NMHV amplitudes in simple electroweak processes

The author applied extended BCF/BCFW rules with fermions to a set of simple electroweak processes in colliders. In such processes, there are two electroweak channels, one with a photon and the other with a Z as the internal particle. Some qualifications are needed. Compact results were obtained for tree-level NMHV amplitudes which include a quark-anti-quark pair and n gluons of the same helicity except one in the final state. In this work, we present a brief review of the BCF/BCFW rules and extensions, and list the NMHV amplitudes.     

Building colleges for the future: pedagogical and ideological spaces

This article focuses on the Building Colleges for the Future (BCF) initiative (2008) which saw a wave of new-build Further Education (FE) colleges spring up across England in the final years of the New Labour government. It draws on qualitative data from a research study focusing on four new-build colleges in the West Midlands of England to theorise the BCF initiative. Using theory derived primarily from Lefebvre, the paper contextualises BCF within a frame of neoliberalisation and discusses the impact of the ‘production of space’ represented by the initiative with a research focus on two areas: pedagogy and ideology. The main findings are that these new-build colleges can be interpreted as spatial expressions of policy-makers and others’ perceptions of teaching and learning; in ideological terms, they also trumpet a ‘new lifestyle’ and a ‘new art of living’ for FE staff and students that is however, in tension with residual pedagogical practices and values. The article concludes that despite being an expression of neoliberal abstract space, these new-builds can still be seen as providing a frame for alternative individual and collective encounters with education which may subvert and outlast the processes of neoliberalisation that they appear to embody.     

A Hierarchical Biology Concept Framework: A Tool for Course Design

A typical undergraduate biology curriculum covers a very large number of concepts and details. We describe the development of a Biology Concept Framework (BCF) as a possible way to organize this material to enhance teaching and learning. Our BCF is hierarchical, places details in context, nests related concepts, and articulates concepts that are inherently obvious to experts but often difficult for novices to grasp. Our BCF is also cross-referenced, highlighting interconnections between concepts. We have found our BCF to be a versatile tool for design, evaluation, and revision of course goals and materials. There has been a call for creating Biology Concept Inventories, multiple-choice exams that test important biology concepts, analogous to those in physics, astronomy, and chemistry. We argue that the community of researchers and educators must first reach consensus about not only what concepts are important to test, but also how the concepts should be organized and how that organization might influence teaching and learning. We think that our BCF can serve as a catalyst for community-wide discussion on organizing the vast number of concepts in biology, as a model for others to formulate their own BCFs and as a contribution toward the creation of a comprehensive BCF.     

The predictive power of intuitive rules: A critical analysis of the impact of `more A–more B' and `same A–same B'

In the international community of mathematics and science educators the intuitive rules theory developed by the Israeli researchers Tirosh and Stavy receives much attention. According to this theory, students' responses to a variety of mathematical and scientific tasks can be explained in terms of their application of some common intuitive rules. Two major intuitive rules are manifested in comparison tasks: ‘More A—more B’ and ‘Same A—same B’. In this paper, we address two important questions for which the existing literature on intuitive rules does not provide a convincing research-based answer: (1) are the reasoning processes of students who respond in line with a given intuitive rule actually affected by that rule or by essentially other misconceptions (leading to the same answer), and (2) are individual students consistent in their choice of one of the intuitive rules when confronted with different, conceptually unrelated tasks? A test consisting of five comparison problems from different mathematical subdomains was administered collectively to 172 Flemish students from Grades 10 to 12. An analysis of students' written calculations and justifications suggested that the students were considerably less affected by the intuitive rules than their multiple-choice answers actually suggested. Instead, essentially different misconceptions and errors were found. With respect to the issue of individual consistency, we found that students who made many errors did not answer systematically in line with one of the two intuitive rules.     

音系规则的特点与应用

音系规则是生成音系学中一项重要的研究内容 ,它们主要用来进行具体的语音描述。这些众多不同的规则大都拥有一些共同的特点 :语境敏感性 ,对各种音位变化程序的公式化和概括化。在具体的运用中 ,音系规则一方面吸收合并区别性特征分析和音位配列 ,使得音位变化的描述更显精炼简洁 ,更具概括性 ;一方面具体说明各种音位变体的出现 ,同根词的发音变化和超音段特征这些语音现象。     

大学生违纪现象及应对策略研究

学生行为管理是学校人才培养过程中一个重要的教育过程和管理手段。研究学生违纪问题的规律,找出违纪问题的所在,探索减少学生违纪比例对策,对学校人才培养和学生个人成长具有重要意义。本文分析了五个学年内学生违纪状况和分布规律,并提出了应对策略。     

JUSTIFICATIONIST SOCIAL EPISTEMOLOGY AND CRITICAL THINKING

In this essay Juho Ritola develops a justificationist approach to social epistemology, which holds that normatively satisfactory social processes pertaining to the acquisition, storage, dissemination, and use of knowledge must be evidence‐based processes that include appropriate reflective attitudes by the relevant agents and, consequently, the relevant institutions. This implies that the teaching of critical thinking and reasoning in general should strive to bring about such attitudes in students. Ritola begins by sketching a justificationist approach and defending it on a general level against the criticism posed by Alvin Goldman. He then defends it on the level of individual reasoners against the argument set out by Michael Bishop and J.D. Trout. Based on empirical evidence, Bishop and Trout argue that the kind of reflection advocated by a justificationist approach to reasoning leads to worse outcomes than the use of various statistical prediction rules. Ritola, in contrast, maintains that one cannot and should not replace critical reflection on evidence by a mechanical application of rules. Instead, he asserts, statistical prediction rules and empirical evidence regarding our reasoning performance are part of the total evidence that we should reflect on in our critical reasoning.     

To learn and to construct knowledge in the context of work with adult education: a Portuguese case study

Work contexts are frequently referred to as spaces of learning and production of individual and/or collective knowledge. In such contexts specific dynamics are developed which cause the processes of learning and of knowledge production to have particularities. This paper aims at accounting for some dynamics that are associated with those processes, based on the main results of an ethnographic study on the adult educator team of a Portuguese local development association. The research identified ways of working/action rules based on the learning and knowledge production processes in the association. Mutual help, the reformulation and collectivization of practice, reflection in and about the action, and the negotiation of meaning about the practice are some of the mechanisms identified. The study also highlights how those dynamics of knowledge and learning and ways of doing may contribute to a practice which is closer to the needs of the adults to whom this team offers its education and training services.     

The story of large electron positron collider

In this first part of the article on LEP detector, we have described in brief the standard model for the fundamental constituents of matter. We have also described the experimental supports for the electroweak theory and quantum chromodynamics, which are the two pillars of the standard model. In the next part of the article, we will focus on the LEP detector and the measurements that have been carried out with it.     

Understanding feedback: A learning theory perspective

This article aims to review literature on feedback to teachers. Because research has hardly focused on feedback among teachers, the review’s scope also includes feedback in classrooms. The review proposes that the effectiveness of feedback and feedback processes depend on the learning theory adhered to. Findings show that regardless of the learning theory effective feedback is goal- or task-directed, specific, and neutral. In addition, four rules of thumb were formulated that reflect what a majority of learning theories suggested as effective for learning. Finally, some feedback characteristics were considered effective from only one learning theory. The article shows that feedback processes are complicated and many variables influence and mediate the processes. Most reviewed studies did not investigate the whole feedback processes, and therefore, we suggest that future research is needed to further understand feedback.     

Cognitive conflict and intuitive rules

This paper is a part of an extensive project on the role of intuitive rules in science and mathematics education. First, we described the effects of two intuitive rules ‐‐ ‘Everything comes to an end’ and ‘Everything can be divided’ ‐‐ on seventh to twelfth grade students’ responses to successive division tasks related to mathematical and physical objects. Then, we studied the effect of an intervention, which provided students with two contradictory statements, one in line with students’ intuitive response, the other contradicting it, on their responses to various successive division tasks. It was found that this conflict‐based intervention did not improve students’ ability to differentiate between successive division processes related to mathematical objects and those related to material ones. These results reconfirmed that intuitive rules are stable and resistant to change. Finally, this paper raised the need for additional research related to the relationship between intuitive rules and formal knowledge.     

Analysis of Korean High School Students' Decision-Making Processes in Solving a Problem Involving Biological Knowledge

In this study, the cognitive characteristics of students' decision-making processes centered on phases, difficulties, and strategies are analysed in the personal dailylife context involving biological knowledge. The subjects were first year science and general high school students in Seoul, Korea; 6 female students and 7 male students. The students' decision-making processes were analysed by think-aloud and participant observation methods. On the whole, the students' decision-making processes progressed in following order: recognizing a problem, searching for alternatives, evaluating the alternatives, and decision. During the decision-making processes, the above phases were repeated by trial and error. Students preferred noncompensatory rules that did not allow trade offs among alternatives for decisions, rather than compensatory rules of selection. Students had a tendency to have difficulties in analysing the difference between initial state and desirable state of the problem, organising biological knowledge-related problems, and clarifying values as selective criteria. Even students who had high achievement and more positive science-related attitudes did not apply biological knowledge to search for alternatives, and could not utilise scientific values as selective criteria very well. We discuss the implications of these results for teaching of decision-making in respect to scientific literacy.     

Intuitive Interference in Probabilistic Reasoning

One theoretical framework which addresses students’ conceptions and reasoning processes in mathematics and science education is the intuitive rules theory. According to this theory, students’ reasoning is affected by intuitive rules when they solve a wide variety of conceptually non-related mathematical and scientific tasks that share some common external features. In this paper, we explore the cognitive processes related to the intuitive rule more A–more B and discuss issues related to overcoming its interference. We focused on the context of probability using a computerized “Probability Reasoning – Reaction Time Test.” We compared the accuracy and reaction times of responses that are in line with this intuitive rule to those that are counter-intuitive among high-school students. We also studied the effect of the level of mathematics instruction on participants’ responses. The results indicate that correct responses in line with the intuitive rule are more accurate and shorter than correct, counter-intuitive ones. Regarding the level of mathematics instruction, the only significant difference was in the percentage of correct responses to the counter-intuitive condition. Students with a high level of mathematics instruction had significantly more correct responses. These findings could contribute to designing innovative ways of assisting students in overcoming the interference of the intuitive rules.     

探析高校本科毕业论文的规范化管理

毕业论文是高校培养创新人才的一个重要的实践性教学环节,是提高大学生综合素质的途径之一,也是高校教学工作中的一项常规性内容。本文针对毕业论文管理现状,从制定毕业论文执行计划、管理制度、过程管理的角度,提出了规范毕业论文管理的设想。     

Fermi and the theory of weak interactions

The history of weak interactions starting with Fermi’s creation of the beta decay theory and culminating in its modern avatar in the form of the electroweak gauge theory is described. Discoveries of parity violation, matter-antimatter asymmetry, W and Z bosons and neutrino mass are highlighted.     

南朝中央官学学生在籍制度探微

南朝时期,中央官学设有国子学、四学馆、总明观、五馆、集雅馆、士林馆等,学生也因此各有不同。为了管理各类学校的学生,统治者制定各种规章制度对学生加以约束,其中的在籍制度就是对学生的员额、学籍划分、学习年限、待遇及处罚等各个方面的具体规定。     

Interaction and instruction in the conservation experiment

Though there has been considerable research in recent years into the ways in which children’s performance in conservation experiments is affected by the context of interaction, this has so far lacked a coherent theoretical basis. In this article, concepts from communication theory are applied to the behaviour of experimenter and subject in the experimental situation. It is argued that the child behaves according to the «metacontract» of a teacher-pupil interaction, i.e. he or she expects to receive instruction. In the classical conservation experiment of Piaget, these expectations are thwarted, because the experimenter does not conform to the rules of a teacher-pupil relationship. Instead, the experimenter follows the rules of a different metacontract—that of examination. In experiments where conservation abilities are taught, and in group interactions where conserving children cooperate with non-conserving children, the participants do behave according to the same metacontract. But the value of these studies is reduced by the exclusive attention paid to the eventual achievements of the child, instead of the cognitive processes during the learning phase.     

Tavis-Cummings模型中原子的纠缠度

1 Introduction Superposition principleis one of the fundamentals inquantum mechanics . A two-level atom may be in theground state |0〉,the excited state |1〉or the superpo-sition statesC0|0〉 C1|1〉. The coefficientsC0andC1are complex probability amplitudes of |0〉and |1〉respectively. For a system consisting of two atoms ,the state of total system may be in the direct productstates |0 ,1〉or |1 ,0〉. According to the superpositionprinciple ,the total system may also beinthe superpo-sition s…     

Learner Language as a Manifestation of Second Language Acquisition

To learn a language means actively coming to terms with it. The only means of arriving at an insight into the strategies that a learner uses is through the product, namely his learner language. In language acquisition the learner derives rules from the input and forms hypotheses about the target language, which he then tests in utterances. This learner language shows similarities to child language, which indicates that similar cognitive processes play a role in both cases. However, the learner language also shows the influence of the learner's native language, which means that the two learning processes are not identical. The learner language is not only characterised by the influence from the base language but by the following intrinsic characteristics: systemati‐city, which makes communication possible; variability, expressing itself in the use of different rules under different circumstances; dynamicity, which is implied by the learning process itself as the learner, by stages, approaches the target system; and relative stability, evident in developmental stages, in the uniformity of the process across learners and as an indication of the termination of the learning process. In addition to providing the necessary input, instruction can assist the learner in analysing the input and in testing his hypotheses.