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Rare Semileptonic B Meson Decays Beyond the Standard Model

Thesis Info

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Author

Paracha, Muhammad Ali

Program

PhD

Institute

Quaid-I-Azam University

City

Islamabad

Province

Islamabad.

Country

Pakistan

Thesis Completing Year

2012

Thesis Completion Status

Completed

Subject

Physics

Language

English

Link

http://prr.hec.gov.pk/jspui/handle/123456789/2026

Added

2021-02-17 19:49:13

Modified

2024-03-24 20:25:49

ARI ID

1676727067194

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In this thesis the exclusive rare semileptonic decays of B-mesons have been studied beyond the Standard ∗ Model. In particular the decays B → K1 (1270, 1400)l+ l− and Bc → Ds l+ l− are considered. These decays are induced by flavor changing neutral current (FCNC) transitions which at quark level arises as b → sl+ l− . In the Standard model these FCNC decays are not allowed at tree level but are allowed at loop level through Glashow-Iliopoulos-Maiani (GIM) mechanism. In addition they are also suppressed in the Standard Model due to their dependence on weak mixing angles of the quark flavor rotation matrix- the Cabibo Kobayashi Maskawa (CKM) matrix. These two circumstances make the FCNC decays relatively rare and hence are important to study physics beyond the Standard Model, commonly known as new physics. The main points of this thesis are: • The implications of the fourth generation quarks in the decay B → K1 (1270, 1400)l+ l− with l = μ, τ are studied, where the mass eigenstates K1 (1270) and K1 (1400) are mixture of 1 P1 and 3 P1 states with the mixing angle θK . In this context, we have studied various observables like branching ratio (BR), forward-backward asymmetry (AF B ) and longitudinal and transverse helicity fractions (fL,T ) of K1 meson in B → K1 l+ l− decays. To study these observables, we have used the Light Cone QCD sum rules form factors and set the mixing angle θK = −34◦ . It is noticed that the BR is suppressed for K1 (1400) as a final state meson compared to that of K1 (1270). Same is the case when the final state leptons are tauons rather than muons. In both the channels all of the above mentioned observables are quite sensitive to the fourth generation effects. Hence the measurements of these observables at LHC, for the above mentioned processes can serve as a good tool to investigate the indirect manifestations of the fourth generation quarks. • The same decay B → K1 (1270, 1400)l+ l− is also studied in the standard model (SM) and in universal extra dimension (UED) model. In this work we first relate the form factors through Ward identities and then express their normalization atq 2 = 0 in terms of a single constant g+ (0) which is extracted from the decays B → K1 (1270, 1400)γ. These form factors are then used to analyze the physical observables such as the branching ratio and the forward-backward asymmetry in the SM. This analysis is then extended to the UED model where the dependency of the above mentioned physical observables on the compactification radius R, the only unknown parameter in the UED model. It is shown that the zero position of the forward-backward asymmetry for the decay B → K1 (1270, 1400)μ+ μ− is sensitive to the UED model, therefore the zero position of the forward-backward asymmetry can serve as a handy tool to establish new physics predicted by the UED model. ∗ • The semileptonic Bc → Ds l+ l− (l = μ, τ ) decays have been studied in the Standard Model (SM) and in the Universal Extra Dimension (UED) model. In addition to the contribution from the Flavor Changing Neutral Current (FCNC) transitions the weak annihilation (WA) contribution is also important for this decay. It is found that the WA gives 6.7 times larger branching ratio ∗ than the penguin contribution for the decay Bc → Ds μ+ μ− . The contribution from the WA and FCNC transitions are parameterized in terms of the form factors. In this work we first relate the form factors through Ward identities and then express them in terms of g+ (0) which is extracted ∗ from the decay Bc → Ds γ through QCD sum rules approach. These form factors are then used to analyze the physical observables like branching ratio and helicity fractions of the final state ∗ Ds meson in the SM. This analysis is then extended to the UED model where the dependency of above mentioned physical observables depend on the compactification radius R. It is shown that ∗ the helicity fractions of Ds are sensitive to the UED model especially when we have muons as the final state lepton. This sensitivity is marked up at low q 2 region, irrespective of the choice of the form factors. It is hoped that in the next couple of years LHC will provide enough data on the ∗ Bc → Ds l+ l− channel, and then , these helicity fractions would serve as a useful tool to establish new physics predicted by the UED model.
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لسانیات کا تعلق زبان سے ہے اور زبان معاشرے کی تشکیل میں اہم کردار ادا کرتی ہے۔ زبان معاشرے پر انمٹ نقوش چھوڑتی ہے اورمعاشرہ زبان پر اثر انداز ہوتا ہے۔جب ہم زبان کا تقابل کرتے ہیں اور جائزہ لیتے ہیں تو مزید صورتحال واضح ہو جاتی ہے۔ زبان دنیا کے ہر حطے ہر کونے میں پائی جاتی ہے اور تغیر سے گزر رہی ہوتی ہے۔زبان کے کام اور ضرورت کو پیش نظر رکھتے ہوئے بہت سے ماہرین نے کانٹ چھانٹ کر کے زبان کے اصول و ضوابط کے مطابق رکھا اور تبدیلیاں منظر عام پر لائے۔
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Impact of Non-Verbal Communication on Students Learning Outcomes

Communication plays a pivotal role in our daily lives. To articulate our ideas, feelings, emotions and skills we communicate not only with verbal but also with non-verbal methods. These are essential in teaching-learning process. Teachers can utilize a variety of verbal and non-verbal skills to aid students’ comprehension of difficult concepts. It was an experimental study that looked into the impact of non-verbal communication on the learning outcomes of students of 9 th and 10 th classes in Peshawar, Khyber Pakhtunkhwa. This study highlighted the importance of non-verbal communication in the subject of English (Compulsory) of classes (IX-X), further it explored the impact of non-verbal communication on students'' learning by observing teachers and students in classrooms and; finding out how this mechanism contributed to better learning outcomes of students. The study examined the hypotheses that there is an impact of non- verbal communication on students’ learning outcomes both in rural and urban areas; and there is an impact of non-verbal communication on the learning outcomes of male and female students. Population of the study included students and teachers of 103 Govt. secondary schools in rural and urban areas of Peshawar. The sample included 2 teachers and 40 students from each school in the subject of English (Compulsory). The total number of sample teachers and students is 40 and 800 respectively. Tools of the data collection were questionnaires and experiment in the actual classrooms setting. The significance difference between pre and post tests of the control and experimental groups was tested through paired t-test. Furthermore the questionnaires were interpreted with the help of frequency and percentage imethods, while the correlation between teachers and students’ questionnaires was carried out through Gamma correlation. The important conclusions indicated that teachers made the learning environment active through their non-verbal communication whereby students felt alert in the classrooms and participated in the learning process, which consequently enhanced the level of their retention and understanding. Proper use of facial expressions, body movements, eye contact, pitch of voice, and spatial distance helped the teachers to provide better understanding to the students in the attainment of their learning outcomes. To the contrary the teachers who did not properly use non-verbal communication in the classroom could not motivate the students for effective learning. The study made the following recommendations: Teachers should be given an orientation in non-verbal communication and the skills thus acquired should be utilized in their teaching methodologies. Teachers should be encouraged to use this technology in order to provoke the interest of the students and make them attentive in the class. It is recommended that curriculum planners and policy maker should also recognize the importance of non-verbal communication and make it a part of the teacher education program so that prospective teachers are trained in this important skill.