Flavor decomposition of the elastic nucleon electromagnetic form factors

The u- and d-quark contributions to the elastic nucleon electromagnetic form factors have been determined using experimental data on GEn, GMn, GpE, and GpM. Such a flavor separation of the form factors became possible up to 3.4 GeV2 with recent data on GEn from Hall A at JLab. At a negative four-momentum transfer squared Q2 above 1 GeV2, for both the u- and d-quark components, the ratio of the Pauli form factor to the Dirac form factor, F2/F1, was found to be almost constant, and for each of F2 and F1 individually, the d-quark portions of both form factors drop continuously with increasing Q2.Comment: 4 pages, 3 figure

Sensitivity of an image plate system in the XUV (60 eV < E < 900 eV)

Phosphor imaging plates (IPs) have been calibrated and proven useful for quantitative x-ray imaging in the 1 to over 1000 keV energy range. In this paper we report on calibration measurements made at XUV energies in the 60 to 900 eV energy range using beamline 6.3.2 at the Advanced Light Source at Lawrence Berkeley National Laboratory. We measured a sensitivity of ~25 plus or minus 15 counts/pJ over the stated energy range which is compatible with the sensitivity of Si photodiodes that are used for time-resolved measurements. Our measurements at 900 eV are consistent with the measurements made by Meadowcroft et al. at ~1 keV.Comment: 7 pages, 2 figure

A probabilistic approach to some results by Nieto and Truax

In this paper, we reconsider some results by Nieto and Truax about generating functions for arbitrary order coherent and squeezed states. These results were obtained using the exponential of the Laplacian operator; more elaborated operational identities were used by Dattoli et al. \cite{Dattoli} to extend these results. In this note, we show that the operational approach can be replaced by a purely probabilistic approach, in the sense that the exponential of derivatives operators can be identified with equivalent expectation operators. This approach brings new insight about the kinks between operational and probabilistic calculus.Comment: 2nd versio

Using video and multimodal classroom interaction analysis to investigate how information, misinformation, and disinformation influence pedagogy

Misinformation is accidentally wrong and disinformation is deliberately incorrect (i.e., deception). This paper uses the Pedagogy Analysis Framework (PAF) to investigate how information, misinformation, and disinformation influence classroom pedagogy. 95 people participated (i.e., one lesson with 7-year-olds, another with 10-year-olds, and three with a class of 13-year-olds). We used four video-based methods (lesson video analysis, teacher verbal protocols, pupil group verbal protocols, and teacher interviews). 35 hours of video data (recorded 2013-2020) were analysed using Grounded Theory Methods by the researchers, the class teachers, and groups of pupils (three girls and three boys). The methodology was Straussian Grounded Theory. We present how often participants used information, misinformation, and disinformation. We illustrate how the PAF helps understand and explain information, misinformation, and disinformation in the classroom by analysing video data transcripts. In addition, we discuss participant perceptions of the status of information; overlapping information, misinformation, and disinformation; and information communication difficulties

Multimodal classroom interaction analysis using video-based methods of the pedagogical tactic of (un)grouping

Grouping of people and/or things in school can involve challenging pedagogical problems and is a recurrent issue in research literature. Grouping of pupils sometimes aids learning, but detailed video-based analysis of how teachers (and pupils) group or ungroup (termed ‘(un)grouping’) in classrooms is rare. This multimodal classroom interaction analysis study builds on previous work by exploring how the Pedagogy Analysis Framework can help untangle complicated classroom interactions involving (un)grouping and identifies sixteen types of (un)grouping. The sample size is one class of thirty pupils (10-year-olds), their class teacher, and teaching assistant. Four research methods were used (lesson video analysis, teacher verbal protocols, pupil group verbal protocols, and individual teacher interviews). Six hours of data were video recorded (managed using NVivo). Data were analysed by two educational researchers, the class teacher, and two groups of pupils (three girls and three boys). The methodology is Straussian Grounded Theory. Data were recorded in 2019. We present how often participants (un)grouped during a lesson. We propose and use a grounded theory for (un)grouping which we call the ‘Exclusion, Segregation, Integration, and Inclusion (ESII) model’. Additionally, we discuss how misinformation and disinformation can complicate analysis of (un)grouping and examine different perspectives on (un)grouping

Teachers' perspectives on the relationship between secondary school departments of science and religious education: Independence or mutual enrichment?

There is a gap in the research on the relationship between secondary school subject departments, particularly where, as in the case of science and religious education (RE), there is not the traditional relationship that may be seen in science and maths or across humanities subjects. More awareness of content taught in other departments is important for pupils' coherent experience of curriculum and schooling. This article reports on data from 10 focus groups with 50 participants from six universities, where student teachers of science and RE revealed a complex picture of relationships between the two departments in their placement schools. Furthermore, this article reports findings from a survey where 244 teachers and student teachers of science and RE shared their perspectives on the relationship between the two school departments. The measure was adapted from Barbour's typology, a classification describing the nature of the relationship between science and religion in a range of literature. The terms ‘conflict’, ‘independence’, ‘dialogue’, ‘collaboration’ and ‘integration’ were presented to teachers of both subjects. Little evidence was found of conflict between science and RE departments, but more ‘independence’ than ‘dialogue’ between the two departments was reported. In the light of these findings, the benefits of boundary crossing are explored alongside the role teachers should play in boundary crossing

The structure of quotients of the Onsager algebra by closed ideals

We study the Onsager algebra from the ideal theoretic point of view. A complete classification of closed ideals and the structure of quotient algebras are obtained. We also discuss the solvable algebra aspect of the Onsager algebra through the use of formal Lie algebras.Comment: 33 pages, Latex, small topos corrected-Journal versio

Rigorous confidence intervals for critical probabilities

We use the method of Balister, Bollobas and Walters to give rigorous 99.9999% confidence intervals for the critical probabilities for site and bond percolation on the 11 Archimedean lattices. In our computer calculations, the emphasis is on simplicity and ease of verification, rather than obtaining the best possible results. Nevertheless, we obtain intervals of width at most 0.0005 in all cases

Polynomial sequences for bond percolation critical thresholds

In this paper, I compute the inhomogeneous (multi-probability) bond critical surfaces for the (4,6,12) and (3^4,6) lattices using the linearity approximation described in (Scullard and Ziff, J. Stat. Mech. P03021), implemented as a branching process of lattices. I find the estimates for the bond percolation thresholds, p_c(4,6,12)=0.69377849... and p_c(3^4,6)=0.43437077..., compared with Parviainen's numerical results of p_c \approx 0.69373383 and p_c \approx 0.43430621 . These deviations are of the order 10^{-5}, as is standard for this method, although they are outside Parviainen's typical standard error of 10^{-7}. Deriving thresholds in this way for a given lattice leads to a polynomial with integer coefficients, the root in [0,1] of which gives the estimate for the bond threshold. I show how the method can be refined, leading to a sequence of higher order polynomials making predictions that likely converge to the exact answer. Finally, I discuss how this fact hints that for certain graphs, such as the kagome lattice, the exact bond threshold may not be the root of any polynomial with integer coefficients.Comment: submitted to Journal of Statistical Mechanic