6,982 research outputs found
Confinement in partially broken abelian Chern-Simons theories
Planar Chern-Simons (CS) theories in which a compact abelian gauge group U(1)
x U(1) is spontaneously broken to U(1) x Z_N are investigated. Among other
things, it is noted that the theories just featuring the mixed CS term coupling
the broken to the unbroken U(1) gauge fields in general exhibits an interesting
form of confinement: only particles carrying certain multiples of the
fundamental vortex flux unit and certain multiples of the fundamental charge of
the unbroken U(1) gauge field can appear as free particles. Adding the usual CS
term for the broken U(1) gauge fields does not change much. It merely leads to
additional Aharonov-Bohm interactions among these particles. Upon introducing
the CS term for the unbroken U(1) gauge fields, in contrast, the confinement
phenomenon completely disappears.Comment: 8+2 pages, latex, no figures. References added, to appear in Phys.
Lett.
On the Absence of Cross-Confinement for Dynamically Generated Multi-Chern-Simons Theories
We show that when the induced parity breaking part of the effective action
for the low-momentum region of U(1) x ... x U(1) Maxwell gauge field theory
with massive fermions in 3 dimensions is coupled to a \phi^4 scalar field
theory, it is not possible to eliminate the screening of the long-range Coulomb
interactions and get external charges confined in the broken Higgs phase. This
result is valid for non-zero temperature as well.Comment: 7 pages, LaTe
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Creating awareness of kinaesthetic learning using the Experience API: current practices, emerging challenges, possible solutions
We describe our use of the Experience API in preparing blue-collar workers for three frequently arising work contexts, including, for example, the requirement to perform maintenance tasks exactly as specified, consistently, quickly, and without error. We provide some theoretical underpinning for modifying and updating the API to remain useful in near-future training scenarios, such as having a shorter time allowed for kinaesthetic learning experiences than in traditional apprenticeships or training. We propose ways to involve a wide range of stakeholders in appraising the API and ensuring that any enhancements to it, or add-ons, are useful, feasible and compatible with current TEL practices and tools, such as learning-design modelling languages
Art from the outpost, field notes, new territory, and the invisible hamster
The outpost installations I create reveal my choice to be inventive with mostly found materials that I discover on my walks. Calling myself an artist-archeologist, I write down field notes as I collect my art-bound specimens and make a descriptive inventory for each of the works. I often surprise my viewers (and myself) by creating something fabulously strange and compelling with things that were cast aside. I hope to increase my viewers’ abilities to find beauty in these forgotten and trashed items and to generate an innovative dialogue and an outside-of-the-box way of thinking
Revolutionizing Reading: Discovering the Power of a Reading Workshop Model in the High School English Classroom
This action research study investigated the effects of a Reading Workshop model in a high school English classroom in a private school in the Midwest. The participants were sixty-six juniors in a general education classroom. Students in the study took a pre-survey at the beginning of the year and a post-survey at the end of February to determine any changes in independent reading habits. Throughout the course of the study, students had choice in independent reading, which they kept track of and reflected on. In addition to analyzing these reflections, the researcher also interviewed eight of the students on their experience with Reading Workshop. The results of this study suggested that incorporating a Reading Workshop model in a high school English classroom increases independent reading, and improves student attitudes towards reading, and students\u27 perceptions of themselves as readers
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