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

Developing ‘active citizens’: 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 ‘hard’ measures of impact and those described as ‘soft’, 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 ‘hard’ and ‘soft’. We draw on research examining the links between arts education and young people’s future trajectories and use the concept of ‘active citizenship’ to show how informal, softer skills fostered through creative learning are an important part of citizenship making for some young people. Participants’ 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