New Limits on Local Lorentz Invariance in Mercury and Cesium

We report new bounds on Local Lorentz Invariance (LLI) violation in Cs and Hg. The limits are obtained through the observation of the the spin- precession frequencies of 199Hg and 133Cs atoms in their ground states as a function of the orientation of an applied magnetic field with respect to the fixed stars. We measure the amplitudes of the dipole couplings to a preferred direction in the equatorial plane to be 19(11) nHz for Hg and 9(5) microHz for Cs. The upper bounds established here improve upon previous bounds by about a factor of four. The improvement is primarily due to mounting the apparatus on a rotating table. New bounds are established on several terms in the standard model extension including the first bounds on the spin-couplings of the neutron and proton to the z direction, <7e-30 GeV and <7e-29 GeV, respectively.Comment: 17 pages, 6 figure

Game play in vocational training and engineering education

Educational games may create a new and improved learning culture by drawing advantage of the new knowledge and skills of today’s students obtained from extensive use of interactive game software. This paper presents a design basis and online learning resources taking advantage of game-related features like a high degree of interactivity, attractive graphics, a dynamical virtual universe, and an incentive system to promote prolonged and more advanced use. The educational resources, denoted PIDstop, are targeted towards the engineering domain. Feedback from over 2000 users clearly indicates that PIDstop has a positive learning effect. Training packages for vocational training of Automation Technicians is emphasized in this paper. Such learning resources must have a limited mathematical complexity; hence, the representation should be rather descriptive. Evaluation of learning resources to assess the actual learning effect is important, and a two-step procedure based on formative and summative evaluation is proposed for this purpose

The victorious English language: hegemonic practices in the management academy

This study explores hegemonic linguistic processes, that is, the dominant and unreflective use of the English language in the production of textual knowledge accounts. The authors see the production of management knowledge as situated in central or peripheral locations, which they examine from an English language perspective. Their inquiry is based on an empirical study based on the perspectives of 33 management academics (not English language speakers) in (semi) peripheral locations, who have to generate and disseminate knowledge in and through the English language. Although the hegemony of the center in the knowledge production process has long been acknowledged, the specific contribution of this study is to explore how the English language operates as part of the “ideological complex” that produces and maintains this hegemony, as well as how this hegemony is manifested at the local level of publication practices in peripherally located business and management schools