in time.1 This will radically change the longstanding basis for collecting data routinely about the health needs of local populations, making it difficult to monitor the effect of new legislation on the health of the population locally or nationally.2 3 We discuss some of the implications of the act for existing routine data systems and the production of routine statistics that underpin essential NHS functions, including monitoring healthcare provision and ensuring equity of access, allocation of resources, and measurement of outcomes

Introduction of CAA into a mathematics course for technology students to address a change in curriculum requirements

The mathematical requirements for engineering, science and technology students has been debated for many years and concern has been expressed about the mathematical preparedness of students entering higher education. This paper considers a mathematics course that has been specifically designed to address some of these issues for technology education students. It briefly chronicles the changes that have taken place over its lifetime and evaluates the introduction of Computer Assisted Assessment (CAA) into a course already being delivered using Computer Aided Learning (CAL). Benefits of CAA can be categorised into four main areas. 1. Educational – achieved by setting short, topic related, assessments, each of which has to be passed, thereby increasing curriculum coverage. 2. Students – by allowing them to complete assessments at their own pace removing the stress of the final examination. 3. Financial – increased income to the institution, by broadening access to the course. Improved retention rate due to self-paced learning. 4. Time – staff no longer required to set and mark exams. Most students preferred this method of assessment to traditional exams, because it increased confidence and reduced stress levels. Self-paced working, however, resulted in a minority of students not completing the tests by the deadline

Graviton n-point functions for UV-complete theories in Anti-de Sitter space

We calculate graviton n-point functions in an anti-de Sitter black brane background for effective gravity theories whose linearized equations of motion have at most two time derivatives. We compare the n-point functions in Einstein gravity to those in theories whose leading correction is quadratic in the Riemann tensor. The comparison is made for any number of gravitons and for all physical graviton modes in a kinematic region for which the leading correction can significantly modify the Einstein result. We find that the n-point functions of Einstein gravity depend on at most a single angle, whereas those of the corrected theories may depend on two angles. For the four-point functions, Einstein gravity exhibits linear dependence on the Mandelstam variable s versus a quadratic dependence on s for the corrected theory.Comment: 29 page

Assessing Learning Outcomes in Middle-Division Classical Mechanics: The Colorado Classical Mechanics/Math Methods Instrument

Reliable and validated assessments of introductory physics have been instrumental in driving curricular and pedagogical reforms that lead to improved student learning. As part of an effort to systematically improve our sophomore-level Classical Mechanics and Math Methods course (CM 1) at CU Boulder, we have developed a tool to assess student learning of CM 1 concepts in the upper-division. The Colorado Classical Mechanics/Math Methods Instrument (CCMI) builds on faculty consensus learning goals and systematic observations of student difficulties. The result is a 9-question open-ended post-test that probes student learning in the first half of a two-semester classical mechanics / math methods sequence. In this paper, we describe the design and development of this instrument, its validation, and measurements made in classes at CU Boulder and elsewhere.Comment: 11 pages, 6 figures, 1 tabl

Selecting and implementing overview methods: implications from five exemplar overviews

This is the final version of the article. Available from BioMed Central via the DOI in this record.Background Overviews of systematic reviews are an increasingly popular method of evidence synthesis; there is a lack of clear guidance for completing overviews and a number of methodological challenges. At the UK Cochrane Symposium 2016, methodological challenges of five overviews were explored. Using data from these five overviews, practical implications to support methodological decision making of authors writing protocols for future overviews are proposed. Methods Methods, and their justification, from the five exemplar overviews were tabulated and compared with areas of debate identified within current literature. Key methodological challenges and implications for development of overview protocols were generated and synthesised into a list, discussed and refined until there was consensus. Results Methodological features of three Cochrane overviews, one overview of diagnostic test accuracy and one mixed methods overview have been summarised. Methods of selection of reviews and data extraction were similar. Either the AMSTAR or ROBIS tool was used to assess quality of included reviews. The GRADE approach was most commonly used to assess quality of evidence within the reviews. Eight key methodological challenges were identified from the exemplar overviews. There was good agreement between our findings and emerging areas of debate within a recent published synthesis. Implications for development of protocols for future overviews were identified. Conclusions Overviews are a relatively new methodological innovation, and there are currently substantial variations in the methodological approaches used within different overviews. There are considerable methodological challenges for which optimal solutions are not necessarily yet known. Lessons learnt from five exemplar overviews highlight a number of methodological decisions which may be beneficial to consider during the development of an overview protocol.The overview conducted by Pollock [19] was supported by a project grant from the Chief Scientist Office of the Scottish Government. The overview conducted by McClurg [21] was supported by a project grant by the Physiotherapy Research Foundation. The overview by Hunt [22] was supported as part of doctoral programme funding by the National Institute for Health Research (NIHR) Collaboration for Leadership in Applied Health Research and Care South West Peninsula (PenCLAHRC). The overview conducted by Estcourt [20] was supported by an NIHR Cochrane Programme Grant for the Safe and Appropriate Use of Blood Components. The overview conducted by Brunton [23] was commissioned by the Department of Health as part of an ongoing programme of work on health policy research synthesis. Alex Pollock is employed by the Nursing, Midwifery and Allied Health Professions (NMAHP) Research Unit, which is supported by the Chief Scientist Office of the Scottish Government. Pauline Campbell is supported by the Chief Nurses Office of the Scottish Government

Field-Immersed Targets (CE-30)

This research was sponsored by the National Science Foundation Grant NSF PHY-931478