14 research outputs found
Lattice supersymmetry, superfields and renormalization
We study Euclidean lattice formulations of non-gauge supersymmetric models
with up to four supercharges in various dimensions. We formulate the conditions
under which the interacting lattice theory can exactly preserve one or more
nilpotent anticommuting supersymmetries. We introduce a superfield formalism,
which allows the enumeration of all possible lattice supersymmetry invariants.
We use it to discuss the formulation of Q-exact lattice actions and their
renormalization in a general manner. In some examples, one exact supersymmetry
guarantees finiteness of the continuum limit of the lattice theory. As a
consequence, we show that the desired quantum continuum limit is obtained
without fine tuning for these models. Finally, we discuss the implications and
possible further applications of our results to the study of gauge and
non-gauge models.Comment: 44 pages, 1 figur
Three Dimensional N=2 Supersymmetry on the Lattice
We show how 3-dimensional, N=2 supersymmetric theories, including super QCD
with matter fields, can be put on the lattice with existing techniques, in a
way which will recover supersymmetry in the small lattice spacing limit.
Residual supersymmetry breaking effects are suppressed in the small lattice
spacing limit by at least one power of the lattice spacing a.Comment: 21 pages, 2 figures, typo corrected, reference adde
The Birth of an Academic Obsession: The History of the Countermajoritarian Difficulty, Part Five
Developing âactive citizensâ: Arts Award, creativity and impact
Creativity has become the new watchword in UK academic and policy circles. Within this context, policy discussions about the arts and their impact emphasise economic benefits over educational value, drawing clear distinctions between quantifiable or âhardâ measures of impact and those described as âsoftâ, less tangible and lacking a strong evidence base. Departing from the binary logics often underpinning notions of arts impacts, this paper is novel in exploring the entwined relationship between impacts seen as âhardâ and âsoftâ. We draw on research examining the links between arts education and young peopleâs future trajectories and use the concept of âactive citizenshipâ to show how informal, softer skills fostered through creative learning are an important part of citizenship making for some young people. Participantsâ accounts show how improvements in soft skills can give young people opportunities for agency, which shape progression pathways leading to measurable change. This finding is directly relevant in the context of evaluations of arts impacts in the UK and abroad, and should encourage further examination of the impact of creative learning on transfer of skills as well as policy developments in this area