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Formation of a vortex lattice in a rotating BCS Fermi gas
Get PDFWe investigate theoretically the formation of a vortex lattice in a
superfluid two-spin component Fermi gas in a rotating harmonic trap, in a
BCS-type regime of condensed non-bosonic pairs. Our analytical solution of the
superfluid hydrodynamic equations, both for the 2D BCS equation of state and
for the 3D unitary quantum gas, predicts that the vortex free gas is subject to
a dynamic instability for fast enough rotation. With a numerical solution of
the full time dependent BCS equations in a 2D model, we confirm the existence
of this dynamic instability and we show that it leads to the formation of a
regular pattern of quantum vortices in the gas.Comment: 14 page
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Fuelling the panic: The societal reaction to boy racers
Get PDFThis article is part of the Moral Panic Studies Working Paper Series, edited by Amanda Rohloff of Brunel University. The series disseminates the work of a network of international researchers on all areas of moral panic studies.Fuelled by media coverage of reckless, irresponsible and anti-social driving, young
(male) motorists are an area of concern for politicians, police and citizens more
generally. In media and popular discourses the symbol of the boy racer has come to
represent deviance, anti-social behaviour, criminality and risk on the roads. This
paper focuses on a local moral panic concerning boy racers in the city of Aberdeen, Scotland. Five elements, which characterise a moral panic, are identified and include: concern, hostility, consensus, disproportion and volatility (Goode and Ben-
Yehuda 2009[1994]). Urban regeneration played a key part in this particular moral
panic in terms of class, cultural and intergenerational clashes between racers and
outside groups. The moral panic was further institutionalised through the use of
measures such as anti-social behaviour legislation. Moreover, it was symptomatic of
wider societal concern regarding the regulation of young (male) motorists and the
related governance of urban space and incivilities. The discussion draws on data
collected via participant observation with the drivers, semi-structured interviews with
members of the outside groups and content analysis of media reports which focus on
the culture
Materiales auténticos y diseño de tareas: una amalgama de enseñanza para la comprensión auditiva
Get PDFThe use of authentic materials in foreign language teaching has been a growing practice over the last few decades. With the emergence of technology, these materials are more accessible, particularly in digital formats. Despite being primarily designed for non-pedagogical uses, these materials have become valuable resources for English language learning. However, using them effectively for teaching and learning purposes requires a systematic structure. This article examines the use of authentic materials in relation to various language skills, with a particular focus on listening comprehension framed within a pre-, while-, and post-stage cycle at both local and international levels, with the latter referring to the Colombian context. A review of scholarship shows that the use of authentic materials is a seemingly frequent practice among teacher-researchers, but not among a larger audience of practitioners. Additionally, studies do not provide guidance on how to prepare practitioners to design appropriate activities that complement authentic materials. Therefore, after examining studies and based on our teaching-research experience, we aim to contribute to the implementation of a pedagogical strategy that combines the systematic use of authentic materials with listening comprehension and a task design that provides a balance of challenge and support.El uso de materiales autĂ©nticos para la enseñanza de una lengua extranjera ha sido una prĂĄctica desarrollada durante las Ășltimas dĂ©cadas, pero actualmente con los avances tecnolĂłgicos estos son mĂĄs accesibles, especialmente en formato digital. Estos materiales que no son diseñados con fines pedagĂłgicos se han vuelto un recurso importante en la enseñanza del inglĂ©s. Aun asĂ, el uso de estos recursos requiere una estructura sistemĂĄtica para explotarlos efectivamente con propĂłsitos de enseñanza. Esta revisiĂłn examina, en un contexto internacional y local, el uso de materiales autĂ©nticos para la comprensiĂłn de escucha en un ciclo de tres etapas: antes, durante y despuĂ©s. La revisiĂłn devela el uso de materiales autĂ©nticos como una prĂĄctica frecuente entre los profesores-investigadores, pero no difundida entre una audiencia mĂĄs amplia de instructores. Igualmente, los estudios no revelan cĂłmo preparar a los instructores para diseñar actividades apropiadas que acompañen dichos materiales. En consecuencia, despuĂ©s de examinar los estudios y basĂĄndonos en nuestra experiencia en docencia e investigaciĂłn, intentamos contribuir con la implementaciĂłn de una estrategia pedagĂłgica que combine el uso de materiales autĂ©nticos, la comprensiĂłn de escucha, y el diseño de tareas que incorporen un equilibrio entre el reto y el apoyo para comprender el contenido
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