Note on maximally entangled Eisert-Lewenstein-Wilkens quantum games

Maximally entangled Eisert-Lewenstein-Wilkens games are analyzed. For a general class of gate operators defined in the previous papers of the first author the general conditions are derived which allow to determine the form of gate operators leading to maximally entangled games. The construction becomes particularly simple provided one does distinguish between games differing by relabelling of strategies. Some examples are presented.Comment: 20 pages, no figures, appendix added, references added, concluding remarks extende

General quantum two-player games, their gate operators, and Nash equilibria

Two-player N-strategy games quantized according to the Eisert–Lewenstein–Wilkens scheme [Phys. Rev. Lett. 83, 3077 (1999)] are considered. Group-theoretical methods are applied to the problem of finding a general form of gate operators (entanglers) under the assumption that the set of classical pure strategies is contained in the set of pure quantum ones. The role of the stability group of the initial state of the game is stressed. As an example, it is shown that maximally entangled games do not admit nontrivial pure Nash strategies. The general arguments are supported by explicit computations performed in the three-strategy case.NCN Grant no. DEC-2012/05/D/ST2/0075

Third International Workshop on Squeezed States and Uncertainty Relations

The purpose of these workshops is to bring together an international selection of scientists to discuss the latest developments in Squeezed States in various branches of physics, and in the understanding of the foundations of quantum mechanics. At the third workshop, special attention was given to the influence that quantum optics is having on our understanding of quantum measurement theory. The fourth meeting in this series will be held in the People's Republic of China

Peer coaching: To what extent can it support the development of professional attributes required to be a teacher?

Students on a science PGCE course were introduced to peer coaching. This article describes the structures developed to enhance student teachers’ professional attributes and then reports the results. The students were given questionnaires to ascertain to what extent they felt they had developed their professional attributes as a result of being involved in peer coaching. The questionnaire design provided both qualitative and quantitative data. The evidence indicates that the peer coaching procedures had a positive impact on student teachers’ professional development. Data was analysed and has been used to draw conclusions to inform peer coaching in an education setting