Dirac Variables and Zero Modes of Gauss Constraint in Finite-Volume Two-Dimensional QED

The finite-volume QED$_{1+1}$ is formulated in terms of Dirac variables by an explicit solution of the Gauss constraint with possible nontrivial boundary conditions taken into account. The intrinsic nontrivial topology of the gauge group is thus revealed together with its zero-mode residual dynamics. Topologically nontrivial gauge transformations generate collective excitations of the gauge field above Coleman's ground state, that are completely decoupled from local dynamics, the latter being equivalent to a free massive scalar field theory.Comment: 13 pages, LaTe

A Framework for Design-Time Testing of Service-Based Applications at BPEL Level

Software applications created on top of the service-oriented architecture (SOA) are increasingly popular but testing them remains a challenge. In this paper a framework named TASSA for testing the functional and non-functional behaviour of service-based applications is presented. The paper focuses on the concept of design time testing, the corresponding testing approach and architectural integration of the consisting TASSA tools. The individual TASSA tools with sample validation scenarios were already presented with a general view of their relation. This paper’s contribution is the structured testing approach, based on the integral use of the tools and their architectural integration. The framework is based on SOA principles and is composable depending on user requirements.The work reported in this paper was supported by a research project funded by the National Scientific Fund, Bulgarian Ministry of Education, Youth and Science, via agreement no. DOO2-182

Direct Ascription of Missing Categorical Values in Survey Research Data

The complete datasets are a prerequisite for sustainable analyses, robust an- alytics and unbiased interpretation of results. Missing values in a survey occur when no data value is stored for the variable in an observation. Missing data can have a significant effect on the conclusions that can be drawn from the data. Direct ascription is the process of replacing missing data with predicted values. The aim of this work is to describe an approach to direct ascription of missing categorical values in survey research data based both on the assumption that values in a data set are missing at random and on the implementation of the correspondence analysis

Transnational education: global location, local innovation: a report produced for UUKi

Transnational education (TNE) is the delivery of an educational award in a country other than that in which the awarding body is based. It can include, but is not limited to, branch campuses, distance learning, joint and dual degree programmes, fly-in faculty, or a mix of these, often referred to as blended learning. The UK’s higher education TNE offer is growing in terms of both scale and strategic importance, and TNE is becoming a core component of many universities’ strategic approach to international growth. The large majority of UK universities (84%) now deliver TNE to over 700,000 students worldwide with this number having increased year on year since 2007/08. This means that the UK higher education sector now provides qualifications to more students overseas than to international students in the UK (approximately 450,000). The increasing scale of activity belies a huge variety in the types of TNE partnerships being developed by UK institutions. Drivers for engagement with international partners are diverse, relating to international strategies, to research priorities and to student and staff mobility. This publication aims to illustrate the breadth of engagement by highlighting 17 examples of TNE partnerships involving UK higher education institutions

The future of UK universities’ transnational education engagement

Transnational education (TNE) has become a core activity for many UK higher education institutions, and supply-side and demand-side factors continue to support its growth. TNE lifecycle starts with filling the gaps in the supply of local higher education before its focus shifts to diversifying local provision, enhancing its quality and developing its capacity in niche subject areas. As a result, TNE generates substantial local impact and explicitly responds to the sustainable development agenda

The state of the UK's global engagement: trends, opportunities and challenges

This session aims to delve into the contribution of the Global Engagement Index (GEI) to how UK universities approach internationalisation. The GEI is an open-access resource, attuned to the UK’s diverse higher education sector, offering insights across 30 different measures (using core data from HESA, OfS, Scival) ranging from student engagement to environmental impact. In addition to institutional-level performance, higher education sector trends are tracked over the past four years. The session seeks to contribute to the discourse around global engagement. The discussion will adopt a holistic view of international engagement, capturing overlooked elements like transnational education and curriculum internationalisation, emerging trends and challenges in international higher education. In a post-pandemic world, the very nature of “global” is under scrutiny. Universities are grappling with complex questions about diversity, equity, and sustainability. The session will posit the GEI as a tool that can align with the concept of pluralism in global higher education, allowing for a more inclusive, diverse approach in sync with the Sustainable Development Goals (SDGs). In summary, the session is a call to rethink universities’ global engagement strategies, their complexities and challenges

Global engagement in the post‐pandemic world: challenges and responses. Perspective from the UK

Higher education (HE), particularly its international mobility element, is one of the sectors that have suffered an immediate and substantial impact by the pandemic. The disruption in international travel and the local restrictions to physical contact has caused disruptions in the academic planning and delivery of higher education worldwide. Many argue that the recent pandemic and the move to online and blended learning delivery will define the future of HE. In this paper, we explore two main themes. Firstly, we explore the pre-Covid trends in international higher education. Using national and international data from UNESCO, OECD and other sources, we analyse the global developments in international student mobility. Secondly, we focus on the UK to study the position, share and interplay between the international student and transnational education (TNE) markets. We reflect on the findings of our analysis and discuss the pivot to online education and its pedagogical and regulatory implications. The role of sustainability as a central strategic objective for HEIs is examined through the lenses of TNE in generating local impact and promoting the United Nations (UN) Sustainable Development Goals (SDGs)