Supersymmetric and non-supersymmetric Seiberg-like dualities for gauged Wess-Zumino-Witten theories, realised on branes

In this work we extend the results of previous derivations of Seiberg-like dualities (level-rank duality) between gauged Wess-Zumino-Witten theories. The arguments in use to identify a potential dual for the supersymmetric WZW theory based on the coset $\frac{U(N+M)_k}{U(N)_k}$ can be extended to be applied to a wider variety of gauge groups, notably $\frac{USp(2N+2M)_{2k}}{USp(2N)_{2k}}$ and $\frac{SO(2N+2M)_{2k}}{SO(2N)_{2k}}$, which will be dealt with briefly. Most interestingly, non-supersymmetric versions of the latter theories can also be shown to have duals in a similar fashion. These results are supported by several pieces of evidence, string phenomenological interpretations of Seiberg duality, even in non-supersymmetric backgrounds, is helpful to justify the formulation, then, from field theory, quantities such as central charges or Witten indices are shown to match exactly. The stability of these non-supersymmetric models is also discussed and shown to be consistent.Comment: 3 figures, 9 table

Giving physics a sporting chance

Pupils in school often see little relevance to the science, particularly physics, that they study. This paper sets out a rationale for developing an understanding of physics through the medium of sport. Pupils in the 14-16 age can follow the tennis racket example either as an investigation or simply as part of their study of energy, especially gravitational potential and kinetic energy, whilst the more able or post-16 students can extend this to coefficient of restitution. Post-16 students can also study the Magnus effect, from the Bunsen burner to the free kick via ships’ rotors

Level-Rank Duality in Chern-Simons Theory from a Non-Supersymmetric Brane Configuration

We derive level-rank duality in pure Chern-Simons gauge theories from a non-supersymmetric Seiberg duality by using a non-supersymmetric brane configuration in type IIB string theory. The brane configuration consists of fivebranes, N D3 antibranes and an O3 plane. By swapping the fivebranes we derive a 3d non-supersymmetric Seiberg duality. After level shifts from loop effects, this identifies the IR of Sp(2N)_{2k-2N+2} and Sp(2k-2N+2)_{-2N} pure Chern-Simons theories, which is a level-rank pair. We also derive level-rank duality in a Chern-Simons theory based on a unitary group.Comment: 10 pages, 3 figure

Private tutoring at transition points in the English education system: its nature, extent and purpose

International surveys indicate that the prevalence of private tutoring in England is relatively low but as few national surveys have been undertaken, there is little detailed evidence available. The aim of this research is to provide a systematic description of the nature and extent of private tutoring at three points of transition in the English education system and to explore students’ views of the reasons for its use. Over 3000 students completed a questionnaire survey providing information on the extent of private tutoring in school curriculum subjects,reasons for the employment of tutors and demographic information. Over 1100 parents supplied information on their motivation for employing tutors. At the time of the survey, 7.6% of year 6 pupils were in receipt of tutoring in mathematics, 8.1% English and 3.2% science. Comparable figures for year 11 pupils were 7.9% mathematics, 2.6% English and 2.8% science. Overall, 27% of students reported that they had received tutoring at some stage during their school career and there were clear associations with family socio-economic status and cultural background. Parents employed tutors to increase their child’s confidence, improve their understanding of the subject and to help them do well in tests and examinations. Most primary age children indicated that tutors were not needed as their teachers and families provided sufficient educational support. Some families appear to be making strategic use of tutors to help their children make successful transitions in the education system

Secondary school pupils' satisfaction with their ability grouping placements

There has been little research exploring pupils’ satisfaction with their ability group placement. This paper explores the extent to which pupils are happy with their placement, and the reasons they give for wanting to move to another class or set. The sample comprised over 5,000 year 9 pupils (aged 13-14 years) in 45 mixed secondary comprehensive schools in England. The schools represented three levels of ability grouping in the lower school (years 7 to 9). Pupils responded to a questionnaire which explored their current set placement, their satisfaction with it, and their reasons for wanting to change. A substantial proportion of pupils expressed a wish to change set, most, but not all, in an upward direction, mainly because the level of work was inappropriate. The implications for ability grouping practices in schools are discussed

Increasing the subject knowledge of trainee teachers

A number of potential entrants to teacher training in secondary science are deterred due to lack of breadth and depth in subject knowledge. This article outlines two Teacher Training Agency (TTA) sponsored approaches to enhancing the subject knowledge of trainee teachers during and prior to their formal training period