Gluon mass generation in the PT-BFM scheme

In this article we study the general structure and special properties of the Schwinger-Dyson equation for the gluon propagator constructed with the pinch technique, together with the question of how to obtain infrared finite solutions, associated with the generation of an effective gluon mass. Exploiting the known all-order correspondence between the pinch technique and the background field method, we demonstrate that, contrary to the standard formulation, the non-perturbative gluon self-energy is transverse order-by-order in the dressed loop expansion, and separately for gluonic and ghost contributions. We next present a comprehensive review of several subtle issues relevant to the search of infrared finite solutions, paying particular attention to the role of the seagull graph in enforcing transversality, the necessity of introducing massless poles in the three-gluon vertex, and the incorporation of the correct renormalization group properties. In addition, we present a method for regulating the seagull-type contributions based on dimensional regularization; its applicability depends crucially on the asymptotic behavior of the solutions in the deep ultraviolet, and in particular on the anomalous dimension of the dynamically generated gluon mass. A linearized version of the truncated Schwinger-Dyson equation is derived, using a vertex that satisfies the required Ward identity and contains massless poles belonging to different Lorentz structures. The resulting integral equation is then solved numerically, the infrared and ultraviolet properties of the obtained solutions are examined in detail, and the allowed range for the effective gluon mass is determined. Various open questions and possible connections with different approaches in the literature are discussed.Comment: 54 pages, 24 figure

The Contribution of Transformative Pedagogy to the Learning Space of Scholars: A Case of South African Universities

This paper interrogates the contribution of transformative pedagogy and digitalized platforms to the rekindled learning space of scholars. The paper was motivated by diverse discourses and notions on the role which transformative pedagogy and digitalized platforms could play in bringing about a stimulating learning space for scholars. The paper is both conceptual and empirical in nature within the qualitative research paradigm. Interviewing techniques and documents review were employed to generate data for the paper. Research findings reveal that firstly, a transformative pedagogy with digitalized platforms encourage the development of reflective knowledge base. Secondly, they promote critical consciousness and agency within scholars. Thirdly, they encourage the engagement of scholars through participatory instructional methods. Fourthly, they make schooling a fun instead of being a burden. Fifthly, they recognise schooling inequalities and attempt to promote social justice. Lastly, a transformative pedagogy with digitalized platforms resist coercive relations of power between scholars and their lecturers. In conclusion, a transformative pedagogy with digitalized platforms prepare scholars of the 21st century to harmonise the world of schooling and the outside world of life. The researcher recommends for the embracing of a transformative pedagogy and digitalized platforms in education by virtue of them promoting an activist pedagogy that combines constructivist and critical pedagogy. The other recommendation relates to supporting the transformative pedagogy with digitalized platforms to persist to facilitate scholars to critically examine their beliefs, values and knowledge. The study emphasizes how transformative pedagogy is useful at tertiary institutions especially during tough times such as Covid-19

Cross-national variations in reported discrimination among people treated for major depression worldwide : the ASPEN/INDIGO international study

No study has so far explored differences in discrimination reported by people with major depressive disorder (MDD) across countries and cultures. To (a) compare reported discrimination across different countries, and (b) explore the relative weight of individual and contextual factors in explaining levels of reported discrimination in people with MDD. Cross-sectional multisite international survey (34 countries worldwide) of 1082 people with MDD. Experienced and anticipated discrimination were assessed by the Discrimination and Stigma Scale (DISC). Countries were classified according to their rating on the Human Development Index (HDI). Multilevel negative binomial and Poisson models were used. People living in ‘very high HDI’ countries reported higher discrimination than those in ‘medium/low HDI’ countries. Variation in reported discrimination across countries was only partially explained by individual-level variables. The contribution of country-level variables was significant for anticipated discrimination only. Contextual factors play an important role in anticipated discrimination. Country-specific interventions should be implemented to prevent discrimination towards people with MDD

Paper Chromatography of Unsaturated Glycerides

不飽和グリセリドを酢酸第二水銀付加化合物とし, 逆相ペーパークロマトグラフィーで相互分離, 確認する方法を考案した。この方法を合成不飽和グリセリドおよび天然油脂の構成グリセリドの相互分離, 確認に利用した結果, 良好な分離性を示すことを認め, またこの方法の特性についても検討した。本法はまた不飽和グリセリドの関与するエステル交換反応やリパーゼによる加水分解などの過程を追跡, 精査できる簡易, 有力な方法であることが証明された。1. A reversed-phase paper-chromatographic method has been devised by which unsaturated glycerides can be separated and identified as their mercuric acetate addition compounds. 2. The method has been successfully used for the separations of synthetic unsaturated glycerides and of natural glyceride mixtures. 3. Some applications of this method to the investigations of ester interchange and enzymic hydrolysis of glycerides have been presented