Solitons in relativistic mean field models

Assuming that the nucleus can be treated as a perfect fluid we study the conditions for the formation and propagation of Korteweg-de Vries (KdV) solitons in nuclear matter. The KdV equation is obtained from the Euler and continuity equations in nonrelativistic hydrodynamics. The existence of these solitons depends on the nuclear equation of state, which, in our approach, comes from well known relativistic mean field models. We reexamine early works on nuclear solitons, replacing the old equations of state by new ones, based on QHD and on its variants. Our analysis suggests that KdV solitons may indeed be formed in the nucleus with a width which, in some cases, can be smaller than one fermi.Comment: 15 pages, 1 figur

Constraints on the Variation of the Fine Structure Constant from Big Bang Nucleosynthesis

We put bounds on the variation of the value of the fine structure constant $\alpha$, at the time of Big Bang nucleosynthesis. We study carefully all light elements up to $^7$Li. We correct a previous upper limit on $|\Delta \alpha / \alpha|$ estimated from $^4$He primordial abundance and we find interesting new potential limits (depending on the value of the baryon-to-photon ratio) from $^7$Li, whose production is governed to a large extent by Coulomb barriers. The presently unclear observational situation concerning the primordial abundances preclude a better limit than |\Delta \alpha/\alpha| \lsim 2\cdot 10^{-2}, two orders of magnitude less restrictive than previous bounds. In fact, each of the (mutually exclusive) scenarios of standard Big Bang nucleosynthesis proposed, one based on a high value of the measured deuterium primordial abundance and one based on a low value, may describe some aspects of data better if a change in $\alpha$ of this magnitude is assumed.Comment: 21 pages, eps figures embedded using epsfig macr

Introducing a fifth pedagogy: Experience-based strategies for facilitating learning in natural environments

Educators have identified four categories of 'productive pedagogies' that are considered to lead to authentic student engagement and learning in the classroom. This study was designed to explore and extend these pedagogies in the context of learning in natural environments, in particular, through the programmes of Queensland environmental education centres. In-depth interview and observation data were collected from students, classroom teachers and centre teachers who had participated in 12 environmental education programmes across Queensland, in order to identify the strategies that are most effective in facilitating learning in the natural environment. A fifth productive pedagogy category, 'experience-based learning', is proposed. Experience-based learning is particularly important in addressing students' environmental attitudes and actions. The implications for the delivery of environmental education programmes both within and outside the classroom are discussed

Putting theory oriented evaluation into practice

Evaluations of gaming simulations and business games as teaching devices are typically end-state driven. This emphasis fails to detect how the simulation being evaluated does or does not bring about its desired consequences. This paper advances the use of a logic model approach which possesses a holistic perspective that aims at including all elements associated with the situation created by a game. The use of the logic model approach is illustrated as applied to Simgame, a board game created for secondary school level business education in six European Union countries

Re-Focusing - Building a Future for Entrepreneurial Education & Learning

The field of entrepreneurship has struggled with fundamental questions concerning the subject’s nature and purpose. To whom and to what means are educational and training agendas ultimately directed? Such questions have become of central importance to policy makers, practitioners and academics alike. There are suggestions that university business schools should engage more critically with the lived experiences of practising entrepreneurs through alternative pedagogical approaches and methods, seeking to account for and highlighting the social, political and moral aspects of entrepreneurial practice. In the UK, where funding in higher education has become increasingly dependent on student fees, there are renewed pressures to educate students for entrepreneurial practice as opposed to educating them about the nature and effects of entrepreneurship. Government and EU policies are calling on business schools to develop and enhance entrepreneurial growth and skill sets, to make their education and training programmes more proactive in providing innovative educational practices which help and facilitate life experiences and experiential learning. This paper makes the case for critical frameworks to be applied so that complex social processes become a source of learning for educators and entrepreneurs and so that innovative pedagogical approaches can be developed in terms both of context (curriculum design) and process (delivery methods)

Non-minimally Coupled Tachyonic Inflation in Warped String Background

We show that the non-minimal coupling of tachyon field to the scalar curvature, as proposed by Piao et al, with the chosen coupling parameter does not produce the effective potential where the tachyon field can roll down from T=0 to large $T$ along the slope of the potential. We find a correct choice of the parameters which ensures this requirement and support slow-roll inflation. However, we find that the cosmological parameter found from the analysis of the theory are not in the range obtained from observations. We then invoke warped compactification and varying dilaton field over the compact manifold, as proposed by Raeymaekers, to show that in such a setup the observed parameter space can be ensured.Comment: minor typos corrected and references adde

Big bounce from spin and torsion

The Einstein-Cartan-Sciama-Kibble theory of gravity naturally extends general relativity to account for the intrinsic spin of matter. Spacetime torsion, generated by spin of Dirac fields, induces gravitational repulsion in fermionic matter at extremely high densities and prevents the formation of singularities. Accordingly, the big bang is replaced by a bounce that occurred when the energy density $\epsilon\propto gT^4$ was on the order of $n^2/m_\textrm{Pl}^2$ (in natural units), where $n\propto gT^3$ is the fermion number density and $g$ is the number of thermal degrees of freedom. If the early Universe contained only the known standard-model particles ($g\approx 100$), then the energy density at the big bounce was about 15 times larger than the Planck energy. The minimum scale factor of the Universe (at the bounce) was about $10^{32}$ times smaller than its present value, giving \approx 50 \mum. If more fermions existed in the early Universe, then the spin-torsion coupling causes a bounce at a lower energy and larger scale factor. Recent observations of high-energy photons from gamma-ray bursts indicate that spacetime may behave classically even at scales below the Planck length, supporting the classical spin-torsion mechanism of the big bounce. Such a classical bounce prevents the matter in the contracting Universe from reaching the conditions at which a quantum bounce could possibly occur.Comment: 6 pages; published versio

Problem-based learning approaches in meteorology

Problem-Based Learning, despite recent controversies about its effectiveness, is used extensively as a teaching method throughout higher education. In meteorology, there has been little attempt to incorporate Problem-Based Learning techniques into the curriculum. Motivated by a desire to enhance the reflective engagement of students within a current field course module, this project describes the implementation of two test Problem-Based Learning activities and testing and improvement using several different and complementary means of evaluation. By the end of a 2-year program of design, implementation, testing, and reflection and re-evaluation, two robust, engaging activities have been developed that provide an enhanced and diverse learning environment in the field course. The results suggest that Problem-Based Learning techniques would be a useful addition to the meteorology curriculum and suggestions for courses and activities that may benefit from this approach are included in the conclusions

How does Inflation Depend Upon the Nature of Fluids Filling Up the Universe in Brane World Scenario

By constructing different parameters which are able to give us the information about our universe during inflation,(specially at the start and the end of the inflationary universe) a brief idea of brane world inflation is given in this work. What will be the size of the universe at the end of inflation,i.e.,how many times will it grow than today's size is been speculated and analysed thereafter. Different kinds of fluids are taken to be the matter inside the brane. It is observed that in the case of highly positive pressure grower gas like polytropic,the size of the universe at the end of inflation is comparitively smaller. Whereas for negative pressure creators (like chaplygin gas) this size is much bigger. Except thse two cases, inflation has been studied for barotropic fluid and linear redshift parametrization $\omega(z) = \omega_{0} + \omega_{1} z$ too. For them the size of the universe after inflation is much more high. We also have seen that this size does not depend upon the potential energy at the end of the inflation. On the contrary, there is a high impact of the initial potential energy upon the size of inflation.Comment: 20 page

Higgs Scalars in the Minimal Non-minimal Supersymmetric Standard Model

We consider the simplest and most economic version among the proposed non-minimal supersymmetric models, in which the $\mu$-parameter is promoted to a singlet superfield, whose all self-couplings are absent from the renormalizable superpotential. Such a particularly simple form of the renormalizable superpotential may be enforced by discrete $R$-symmetries which are extended to the gravity-induced non-renormalizable operators as well. We show explicitly that within the supergravity-mediated supersymmetry-breaking scenario, the potentially dangerous divergent tadpoles associated with the presence of the gauge singlet first appear at loop levels higher than 5 and therefore do not destabilize the gauge hierarchy. The model provides a natural explanation for the origin of the $\mu$-term, without suffering from the visible axion or the cosmological domain-wall problem. Focusing on the Higgs sector of this minimal non-minimal supersymmetric standard model, we calculate its effective Higgs potential by integrating out the dominant quantum effects due to stop squarks. We then discuss the phenomenological implications of the Higgs scalars predicted by the theory for the present and future high-energy colliders. In particular, we find that our new minimal non-minimal supersymmetric model can naturally accommodate a relatively light charged Higgs boson, with a mass close to the present experimental lower bound.Comment: 63 pages (12 figures), extended versio