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22 results on '"Dey, Soumi"'

2. Transport properties of a non-Hermitian Weyl semimetal

Author

Dey, Soumi, Banerjee, Ayan, Chowdhury, Debashree, and Narayan, Awadhesh

Subjects
Condensed Matter - Mesoscale and Nanoscale Physics, Condensed Matter - Quantum Gases, Quantum Physics
Abstract

In recent years, non-Hermitian (NH) topological semimetals have garnered significant attention due to their unconventional properties. In this work, we explore the transport properties of a three-dimensional dissipative Weyl semi-metal formed as a result of the stacking of two-dimensional Chern insulators. We find that unlike Hermitian systems where the Hall conductance is quantized, in presence of non-Hermiticity, the quantized Hall conductance starts to deviate from its usual nature. We show that the non-quantized nature of the Hall conductance in such NH topological systems is intimately connected to the presence of exceptional points (EPs). We find that in the case of open boundary conditions, the transition from a topologically trivial regime to a non-trivial topological regime takes place at a different value of the momentum than that of the periodic boundary spectra. This discrepancy is solved by considering the non-Bloch case and the generalized Brillouin zone (GBZ). Finally, we present the Hall conductance evaluated over the GBZ and connect it to the separation between the Weyl nodes, within the non-Bloch theory., Comment: 10 pages, 7 figures

Published
2023

3. Non-Hermitian Topological Phases: Principles and Prospects

Author

Banerjee, Ayan, Sarkar, Ronika, Dey, Soumi, and Narayan, Awadhesh

Subjects
Condensed Matter - Mesoscale and Nanoscale Physics, Condensed Matter - Disordered Systems and Neural Networks, Condensed Matter - Quantum Gases, Quantum Physics
Abstract

The synergy between non-Hermitian concepts and topological ideas have led to very fruitful activity in the recent years. Their interplay has resulted in a wide variety of new non-Hermitian topological phenomena being discovered. In this review, we present the key principles underpinning the topological features of non-Hermitian phases. Using paradigmatic models -- Hatano-Helson, non-Hermitian Su-Schrieffer-Heeger and non-Hermitian Chern insulator -- we illustrate the central features of non-Hermitian topological systems, including exceptional points, complex energy gaps and non-Hermitian symmetry classification. We discuss the non-Hermitian skin effect and the notion of the generalized Brillouin zone, which allows restoring the bulk-boundary correspondence. Using concrete examples, we examine the role of disorder, present the linear response framework, and analyze the Hall transport properties of non-Hermitian topological systems. We also survey the rapidly growing experimental advances in this field. Finally, we end by highlighting possible directions which, in our view, may be promising for explorations in the near future., Comment: Topical review. Close to published version

Published
2022
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4. Finite-size effects on the cluster expansions for quantum gases in restricted geometries

Author

Dey, Soumi, Manchala, Prathyush, Basu, Srijit, Banerjee, Debshikha, and Biswas, Shyamal

Subjects
Condensed Matter - Quantum Gases, Condensed Matter - Statistical Mechanics, Quantum Physics
Abstract

We have analytically obtained 1-particle density matrices for ideal Bose and Fermi gases in both the 3-D box geometries and the harmonically trapped geometries for the entire range of temperature. We have obtained quantum cluster expansions of the grand free energies in closed forms for the same systems in the restricted geometries. We have proposed a theorem (with a proof) about the generic form of the quantum cluster integral. We also have considered short ranged interactions in our analyses for the quasi 1-D cases of Bose and Fermi gases in the box geometries. Our theoretical results are exact, and are directly useful for understanding finite-size effects on quantum cluster expansion of Bose and Fermi gases in the restricted geometries. Our results would be relevant in the context of experimental study of spatial correlations in ultra-cold systems of dilute Bose and Fermi gases of alkali atoms (i) in 3-D magneto-optical box traps with quasi-uniform potential around the center [1], and (ii) in 3-D harmonic traps [2, 3]., Comment: 12 pages, 6 figures

Published
2019
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5. Emerging bilingual readers' responses to metafictive picturebooks : a cognitive exploration of multiliteracies

Author

Dey, Soumi

Subjects
428.0071, L Education (General), PZ Childrens literature
Abstract

The current global trends in migration and transnationalism mean societies around the world are increasingly becoming culturally, ethnically and racially mixed. In such a world there ought to be changes to educational policy, curricula and school practices to reflect the linguistic and cultural diversity of students. There is an urgent need for people to understand and empathise with one another and to overcome the many cultural differences that act as barriers to community and communication. It is gratifying, therefore, to see varied and inclusive pedagogic practices being used to equip young learners with the skills to bridge cultural gaps. One such resource is children’s literature, and in recent years educators have been using picturebooks, ‘a species of children’s literature’ (Kümmerling-Meibauer and Meibauer 2013, p 1), to address prominent issues of diverse experiences and global realities (Hope 2008; Rutter 2006). A number of recent studies have shown that using picturebooks enhances a range of skills, including language acquisition, visual literacy and cultural acclimatization (e.g., Arizpe et al. 2014; Bland 2013; McGilp 2014; Mourão 2012; Sipe 2008). These studies have used a range of theoretical frameworks to investigate the meaning-making processes of young readers. Located in this sociocultural milieu and in new directions in academic thought and pedagogic practices, this doctoral study investigates children’s visual, emotional and critical literacy from a multimodal and cognitive-literary perspective. The ‘mirror, windows and doors’ metaphor which argues that readers see reflections of themselves in what they read, look through windows into unfamiliar worlds and people, and finally step through new doors when they undergo a transformation in their understanding (Sims Bishop 1990) is a crucial understanding of literature that underpins this study. The overall hypothesis of the study is that appreciating the thoughts and feelings of characters in picturebooks can help hone emotional literacy skills in young readers, which in turn might facilitate a better understanding of real-life people. For my study I chose metafictive picturebooks, which are known to jar the readers into a sense of literary alertness and interactivity (Sipe & McGuire 2008). The inquiry involved longitudinal fieldwork with primary school-aged bilingual children, engaging in a variety of verbal and visual response tasks that focused on literary engagement with the texts. The results showed the children engaging deeply with the characters’ mental states, responding analytically to the visual and verbal synergy (Sipe 1998) and using their Theory of Mind to demonstrate identification with the textual characters. The affordances of the metafictive nature of the texts allowed a critical-questioning stance in the young readers, making them aware of their own responses of the texts, developing their emotional literacy and metacognitive skills. By highlighting the sophisticated natures of the young children’s responses and their ability to negotiate complex constructions in seemingly playful picturebooks, this study underscores the need for slow, careful and repeated looking and investigating texts as pieces of intriguing puzzles. Reading metafiction becomes an ‘embodied’ activity (Nikolajeva 2014b) where readers see, think, and feel, and simultaneously become aware of their own somatic responses. This ultimately develops emotional literacy as well as critical literacy skills. The study submits that careful and continued nurturing within and outside the school environment can make it possible for children to become aware of their own emotions, show increased awareness of others in interactions, as well as develop the potential to empathise and identify with people from backgrounds different to their own.

Published
2019

9. Exploring the Association between Recalled Parental Bonding in Adulthood, Sibling Compatibility and Adult Attachment Styles.

Author

Dey, Soumi and Ray, Deepshikha

Subjects
*ATTACHMENT behavior, *SIBLINGS, *ADULTS, *RELATIONSHIP quality
Abstract

The current research tries to explore the association between "sibling compatibility," "recalled parental bonding in adulthood" and "adult attachment styles" in 60 male and 60 female individuals with a mean age of 37.45 years (SD =5.07) categorised into two groups in terms of the sex of their siblings, i.e., same sex opposite sex siblings. The constructs were measured using "Lifespan Relationship Scale "(Riggio, 2000). "The Parental Bonding Instrument" (Parker, Tupling, & Brown, 1979) and "Revised Adult Attachment Scale Close Relationship Version" (Collins, 1996) respectively. The findings of the present study highlight that compatibility in sibling relationships enhances the quality of recalled bonding with parents and attachment with close acquaintances and such a facilitatory process occurs independent of the sex of the participants. Also, female participants were found to report better sibling compatibility and there was an increased prevalence of "fearful style of attachment" among participants with opposite sex siblings. [ABSTRACT FROM AUTHOR]

Published
2022

10. Innovative, interactive and individualised (i3) teaching and learning practice in higher and lifelong education

Author

Uflewska, Agnieszka, Lido, Catherine, and Dey, Soumi

Subjects
ComputingMilieux_COMPUTERSANDEDUCATION
Abstract

This article addresses contemporary approaches to learning and teaching in higher and lifelong education in the era of internationalisation and digitalisation. Drawing from our experience within the context of Psychology of Adult Learning (also known as PAL, our postgraduate course offered at the University of Glasgow), we developed an innovative, interactive and individualised (i 3) practice applicable for lifelong learning. This i 3 approach emerged organically within the PAL teaching environment and echoes the work of researchers calling for more balanced, personal, ethical and creative education (Robinson & Aronica, 2016; 2010; Craft, 2011). In the article we offer some insights into our PAL philosophy and structure, embedded in formal domains of lectures, seminars, workshops, and assessment, as well as less formal learning support and opportunities, particularly needed in the recent and rapid shift to online practice. Our framework is demonstrated within a semi-flipped classroom approach, and more generally advocates structuring adult learning experiences flexibly and responsively, always underpinned by ethical, inclusive, and sustainable principles for higher and lifelong education in the era of post-pandemic new normal.

Published
2021

11. Study on Anxiety among the College Students of West Bengal during Pandemic.

Author

Shaw, Tanusree and Dey, Soumi

Subjects
*MENTAL health of students, *COVID-19 pandemic, *COLLEGE students, *ANXIETY, *MENTAL health
Abstract

To control the spread of COVID-19, the honourable Prime Minister had announced a complete lockdown in the country from 25th March, 2020. Due to these circumstances, schools, colleges, universities and other educational institutions had to close on 16th March, 2020 and it continued for long time. The everyday life of the students has dramatically changed. This study focuses on the mental health through the anxiety level of the students during the lockdown situation. Data was collected from 200 under-graduate students (19-24 years old) from different semester of different colleges of West Bengal. In this research, S-type (state anxiety inventory) scale to determine students' actual levels of anxiety intensity (how they feel at a particular situation) induced by stressful situation i.e. COVID 19 pandemic. Self-Evaluation questionnaire (STAI Form Y-1) consists of 20 questions. Each question is rated on a 4-point scale (Not at all, somewhat, moderately so and Very much so). The result revealed that the mean attitude score of the participants is 49.9±0.51 and attitude score reflects positive (or higher) anxiety score. Thus, an increased rate of anxiety is seen among the college students. They feel upset, worried, tensed, insecure, depressed, nervous, and indecisive; worsening the situation is the addiction to mobile phone, drugs and motive of suicide. It increases the mental health condition of the students through elevated rate of stress or anxiety. [ABSTRACT FROM AUTHOR]

Published
2022

12. Memory Problems after COVID Infection: An Exploratory Study.

Author

Dey, Soumi, Mondal, Arpita, Sarkar, Abhradeep, Biswas, Mouli, and Ray, Deepshikha

Subjects
*COVID-19, *COGNITIVE ability, *STIMULUS & response (Psychology), *MEMORY, *INFECTION
Abstract

The current study tries to explore the effect of severity and duration of recovery from COVID-19 infection on visual memory scanning ability in 55 male and 65 female individuals with a mean age of 28.3 years (SD = 7.61). An android-based application (Psych Lab 101 version 2.1.2) was used to administer the Sternberg scanning test and visual memory scanning ability was indexed on the basis of accuracy and reaction time. The severity of the COVID-19 infection was measured on the basis of a self-report measure "scale for subjective severity of COVID-19". There were four groups of participants who were categorized on the basis of duration of recovery from COVID-19 infection, viz., "3 months", "6 months" and "9 months" and one group "with no history of COVID-19 infection". There was a significant statistical difference (p < 0.05) between the groups of subjects in terms of their reaction time (RT) in the memory task; the maximum response latency being shown by subjects who had most recently recovered from COVID-19. There was no significant difference between the four groups in terms of accuracy. The findings of the present study imply that COVID-19 infection creates mild deficits in cognitive functioning in recovered patients evidenced in terms of increased processing speed and the deficit is more in recently recovered patients. [ABSTRACT FROM AUTHOR]

Published
2022

15. Being A ‘Kothi’: An Ethnographic Interrogation with A Male Transgender in Kolkata, India

Author

Soumi Dey Soumi Dey

Subjects
Hegemony, Expression (architecture), Ethnography, Transgender, Sexual orientation, Gender variance, Narrative, Human sexuality, Gender studies, Sociology
Abstract

The present paper gives light on a self-disclosed male transgender locally known as ‘Kothi’ from Kolkata in India. Data have been collected from two brief interviews held with an interval. The researcher, who is also the storyteller and narrative analyst, is responsible for the story structure by locating central themes, sequencing life events, and organizing the time span. The focus includes the self-perceptions of an individual male transgender, his sexual orientation and relationships, and the manner in which he lives his ‘other’ gendered life in a hegemonic hetero-normative society. While this case is obviously not representative of all transgender of India, it does briefly illustrate the kinds of experiences that confront a male transgender. The narratives also indicate how the expression of a gender variance can sustain and resist in an apparently closed system. Key wordsTransgender, Kothi, Sexuality, Sexual behaviour.

Published
2013

17. Well-being and Mental Health Among MSM in India: The Fact and Challenges

Author

Dey, Soumi, Shaw, Tanusree, and Chaudhuri, Anindita

Abstract

The present research has endeavoured to study the well-being and prevalence of depression and anxiety among the urban Indian MSM (men who have sex with men). It has also tried to understand whether any regional variances exist across the different identity categories of MSM. The study was conducted in the urban setting of two states of India, that is, West Bengal and Uttar Pradesh. The participants (N= 700) of this research were the five different categories of MSM identified by the Kothis/Kothmas, a subcultural local identity of Indian MSM. The participants were contacted by using the snowball technique. The present study has adopted mixed method. Ethnography was used to understand the identity issues and problems of MSM as well for providing narratives in support of their anxiety and depression, while quantitative method helped to evaluate the data regarding well-being, depression and anxiety. One-way ANOVA was used for statistical analysis. The qualitative part, data have been analysed by interpretative method. The result of one-way ANOVA confirms the statistically significant differences among different MSM categories in case of well-being, anxiety and depression. The cultural politics of sexual identity (Kothi/Kothma) that excludes the urban Indian MSM themselves cannot avoid the stress generated from their respective sexual practices and life events leading to increased anxiety and depression and a decline well-being. This study intends to create the attention of health planners, policy makers and activists for the welfare and health uplift of MSM in India.

Published
2024
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20. Emerging bilingual readers' responses to metafictive picturebooks: A cognitive exploration of multiliteracies

Author

Dey, Soumi and Dey, Soumi

Abstract

The current global trends in migration and transnationalism mean societies around the world are increasingly becoming culturally, ethnically and racially mixed. In such a world there ought to be changes to educational policy, curricula and school practices to reflect the linguistic and cultural diversity of students. There is an urgent need for people to understand and empathise with one another and to overcome the many cultural differences that act as barriers to community and communication. It is gratifying, therefore, to see varied and inclusive pedagogic practices being used to equip young learners with the skills to bridge cultural gaps. One such resource is children’s literature, and in recent years educators have been using picturebooks, ‘a species of children’s literature’ (Kümmerling-Meibauer and Meibauer 2013, p 1), to address prominent issues of diverse experiences and global realities (Hope 2008; Rutter 2006). A number of recent studies have shown that using picturebooks enhances a range of skills, including language acquisition, visual literacy and cultural acclimatization (e.g., Arizpe et al. 2014; Bland 2013; McGilp 2014; Mourão 2012; Sipe 2008). These studies have used a range of theoretical frameworks to investigate the meaning-making processes of young readers. Located in this sociocultural milieu and in new directions in academic thought and pedagogic practices, this doctoral study investigates children’s visual, emotional and critical literacy from a multimodal and cognitive-literary perspective. The ‘mirror, windows and doors’ metaphor which argues that readers see reflections of themselves in what they read, look through windows into unfamiliar worlds and people, and finally step through new doors when they undergo a transformation in their understanding (Sims Bishop 1990) is a crucial understanding of literature that underpins this study. The overall hypothesis of the study is that appreciating the thoughts and feelings of characters in pictur

21. Emerging bilingual readers' responses to metafictive picturebooks: A cognitive exploration of multiliteracies

Author

Dey, Soumi and Dey, Soumi

Abstract

The current global trends in migration and transnationalism mean societies around the world are increasingly becoming culturally, ethnically and racially mixed. In such a world there ought to be changes to educational policy, curricula and school practices to reflect the linguistic and cultural diversity of students. There is an urgent need for people to understand and empathise with one another and to overcome the many cultural differences that act as barriers to community and communication. It is gratifying, therefore, to see varied and inclusive pedagogic practices being used to equip young learners with the skills to bridge cultural gaps. One such resource is children’s literature, and in recent years educators have been using picturebooks, ‘a species of children’s literature’ (Kümmerling-Meibauer and Meibauer 2013, p 1), to address prominent issues of diverse experiences and global realities (Hope 2008; Rutter 2006). A number of recent studies have shown that using picturebooks enhances a range of skills, including language acquisition, visual literacy and cultural acclimatization (e.g., Arizpe et al. 2014; Bland 2013; McGilp 2014; Mourão 2012; Sipe 2008). These studies have used a range of theoretical frameworks to investigate the meaning-making processes of young readers. Located in this sociocultural milieu and in new directions in academic thought and pedagogic practices, this doctoral study investigates children’s visual, emotional and critical literacy from a multimodal and cognitive-literary perspective. The ‘mirror, windows and doors’ metaphor which argues that readers see reflections of themselves in what they read, look through windows into unfamiliar worlds and people, and finally step through new doors when they undergo a transformation in their understanding (Sims Bishop 1990) is a crucial understanding of literature that underpins this study. The overall hypothesis of the study is that appreciating the thoughts and feelings of characters in pictur

22. Emerging bilingual readers' responses to metafictive picturebooks: A cognitive exploration of multiliteracies

Author

Dey, Soumi and Dey, Soumi

Abstract

The current global trends in migration and transnationalism mean societies around the world are increasingly becoming culturally, ethnically and racially mixed. In such a world there ought to be changes to educational policy, curricula and school practices to reflect the linguistic and cultural diversity of students. There is an urgent need for people to understand and empathise with one another and to overcome the many cultural differences that act as barriers to community and communication. It is gratifying, therefore, to see varied and inclusive pedagogic practices being used to equip young learners with the skills to bridge cultural gaps. One such resource is children’s literature, and in recent years educators have been using picturebooks, ‘a species of children’s literature’ (Kümmerling-Meibauer and Meibauer 2013, p 1), to address prominent issues of diverse experiences and global realities (Hope 2008; Rutter 2006). A number of recent studies have shown that using picturebooks enhances a range of skills, including language acquisition, visual literacy and cultural acclimatization (e.g., Arizpe et al. 2014; Bland 2013; McGilp 2014; Mourão 2012; Sipe 2008). These studies have used a range of theoretical frameworks to investigate the meaning-making processes of young readers. Located in this sociocultural milieu and in new directions in academic thought and pedagogic practices, this doctoral study investigates children’s visual, emotional and critical literacy from a multimodal and cognitive-literary perspective. The ‘mirror, windows and doors’ metaphor which argues that readers see reflections of themselves in what they read, look through windows into unfamiliar worlds and people, and finally step through new doors when they undergo a transformation in their understanding (Sims Bishop 1990) is a crucial understanding of literature that underpins this study. The overall hypothesis of the study is that appreciating the thoughts and feelings of characters in pictur

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