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MODIFICATION TO EINSTEIN'S FIELD EQUATIONS IMPOSED BY STRING THEORY AND CONSEQUENCES FOR THE CLASSICAL TESTS OF GENERAL RELATIVITY
Title
MODIFICATION TO EINSTEIN'S FIELD EQUATIONS IMPOSED BY STRING THEORY AND CONSEQUENCES FOR THE CLASSICAL TESTS OF GENERAL RELATIVITY.
Creator
Frye, Christopher, Efthimiou, Costas, University of Central Florida
Abstract / Description
String theory imposes slight modifications to Einstein's equations of general relativity. In Green, Schwarz, and Witten's classic text, the authors claim that the gravitational field equations in empty space should contain, in addition to the Ricci tensor, an extra term which is first order in the string constant alpha-prime and proportional to the Riemann curvature tensor squared. They do admit, however, that this simple modification is just schematic. We show that these modified equations...
Show moreString theory imposes slight modifications to Einstein's equations of general relativity. In Green, Schwarz, and Witten's classic text, the authors claim that the gravitational field equations in empty space should contain, in addition to the Ricci tensor, an extra term which is first order in the string constant alpha-prime and proportional to the Riemann curvature tensor squared. They do admit, however, that this simple modification is just schematic. We show that these modified equations do not admit an isotropic solution. We then investigate the consequences of the modified gravitational equations when they are coupled to the dilaton field. Callan, Myers, and Perry have found a static isotropic solution to these equations. We calculate the additional perihelion precession of Mercury, the added deflection of photons by the sun, and the extra gravitational redshift which should be present if these equations hold. We determine that additional effects due to string theory in each of these cases are quite minuscule.
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Date Issued
2013
Identifier
CFH0004411, ucf:45087
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH0004411
THE EFFECT OF RELATIVE DEPRIVATION ON DELINQUENCY: AN ASSESSMENT OF JUVENILES
Title
THE EFFECT OF RELATIVE DEPRIVATION ON DELINQUENCY: AN ASSESSMENT OF JUVENILES.
Creator
Horne, Adrienne, Ford, Jason, University of Central Florida
Abstract / Description
This study examines the impact of relative deprivation on juvenile delinquency. Though this topic has been explored by several researchers, there has not been much consistency in the research due to the operationalization of key variables. Traditionally, relative deprivation has been referenced in relation to Merton's Classic Strain Theory, using economic indicators to measure relative deprivation. Webber and Runciman however, expanded upon Merton's original premise and integrated...
Show moreThis study examines the impact of relative deprivation on juvenile delinquency. Though this topic has been explored by several researchers, there has not been much consistency in the research due to the operationalization of key variables. Traditionally, relative deprivation has been referenced in relation to Merton's Classic Strain Theory, using economic indicators to measure relative deprivation. Webber and Runciman however, expanded upon Merton's original premise and integrated more diverse measures of relative deprivation into their research. The current study utilizes Agnew's General Strain Theory (GST) as a means to measure relative deprivation as a broader and more subjective topic. This unique approach in the study of relative deprivation utilizes aspirations as a primary measure of relative deprivation.
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Date Issued
2009
Identifier
CFE0002710, ucf:48177
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0002710
Social Skills and Social Acceptance in Childhood Anxiety Disorders
Title
Social Skills and Social Acceptance in Childhood Anxiety Disorders.
Creator
Scharfstein, Lindsay, Beidel, Deborah, Rapport, Mark, Sims, Valerie, University of Central Florida
Abstract / Description
The present study examined the social skills and social acceptance of children with SAD (n=20), children with GAD (n=18), and typically developing (TD) children (n=20). A multimodal assessment paradigm was employed to address three study objectives: (a) to determine whether social skills deficits are unique to children with SAD or extend to children with GAD, (b) to assess whether skills vary as a function of social context (in vivo peer interaction Wii Task versus hypothetical Social...
Show moreThe present study examined the social skills and social acceptance of children with SAD (n=20), children with GAD (n=18), and typically developing (TD) children (n=20). A multimodal assessment paradigm was employed to address three study objectives: (a) to determine whether social skills deficits are unique to children with SAD or extend to children with GAD, (b) to assess whether skills vary as a function of social context (in vivo peer interaction Wii Task versus hypothetical Social Vignette Task) and (c) to examine the relationship between anxiety diagnosis and social acceptance. Parent questionnaire data indicated that both youth with SAD and GAD experienced difficulties with assertiveness, whereas children with SAD experienced a broader range of social skills difficulties. Blinded observers' ratings during the behavioral assessment social tasks indicated that compared to children with GAD and TD children, children with SAD have deficits in social behaviors and social knowledge across settings, including speech latency, a paucity of speech, few spontaneous comments, questions and exclamations, and ineffective social responses. In addition, vocal analysis revealed that children with SAD were characterized by anxious speech patterns. By comparison, children with GAD exhibited non-anxious speech patterns and did not differ significantly from TD youth on social behaviors, with the exception of fewer spontaneous comments and questions. Lastly, children with SAD were perceived as less likeable and less socially desirable by their peers than both children with GAD and TD children. Clinical implications of these findings are discussed.
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Date Issued
2013
Identifier
CFE0004932, ucf:49631
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004932