AdS (in)stability: Lessons from the scalar field

We argued in arXiv: 1408.0624 that the quartic scalar field in AdS has features that could be instructive for answering the gravitational stability question of AdS. Indeed, the conserved charges identified there have recently been observed in the full gravity theory as well. In this paper, we continue our investigation of the scalar field in AdS and provide evidence that in the Two-Time Formalism (TTF), even for initial conditions that are far from quasi-periodicity, the energy in the higher modes at late times is exponentially suppressed in the mode number. Based on this and some related observations, we argue that there is no thermalization in the scalar TTF model within time-scales that go as similar to 1/epsilon(2), where epsilon measures the initial amplitude (with only low-lying modes excited). It is tempting to speculate that the result holds also for AdS collapse. (C) 2015 The Authors. Published by Elsevier B.V. This is an open access article under the CC BY license.

Heliospheric Observations of STEREO-Directed Coronal Mass Ejections in 2008 – 2010: Lessons for Future Observations of Earth-Directed CMEs

We present a study of coronal mass ejections (CMEs) which impacted one of the STEREO spacecraft between January 2008 and early 2010. We focus our study on 20 CMEs which were observed remotely by the Heliospheric Imagers (HIs) onboard the other STEREO spacecraft up to large heliocentric distances. We compare the predictions of the Fixed-Φ and Harmonic Mean (HM) fitting methods, which only differ by the assumed geometry of the CME. It is possible to use these techniques to determine from remote-sensing observations the CME direction of propagation, arrival time and final speed which are compared to in-situ measurements. We find evidence that for large viewing angles, the HM fitting method predicts the CME direction better. However, this may be due to the fact that only wide CMEs can be successfully observed when the CME propagates more than 100∘ from the observing spacecraft. Overall eight CMEs, originating from behind the limb as seen by one of the STEREO spacecraft can be tracked and their arrival time at the other STEREO spacecraft can be successfully predicted. This includes CMEs, such as the events on 4 December 2009 and 9 April 2010, which were viewed 130∘ away from their direction of propagation. Therefore, we predict that some Earth-directed CMEs will be observed by the HIs until early 2013, when the separation between Earth and one of the STEREO spacecraft will be similar to the separation of the two STEREO spacecraft in 2009 – 2010.

Pedagogical practices carried out during an in-service teachers education project: approaching history and philosophy of science to physics teaching

We report here part of a research project developed by the Science Education Research Group, titled: "Teachers’ Pedagogical Practices and formative processes in Science and Mathematics Education" which main goal is the development of coordinated research that can generate a set of subsidies for a reflection on the processes of teacher training in Sciences and Mathematics Education. One of the objectives was to develop continuing education activities with Physics teachers, using the History and Philosophy of Science as conductors of the discussions and focus of teaching experiences carried out by them in the classroom. From data collected through a survey among local Science, Physics, Chemistry, Biology and Mathematics teachers in Bauru, a São Paulo State city, we developed a continuing education proposal titled “The History and Philosophy of Science in the Physics teachers’ pedagogical practice”, lasting 40 hours of lessons. We followed the performance of five teachers who participated in activities during the 2008 first semester and were teaching Physics at High School level. They designed proposals for short courses, taking into consideration aspects of History and Philosophy of Science and students’ alternative conceptions. Short courses were applied in real classrooms situations and accompanied by reflection meetings. This is a qualitative research, and treatment of data collected was based on content analysis, according to Bardin [1].

Initializing a National Grid Infrastructure: Lessons Learned from the Swiss National Grid Association Seed Project

In addition to multi-national Grid infrastructures, several countries operate their own national Grid infrastructures to support science and industry within national borders. These infrastructures have the benefit of better satisfying the needs of local, regional and national user communities. Although Switzerland has strong research groups in several fields of distributed computing, only recently a national Grid effort was kick-started to integrate a truly heterogeneous set of resource providers, middleware pools, and users. In the following. article we discuss our efforts to start Grid activities at a national scale to combine several scientific communities and geographical domains. We make a strong case for the need of standards that have to be built on top of existing software systems in order to provide support for a heterogeneous Grid infrastruc

How Plankton Swim: An Interdisciplinary Approach for Using Mathematics & Physics to Understand the Biology of the Natural World

The authors have developed and field-tested high school-level curricular materials that guide students to use biology, mathematics, and physics to understand plankton and how these tiny organisms move in a world where their intuition does not apply. The authors chose plankton as the focus of their materials primarily because the challenges faced by plankton are novel problems to most students, forcing adoption of new perspectives and making the study of plankton exciting. Additional reasons that they chose plankton to focus on include their ecological importance, their availability to most teachers and students, the ease with which they can be collected and observed, and the current focus of some scientific researchers on their movement and behavior. These curricular materials include a series of inquiry-based, hands-on exercises designed to be accessible to students with a range of backgrounds. Many of these materials could be adapted for use by middle-school, and/or college-level students. In this article, the authors describe sample lessons, summarize what worked well, and flag obstacles they encountered while integrating mathematics and physics into the biology classroom.

The EMSO-ERIC Pan-European Consortium: Data Benefits and Lessons Learned as the Legal Entity Forms

The European Multidisciplinary Seafloor and water-column Observatory (EMSO) European Research Infrastructure Consortium (ERIC) provides power, communications, sensors, and data infrastructure for continuous, high-resolution, (near-)real-time, interactive ocean observations across a multidisciplinary and interdisciplinary range of research areas including biology, geology, chemistry, physics, engineering, and computer science, from polar to subtropical environments, through the water column down to the abyss. Eleven deep-sea and four shallow nodes span from the Arctic through the Atlantic and Mediterranean, to the Black Sea. Coordination among the consortium nodes is being strengthened through the EMSOdev project (H2020), which will produce the EMSO Generic Instrument Module (EGIM). Early installations are now being upgraded, for example, at the Ligurian, Ionian, Azores, and Porcupine Abyssal Plain (PAP) nodes. Significant findings have been flowing in over the years; for example, high-frequency surface and subsurface water-column measurements of the PAP node show an increase in seawater pCO2 (from 339 μatm in 2003 to 353 μatm in 2011) with little variability in the mean air-sea CO2 flux. In the Central Eastern Atlantic, the Oceanic Platform of the Canary Islands open-ocean canary node (aka ESTOC station) has a long-standing time series on water column physical, biogeochemical, and acidification processes that have contributed to the assessment efforts of the Intergovernmental Panel on Climate Change (IPCC). EMSO not only brings together countries and disciplines but also allows the pooling of resources and coordination to assemble harmonized data into a comprehensive regional ocean picture, which will then be made available to researchers and stakeholders worldwide on an open and interoperable access basis.

Swimming lessons : learning, new materialisms, posthumanism, and post qualitative research emerge through a pool poem

This article shifts from the formal learning spaces of school anduniversity to an Australian public swimming pool to playfullyengage some of the dilemmas that recent theory poses forcurriculum studies. The article enacts multiple diffractions(Barad, 2007) as theory becomes swimming and swimmingbecomes theory, and ideas and movements are themselvesdiffracted or changed by the writing of a poem. What does thepool teach us? What is learnt at the pool? How does learningemerge at the pool? Physics, chemistry, biology, and artistrycombine, as multiple human and non-human bodies intra-act(Barad, 2007), calling each other into being in this exploration ofhow distributed agencies and fractal causalities (Bennett, 2010)change how learning might be thought, represented, andswum. The poem incorporated here serves as provocation andinspiration for other scholars struggling with these educationaldilemmas and interested in arts-based research.

The Making of knowledge cities : lessons learned from Melbourne

Knowledge cities are seen as fundamental to the economic growth and development of the 21st century cities. The purpose of this paper is to explore the knowledge city concept in depth. This paper discusses the principles of a knowledge city, and portrays its distinguishing characteristics and processes. The paper relates and analyses Melbourne’s experience as a knowledge city and scrutinises Melbourne’s initiatives on science, technology and innovation and policies for economic and social development. It also illustrates how the city administration played a key role in developing Melbourne as a globally recognised, entrepreneurial and competitive knowledge city. Then this paper identifies key success factors and provides some insights to policy makers of the MENA region cities in designing knowledge cities.

Embedding university perspectives in university teaching and learning : lessons learnt and possibilities for reforming/decolonising curriculum

Embedding Indigenous knowledge in the curriculum continues to challenge traditional western perspectives on Indigenous epistemologies and cultures. This paper will initially discuss experiences of embedding Indigenous perspectives in the curriculum at an Australian university. The project was inspired by the Reconciliation Statement which ensured funding through Teaching and Learning Large Grants. Its successful outcomes included the creation of identified positions for Indigenous academics within faculties, creation of a resource hub of relevant teaching materials and consistent documentation and awareness of Indigenous perspectives through interviews and workshops. The paper concludes by critically interrogating the methodology used to conceptualise Indigenous knowledge in embedding Indigenous perspectives in a university curriculum. This paper argues for a thorough curriculum reform if a degree of decolonisation of the western constructed Indigenous knowledge and its living systems are desired.

Inward exporting of professional services : lessons from an exploratory study of Australian educational firms

Inward export activities for services companies have been largely neglected in the literature. Little is known about how professional service firms export to overseas consumers who travel to the domestic market of the firm. This study utilizes a resource-based perspective (RBV) to explore the main barriers and drivers of export performance for professional education services. A case study of Australia’s education industry, as well as interviews with executives from four Australian education institutions, was conducted. Findings show that inward exporters confront most barriers in the domestic market where the service is provided, and drivers of export performance combine firm- and country-specific resources.