The weak bound state with the non-zero charge density as the LHC 126.5 GeV state

The self-consistent model of classical field interactions formulated as the counterpart of the quantum electroweak model leads to homogeneous boson ground state solutions in presence of non-zero extended fermionic charge density fluctuations. Two different types of electroweak configurations of fields are analyzed. The first one has non-zero electric and weak charge fluctuations. The second one is electrically uncharged but weakly charged. Both types of configurations have two physically interesting solutions which possess masses equal to 126.67 GeV at the value of the scalar fluctuation potential parameter $\lambda$ equal to ~ 0.0652. The spin zero electrically uncharged droplet formed as a result of the decay of the charged one is interpreted as the ~ 126.5 GeV state found in the Large Hadron Collider (LHC) experiment. (The other two configurations correspond to solutions with masses equal to 123.7 GeV and $\lambda$ equal to ~ 0.0498 and thus the algebraic mean of the masses of two central solutions, i.e., 126.67 GeV and 123.7 GeV, is equal to 125.185 GeV.) The problem of a mass of this kind of droplets will be considered on the basis of the phenomenon of the screening of the fluctuation of charges. Their masses are found in the thin wall approximation.Comment: 23 pages, 15 figures, Keywords: self-consistent field theory, physics beyond the Standard Mode

Academic literacies twenty years on: a community-sourced literature review

In 1998, the paper ‘Student writing in higher education: an academic literacies approach’ by Mary Lea and Brian Street reinvigorated debate concerning ‘what it means to be academically literate’ (1998, p.158). It proposed a new way of examining how students learn at university and introduced the term ‘academic literacies’. Subsequently, a body of literature has emerged reflecting the significant theoretical and practical impact Lea and Street’s paper has had on a range of academic and professional fields. This literature review covers articles selected by colleagues in our professional communities of the Association for Learning Development in Higher Education (ALDinHE), BALEAP the global forum for English for Academic Purposes (EAP) professionals, and the European Association of Teachers of Academic Writing (EATAW). As a community-sourced literature review, this text brings together reviews of wide range of texts and a diverse range of voices reflecting a multiplicity of perspectives and understandings of academic literacies. We have organised the material according to the themes: Modality, Identity, Focus on text, Implications for research, and Implications for practice. We conclude with observations relevant to these themes, which we hope will stimulate further debate, research and professional collaborations between our members and subscribers