A BCS Condensate in NJL_3+1 ?

We present results from a lattice Monte Carlo study of the Nambu - Jona-Lasinio model in 3+1 dimensions with a baryon chemical potential mu=/=0. As mu is increased there is a transition from a chirally-broken phase to relativistic quark matter, in which baryon number symmetry appears spontaneously broken by a diquark condensate at the Fermi surface, implying a superfluid ground state. Finite volume corrections to this relativistic BCS scenario, however, are anomalously large.Comment: 5 pages, 3 figures, contribution to Strong and Electroweak Matter '02 (Heidelberg

E-business Adoption and the Use of Strategies in Small and Medium Enterprises: Suggestions for the Progression of SMEs' E-adoption

This paper presents a classification of SMEs according to their level of e-adoption and their use of formal strategies and e-business strategies. The five distinct groups established in this classification are described and suggestions for the progression of SMEs e-adoption are given

A BCS Gap on the Lattice

Monte Carlo simulations of the 3+1 dimensional NJL model are performed with baryon chemical potential mu>0. For mu>Sigma_0, the constituent quark mass in vacuum, chiral symmetry is restored and a diquark condensate forms. We analyse the fermion propagator and find evidence for particle-hole mixing in the vicinity of the Fermi surface and an energy gap Delta>0, both of which provide evidence for superfluidity at high baryon density induced by a BCS mechanism. At (mu a)=0.8 the ratio between the BCS gap and the vacuum quark mass is Delta/Sigma_0=0.15(2).Comment: 3 pages, 3 figures, Lattice2003(nonzero

One Vision, Many Eyes. A Social Constructivist Approach to Embedding Formative Assessment and Evaluation in a Secondary School

The theoretical framework for this empirical study extends a trail of thinking from a social constructivist view of learning to the areas of assessment, evaluation and leadership. The relationship between social constructivist learning principles, formative approaches to assessment and evaluation, and collaborative leadership styles is explored and discussed. Learning and teaching developments in secondary schools have often fragmented the intrinsic elements of learning, teaching, assessment, evaluation and leadership. As Palmer (2007) so aptly puts it: ‘…we think the world apart.’ (p. 64). This study seeks to ‘think education together’ by taking a more integrated perspective. The aims of this study were to add to the body of knowledge in the area of assessment and evaluation through the adoption of the aforementioned integrated perspective, develop formative assessment and evaluation policies and practices in a secondary school to the extent that they are embedded in the school’s working culture and paradigm, and finally to chart the means by which change has been achieved. The research is argued to be located in the critical paradigm, adopts an action research methodology in which the researcher assumes a participatory, practitioner researcher role in conducting an ethnographic case study of a secondary school. A social constructivist theme was retained throughout the research design and although both quantitative and qualitative data were gathered, the study was conducted within an interpretative framework informed by symbolic interactionism. Data were gathered via a multi-method approach that included focus groups and semi-structured interviews, observation and accompanying field notes, document and classroom artefact analysis, and non-inferential statistics. Focus groups were used to check data sources, confirm interpretations, develop and disseminate new ideas and approaches, and refine developments based on feedback received. This process was informed by Gladwell’s (2000) notion of ideas taking on the qualities of viruses which in turn develop into epidemics. Participants’ early reluctance to accept a need to change was overcome through an initial ‘internal’ audit of current policy and practice relating to learning, teaching, assessment and evaluation, the results of which confirmed the ‘external’ judgements made by OfSTED and the Local Authority (LA) in terms of the need for the school to develop formative approaches to assessment and evaluation. A purposively selected assessment and evaluation focus group showed a commitment to formative ways of working, and was instrumental in defining and refining new policies for assessment and evaluation in collaboration with other focus groups, non-focus group colleagues, pupils and parents. Additional focus groups for pupil behavioural aspects and mentoring were embraced by the research rather than discouraged in order to retain an integrated ‘real world’ perspective. The aims of the study are shown to have been met in that new formative ways of working are now embedded in assessment policy and practice and the researcher has developed a new approach to whole school leadership. This study proposes a new way of thinking that embraces paradox rather than preserving divisions. Moreover, it argues a case for transformative education being reliant on taking this stance. The study also presents a picture of leadership and research based on co-existence and proposes a new ‘Stenhousian’ philosophy where research becomes the basis for leadership

New Light Species and the CMB

We consider the effects of new light species on the Cosmic Microwave Background. In the massless limit, these effects can be parameterized in terms of a single number, the relativistic degrees of freedom. We perform a thorough survey of natural, minimal models containing new light species and numerically calculate the precise contribution of each of these models to this number in the framework of effective field theory. After reviewing the relevant details of early universe thermodynamics, we provide a map between the parameters of any particular theory and the predicted effective number of degrees of freedom. We then use this map to interpret the recent results from the Cosmic Microwave Background survey done by the Planck satellite. Using this data, we present new constraints on the parameter space of several models containing new light species. Future measurements of the Cosmic Microwave Background can be used with this map to further constrain the parameter space of all such models.Comment: 38 pages plus appendices and references; 10 figures and 1 table; references added, discussion of anapole moments added; supernovae cooling bounds added, discussion of models condense