Technicolor

The need for reexamination of the standard model of strong, weak, and electromagnetic interactions is discussed, especially with regard to 't Hooft's criterion of naturalness. It has been argued that theories with fundamental scalar fields tend to be unnatural at relatively low energies. There are two solutions to this problem: (i) a global supersymmetry, which ensures the absence of all the naturalness-violating effects associated with scalar fields, and (ii) composite structure of the scalar fields, which starts showing up at energy scales where unnatural effects would otherwise have appeared. With reference to the second solution, this article reviews the case for dynamical breaking of the gauge symmetry and the technicolor scheme for the composite Higgs boson. This new interaction, of the scaled-up quantum chromodynamic type, keeps the new set of fermions, the technifermions, together in the Higgs particles. It also provides masses for the electroweak gauge bosons W± and Z0 through technifermion condensate formation. In order to give masses to the ordinary fermions, a new interaction, the extended technicolor interaction, which would connect the ordinary fermions to the technifermions, is required. The extended technicolor group breaks down spontaneously to the technicolor group, possibly as a result of the "tumbling" mechanism, which is discussed here. In addition, the author presents schemes for the isospin breaking of mass matrices of ordinary quarks in the technicolor models. In generalized technicolor models with more than one doublet of technifermions or with more than one technicolor sector, we have additional low-lying degrees of freedom, the pseudo-Goldstone bosons. The pseudo-Goldstone bosons in the technicolor model of Dimopoulos are reviewed and their masses computed. In this context the vacuum alignment problem is also discussed. An effective Lagrangian is derived describing colorless low-lying degrees of freedom for models with two technicolor sectors in the combined limits of chiral symmetry and large number of colors and technicolors. Finally, the author discusses suppression of flavor-changing neutral currents in the extended technicolor models.

Mathematics, programming, and STEM

Learning mathematics is a complex and dynamic process. In this paper, the authors adopt a semiotic framework (Yeh & Nason, 2004) and highlight programming as one of the main aspects of the semiosis or meaning-making for the learning of mathematics. During a 10-week teaching experiment, mathematical meaning-making was enriched when primary students wrote Logo programs to create 3D virtual worlds. The analysis of results found deep learning in mathematics, as well as in technology and engineering areas. This prompted a rethinking about the nature of learning mathematics and a need to employ and examine a more holistic learning approach for the learning in science, technology, engineering, and mathematics (STEM) areas.

Renormalisation of the Fayet-Illiopoulos term in supersymmetric spontaneously broken U( 1) gauge theories

It is shown that the Fayet-Illiopoulos D term in N= 1 supersymmetric spontaneously broken U( 1) gauge theories may get one-loop corrections, even when trace U( 1) charges are zero. However, these corrections are only logarithmically divergent and hence do not affect the naturalness of the theory.

Cancellation of quadratically divergent mass corrections in globally supersymmetric spontaneously broken gauge theories

The one-loop quadratically divergent mass corrections in globally supersymmetric gauge theories with spontaneously broken abelian and non-abelian gauge symmetry are studied. Quadratically divergent mass corrections are found to persist in an abelian model with an ABJ anomaly. However, additional supermultiplets necessary to cancel the ABJ anomaly, turn out to be sufficient to eliminate the quadratic divergences as well, rendering the theory natural. Quadratic divergences are shown to vanish also in the case of an anomaly free model with spontaneously broken non-abelian gauge symmetry.

Some remarks on the finiteness of soliton mass

Some subtleties regarding regularizations in computing the soliton energy of degenerate systems are discussed.

Derivation of the decoupling relations for composite models from anomaly constraints and n-independence

It is shown, in the composite fermion models studied by 't Hooft and others, that the requirements of Adler-Bell-Jackiw anomaly matching and n-independence are sufficient to fix the indices of composite representations. The third requirement, namely that of decoupling relations, follows from these two constraints in such models and hence is inessential.

Supersymmetric Solution Of Gauge Hierarchy Problem

Some recent developments with respect to the resolution of the gauge hierarchy problem in grand unified theories by supersymmetry are presented. A general argument is developed to show how global supersymmetry maintains the stability of the different mass-scales under perturbative effects.

Gauge hierarchy in a supersymmetric model

In a globally supersymmetric gauge theory with two distinct mass scales, the possible limitation on the gauge hierarchy due to the structure of the loop-corrected Higgs potential is shown to be absent. Also it has been demonstrated that the supersymmetry forces the large corrections to the two-point Greens functions of the light fields from the quadratic divergences and the logarithmic divergences with large coefficients to be zeroseparately. This would, therefore, allow a gauge hierarchy as large as desired.

Classical solitons with no quantum counterparts and their supersymmetric revival

We demonstrate the phenomenon stated in the title, using for illustration a two-dimensional scalar-field model with a triple-well potential {fx837-1}. At the classical level, this system supports static topological solitons with finite energy. Upon quantisation, however, these solitons develop infinite energy, which cannot be renormalised away. Thus this quantised model has no soliton sector, even though classical solitons exist. Finally when the model is extended supersymmetrically by adding a Majorana field, finiteness of the soliton energy is recovered.

The context of enterprise education: Insights into current practices

This paper presents the results of an investigation into contextual differences in the development and delivery of enterprise education in higher education globally. Using information gathered from an online survey distributed to enterprise educators, distinct differences in the provision of enterprise education are identified, as are differences of opinion among enterprise educators. The findings demonstrate that although enterprise education is highly diversified in terms of presentation, content and style, there are clear commonalities with regard to expected student outcomes. The respondents reported low levels of business start-up activity among students during enterprise education and/or within one year of graduation. Over 75% of the educators surveyed had personal start-up experience, and there was limited reliance on academic literature, with a preference for referencing broader stakeholder perspectives. With regard to the practical implications of this research, the international metric of enterprise education appears to be a broad set of enterprising skills that equip and enable students to recognize and exploit opportunities in order to navigate future unknowns. The commonly employed metric of business start-up appears less valid in light of this investigation.

Claiming the future of enterprise education

Purpose The purpose of this paper is to highlight the importance of enterprise educators working collectively to develop a unique scholarship of teaching. The authors argue that the time is right for educators in this domain to secure the future of enterprise education. Acknowledging the debate between "entrepreneurship education" and "enterprise education," the authors set out to develop a unification model through which educators can act collectively to demonstrate the leadership required to secure the autonomy of the domain. Design/methodology/approach The authors bring several pertinent ideas (pedagogical content knowledge, heutagogy and academagogy) to the attention of academics/researchers involved in the design, development and delivery of enterprise education. The innovative approach to combine these ideas with prevailing thinking in this domain has facilitated a model for collective action. Findings It is at the level of the shared philosophical positions that the authors can best cooperate to shape the future direction of enterprise education. The authors argue against dwelling upon how the authors differ in terms of context and process issues. Such matters can only fragment the theory and practice of enterprise education. The authors need to develop greater appreciation of shared philosophical positions and leverage this understanding into a unique scholarship of teaching, specific to enterprise education. Practical implications – As enterprise education becomes more global, it is also likely to become more attractive to business schools that long for a new positioning tool in the increasingly overcrowded markets that they compete in. Originality/value This paper encourages enterprise educators to reflect upon the knowledge they hold of their own practice, and that of other enterprise educators.

Moving beyond the business plan in enterprise education

Purpose The purpose of this paper is to approach the debate surrounding the role of business plans in enterprise/entrepreneurship education from a different perspective; that of the student. The paper argues that much of the consternation within this stubborn debate derives from a lack of appreciation of the context actually occurring in the lives of our students. The paper aims to explore several arguments directly related to these contexts. Design/methodology/approach The approach is to build around a combining of cycles of reflective practice via the authors' iterative consultation with each other. The paper seeks to explore the world of the student via an enfolding of the literature, but ultimately we do not claim to have hidden our personal biases. Findings It is important to separate enterprise education (EE) from entrepreneurship education when discussing the role of the business plan. While the business plan has a place in the latter, it makes little sense for it to be a focal learning activity in the former. In addition, we see this outcome as a positive outcome for our field with little point in continuing on with what has become a fairly pointless debate. Practical implications: The paper concludes that once EE is viewed as being distinctly different from entrepreneurship education it is free to be considered with more precision what learning needs exist. Focusing on learning needs changes the direction of the discussion, with the business plan only up for discussion if it contributes a learning activity related to pre-determined learning outcomes. Originality/value The paper offers a constructive way forward from a debate that has been beset with extreme vested interests for too long.

The student business plan: Useful or not?

This article offers a critical discussion of the role of the business plan in current enterprise educational practice. In addition to reviewing recent work that considers the ‘for’ and ‘against’ arguments about the use of business plans in higher education, the authors suggest that the context of student learning is largely omitted from these discussions. As such, they contextualize the debate so that the purpose of the business plan can be better appreciated. They build on recent work that offers alternatives to the business plan – approaches directly focused on customer discovery and explicit testing of assumptions. In doing so, recent concerns about the value of business plans and, conversely, the views of those who argue in favour of the role of business plans in enterprise education, are noted. The article provides insights into emerging alternative practices in the field of enterprise education, practices based on students’ use of such education as a vehicle for skills and knowledge development and/or wealth creation. It is acknowledged that various biases are present in the current debate, including those of the present authors: whilst it is accepted that these biases are unlikely to disappear, the article contextualizes their origins.

Conformation of di-n-propylglycine residues (Dpg) in peptides: crystal structures of a type I-turn forming tetrapeptide and an -helical tetradecapeptide

The crystal structures of two oligopeptides containing di-n-propylglycine (Dpg) residues, Boc-Gly-Dpg-Gly-Leu-OMe (1) and Boc-Val-Ala-Leu-Dpg-Val-Ala-Leu-Val-Ala-Leu-Dpg-Val-Ala-Leu-OMe (2) are presented. Peptide 1 adopts a type I-turn conformation with Dpg(2)-Gly(3) at the corner positions. The 14-residue peptide 2 crystallizes with two molecules in the asymmetric unit, both of which adopt -helical conformations stabilized by 11 successive 5 1 hydrogen bonds. In addition, a single 4 1 hydrogen bond is also observed at the N-terminus. All five Dpg residues adopt backbone torsion angles (, ) in the helical region of conformational space. Evaluation of the available structural data on Dpg peptides confirm the correlation between backbone bond angle NCC() and the observed backbone , values. For > 106° , helices are observed, while fully extended structures are characterized by < 106° . The mean values for extended and folded conformations for the Dpg residue are 103.6° ± 1.7° and 109.9° ± 2.6° , respectively.

Disease burden due to Streptococcus dysgalactiae subsp equisimilis (group G and C streptococcus) is higher than that due to Streptococcus pyogenes among Mumbai school children

Streptococcus pyogenes [group A streptococcus (GAS)], a human pathogen, and Streptococcus dysgalactiae subsp. equisimilis [human group G and C streptococcus (GGS/GCS)] are evolutionarily related, share the same tissue niche in humans, exchange genetic material, share up to half of their virulence-associated genes and cause a similar spectrum of diseases. Yet, GGS/GCS is often considered as a commensal bacterium and its role in streptococcal disease burden is under-recognized. While reports of the recovery of GGS/GCS from normally sterile sites are increasing, studies describing GGS/GCS throat colonization rates relative to GAS in the same population are very few. This study was carried out in India where the burden of streptococcal diseases, including rheumatic fever and rheumatic heart disease, is high. As part of a surveillance study, throat swabs were taken from 1504 children attending 7 municipal schools in Mumbai, India, during 2006-2008. GAS and GGS/GCS were identified on the basis of beta-haemolytic activity, carbohydrate group and PYR test, and were subsequently typed. The GGS/GCS carriage rate (1166/1504, 11%) was eightfold higher than the GAS carriage (22/1504, 1.5%) rate in this population. The 166 GGS/GCS isolates collected represented 21 different emm types (molecular types), and the 22 GAS isolates represented 15 different emm types. Although the rate of pharyngitis associated with GGS/GCS is marginally lower than with GAS, high rates of throat colonization by GGS/GCS underscore its importance in the pathogenesis of pharyngitis.