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

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