Bulk viscosity of the massive Gross-Neveu model

A calculation of the bulk viscosity for the massive Gross-Neveu model at zero fermion chemical potential is presented in the large-$N$ limit. This model resembles QCD in many important aspects: it is asymptotically free, has a dynamically generated mass gap, and for zero bare fermion mass it is scale invariant at the classical level (broken through the trace anomaly at the quantum level). For our purposes, the introduction of a bare fermion mass is necessary to break the integrability of the model, and thus to be able to study momentum transport. The main motivation is, by decreasing the bare mass, to analyze whether there is a correlation between the maximum in the trace anomaly and a possible maximum in the bulk viscosity, as recently conjectured. After numerical analysis, I find that there is no direct correlation between these two quantities: the bulk viscosity of the model is a monotonously decreasing function of the temperature. I also comment on the sum rule for the spectral density in the bulk channel, as well as on implications of this analysis for other systems.Comment: v2: 3->3 processes included, conclusions unchanged. Comments and references added. Typos corrected. To appear in Phys. Rev.

Fracton pairing mechanism for "strange" superconductors: Self-assembling organic polymers and copper-oxide compounds

Self-assembling organic polymers and copper-oxide compounds are two classes of "strange" superconductors, whose challenging behavior does not comply with the traditional picture of Bardeen, Cooper, and Schrieffer (BCS) superconductivity in regular crystals. In this paper, we propose a theoretical model that accounts for the strange superconducting properties of either class of the materials. These properties are considered as interconnected manifestations of the same phenomenon: We argue that superconductivity occurs in the both cases because the charge carriers (i.e., electrons or holes) exchange {\it fracton excitations}, quantum oscillations of fractal lattices that mimic the complex microscopic organization of the strange superconductors. For the copper oxides, the superconducting transition temperature $T_c$ as predicted by the fracton mechanism is of the order of $\sim 150$ K. We suggest that the marginal ingredient of the high-temperature superconducting phase is provided by fracton coupled holes that condensate in the conducting copper-oxygen planes owing to the intrinsic field-effect-transistor configuration of the cuprate compounds. For the gate-induced superconducting phase in the electron-doped polymers, we simultaneously find a rather modest transition temperature of $\sim (2-3)$ K owing to the limitations imposed by the electron tunneling processes on a fractal geometry. We speculate that hole-type superconductivity observes larger onset temperatures when compared to its electron-type counterpart. This promises an intriguing possibility of the high-temperature superconducting states in hole-doped complex materials. A specific prediction of the present study is universality of ac conduction for $T\gtrsim T_c$.Comment: 12 pages (including separate abstract page), no figure

Outdoor learning spaces: the case of forest school

© 2017 The Author. Area published by John Wiley & Sons Ltd on behalf of Royal Geographical Society (with the Institute of British Geographers). This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.This paper contributes to the growing body of research concerning use of outdoor spaces by educators, and the increased use of informal and outdoor learning spaces when teaching primary school children. The research takes the example of forest school, a form of regular and repeated outdoor learning increasingly common in primary schools. This research focuses on how the learning space at forest school shapes the experience of children and forest school leaders as they engage in learning outside the classroom. The learning space is considered as a physical space, and also in a more metaphorical way as a space where different behaviours are permitted, and a space set apart from the national curriculum. Through semi-structured interviews with members of the community of practice of forest school leaders, the paper seeks to determine the significance of being outdoors on the forest school experience. How does this learning space differ from the classroom environment? What aspects of the forest school learning space support pupils’ experiences? How does the outdoor learning space affect teaching, and the dynamics of learning while at forest school? The research shows that the outdoor space provides new opportunities for children and teachers to interact and learn, and revealed how forest school leaders and children co-create a learning environment in which the boundaries between classroom and outdoor learning, teacher and pupil, are renegotiated to stimulate teaching and learning. Forest school practitioners see forest school as a separate learning space that is removed from the physical constraints of the classroom and pedagogical constraints of the national curriculum to provide a more flexible and responsive learning environment.Peer reviewe

Stringy NJL and Gross-Neveu models at finite density and temperature

Nonlocal stringy versions of the Nambu-Jona-Lasinio and Gross-Neveu models arise in a certain limit of holographic QCD. We analyze the phase structure at finite density and temperature at strong coupling in terms of probe branes in the gravity dual. Comparison with the phase structure of the local field theory models shows qualitative agreement with some aspects, and disagreement with others. Finally, we explain how to construct the Landau potentials for these models by taking the probe branes off-shell.Comment: 32 pages, uses JHEP3.cls; v2, references added, version to be submitted to JHE

Re-Focusing - Building a Future for Entrepreneurial Education & Learning

The field of entrepreneurship has struggled with fundamental questions concerning the subject’s nature and purpose. To whom and to what means are educational and training agendas ultimately directed? Such questions have become of central importance to policy makers, practitioners and academics alike. There are suggestions that university business schools should engage more critically with the lived experiences of practising entrepreneurs through alternative pedagogical approaches and methods, seeking to account for and highlighting the social, political and moral aspects of entrepreneurial practice. In the UK, where funding in higher education has become increasingly dependent on student fees, there are renewed pressures to educate students for entrepreneurial practice as opposed to educating them about the nature and effects of entrepreneurship. Government and EU policies are calling on business schools to develop and enhance entrepreneurial growth and skill sets, to make their education and training programmes more proactive in providing innovative educational practices which help and facilitate life experiences and experiential learning. This paper makes the case for critical frameworks to be applied so that complex social processes become a source of learning for educators and entrepreneurs and so that innovative pedagogical approaches can be developed in terms both of context (curriculum design) and process (delivery methods)

The general gaugings of maximal d=9 supergravity

We use the embedding tensor method to construct the most general maximal gauged/massive supergravity in d=9 dimensions and to determine its extended field content. Only the 8 independent deformation parameters (embedding tensor components, mass parameters etc.) identified by Bergshoeff \textit{et al.} (an SL(2,R) triplet, two doublets and a singlet can be consistently introduced in the theory, but their simultaneous use is subject to a number of quadratic constraints. These constraints have to be kept and enforced because they cannot be used to solve some deformation parameters in terms of the rest. The deformation parameters are associated to the possible 8-forms of the theory, and the constraints are associated to the 9-forms, all of them transforming in the conjugate representations. We also give the field strengths and the gauge and supersymmetry transformations for the electric fields in the most general case. We compare these results with the predictions of the E11 approach, finding that the latter predicts one additional doublet of 9-forms, analogously to what happens in N=2, d=4,5,6 theories.Comment: Latex file, 43 pages, reference adde

Cooper pairing and finite-size effects in a NJL-type four-fermion model

Starting from a NJL-type model with N fermion species fermion and difermion condensates and their associated phase structures are considered at nonzero chemical potential $\mu$ and zero temperature in spaces with nontrivial topology of the form $S^1\otimes S^1\otimes S^1$ and $R^2\otimes S^1$. Special attention is devoted to the generation of the superconducting phase. In particular, for the cases of antiperiodic and periodic boundary conditions we have found that the critical curve of the phase transitions between the chiral symmetry breaking and superconducting phases as well as the corresponding condensates and particle densities strongly oscillate vs $\lambda\sim 1/L$, where $L$ is the length of the circumference $S^1$. Moreover, it is shown that at some finite values of $L$ the superconducting phase transition is shifted to smaller values both of $\mu$ and particle density in comparison with the case of $L=\infty$.Comment: 13 pages, 13 figures; minor changes; new references added; version accepted to PR

Learning to Teach Argumentation: Research and development in the science classroom

The research reported in this study focuses on an investigation into the teaching of argumentation in secondary science classrooms. Over a one-year period, a group of 12 teachers from schools in the greater London area attended a series of workshops to develop materials and strategies to support the teaching of argumentation in scientific contexts. Data were collected at the beginning and end of the year by audio and video recording lessons where the teachers attempted to implement argumentation. To assess the quality of argumentation, analytical tools derived from Toulmin's argument pattern (TAP) were developed and applied to classroom transcripts. Analysis shows there was development in teachers' use of argumentation across the year. Results indicate that the pattern of use of argumentation is teacher-specific, as is the nature of change. To inform future professional development programmes, transcripts of five teachers, three showing a significant change and two no change, were analysed in more detail to identify features of teachers' oral contributions that facilitated and supported argumentation. The analysis showed that all teachers attempted to encourage a variety of processes involved in argumentation and that the teachers whose lessons included the highest quality of argumentation (TAP analysis) also encouraged higher order processes in their teaching. The analysis of teachers' facilitation of argumentation has helped to guide the development of in-service materials and to identify the barriers to learning in the professional development of less experienced teachers

Ceramics studio to podiatry clinic: The impact of multi-media resources in the teaching of practical skills across diverse disciplines

This paper draws on the experiences of students from two vastly different disciplines to both explore the theoretical background supporting the use of multimedia resources to teach practical skills and provide a qualitative evaluation of student perceptions and experiences of using bespoke resources. Within ceramics and podiatry, practical skills are traditionally taught via an apprenticeship model within small groups. We explore the practical and pedagogic benefits of developing bespoke multimedia resources to teach practical skills, identifying common themes from these disparate discipline areas. Student focus groups revealed that, practically, the opportunity for repeated viewing at convenient times promoted less reliance on lecturers and better preparation prior to practical demonstrations. Pedagogically, time for reflection and sense making underpinned an increase in confidence which in turn led to increased creativity. The student voice was also used to identify recommendations and challenges driving future change