Giant photon gain in large-scale quantum dot circuit-QED systems

Motivated by recent experiments on the generation of coherent light in engineered hybrid quantum systems, we investigate gain in a microwave photonic cavity coupled to quantum dot structures, and develop concrete directions for achieving a giant amplification in photon transmission. We propose two architectures for scaling up the electronic gain medium: (i) $N$ double quantum dot systems (N-DQD), (ii) $M$ quantum dots arranged in series akin to a quantum cascade laser setup. In both setups, the fermionic reservoirs are voltage biased, and the quantum dots are coupled to a single-mode cavity. Optical amplification is explained based on a sum rule for the transmission function, and it is determined by an intricate competition between two different processes: charge density response in the gain medium, and cavity losses to input and output ports. The same design principle is also responsible for the corresponding giant amplification in other photonic observables, mean photon number and emission spectrum, thereby realizing a quantum device that behaves as a giant microwave amplifier.Comment: 6 pages, 5 figure

The Correlation between Students' Preferences and English Achievement in Hybrid Learning during Covid-19 Pandemic

The objective of this study was to investigate the correlation between university students’ preferences and their English achievement in hybrid learning. Correlational research design was utilized in this research. The participants of this study were 77 students from three universities in Pekanbaru, Riau. Random sampling technique was applied in choosing the participants in this study. The researcher collected the data of this study through questionnaire and achievement test. Descriptive statistical analysis namely correlation and regression analysis were applying to analyze the quantitative data. The findings revealed that there was a significant correlation between students’ preferences on their English achievement in hybrid learning with p-value 0.000<0.05 and correlation coefficient was 0.723. This result was categorized as a high or strong correlation. In addition, regarding to the results of regression analysis, R square was 0.522 which mean the influence percentage of university students’ preferences to students’ English achievement was 52.2%. The conclusion of this study that there was a strong correlation between students’ preferences in hybrid learning and their English achievement during COVID-19 pandemic

Design possibilities for the e-Schoolbag: addressing the 1:1 challenge within China

There is widespread enthusiasm for 1:1 computing in education. Recognizing that secure innovation of educational practice should be built upon contextual sensitivity, this article reported two case studies anticipating the potential development of 1:1 classes in the particular cultural context of China. The first case described how the new technology of e-Textbooks could align with a tradition where the textbook is central to teaching practice. A science teacher used the e-Textbook to design his pedagogy to accommodate the contextual learning needs of the classroom. Students reported a positive reaction. They understood that new learning possibilities were crafted through this engagement with diversified media formats that content fitted their class, and this gave them increased confidence in relation to both student–computer and interpersonal interaction. The second case study described how a social app could align with the local tradition of practice whereby a student’s performance in front of class is an important part of instructional practice. In this case, students who were learning native Chinese were offered the opportunity for performing within a novel “digital stage”: revealing high levels of engagement and a strengthening confidence with language performance

The intersection between law and art history: comparing interpretations of the intentional destruction of art

The intentional destruction of art is a highly contentious and complex topic. In recent years the importance of the destruction of art has been increasingly recognised but, thus far, very few studies have directly compared law and art history’s approaches to destruction. As a result, it is unclear whether art-historical and legal approaches to destruction are consistent or even compatible. This research addresses this gap in the literature by conducting a socio-legal comparison of interpretations of the intentional destruction of art in law and art history. This comparison is structured around four categories of destruction identified from recent art-historical literature on destruction, including conflict-related, religious, political, and artistic destruction, as well as the distinction between the destruction of art and destruction as art. These categories are used alongside case studies to determine whether interpretations of the intentional destruction of art differ between law and art history, and whether art historians’ interpretations do or could influence legal interpretations. In addressing these questions, this research contributes to a better understanding of the concept of ‘destruction’ as well as the relationship between law and art, in both theory and practice. Overall, this comparison shows that interpretations of the intentional destruction of art differ between law and art history and the role of art history in influencing law is limited – although this varies between areas of law and art-historical categories of destruction. While art historians effectively differentiate between different categories of destruction and interpret the meaning behind individual destructive acts, the law struggles to do this. As such, this research exposes a fundamental limitation of the regulation of the destruction of art. Under the current legal framework, the law regulates the destruction of art without looking to art history to understand what destruction means to art. Consequently, the law risks confusing important creative expressions and artistic practices with intentional acts of violence and harm

Low-grade retrogression of a high-temperature metamorphic core complex: Naxos, Cyclades, Greece

Retrogressive deformation and metamorphism are often reported from the main low-angle shear zones and detachments of metamorphic core complexes, but their importance is not sufficiently emphasized for the footwall interior. In order to contribute to a better understanding of exhumation-related retrogression processes within and at the top of metamorphic core complexes, an integrated detailed microstructural, textural, 40Ar/39Ar geochronological, and thermobarometric study on the Naxos metamorphic core complex within the Aegean Sea is presented that provides a new perspective on low-grade retrogression during exhumation through shallow ductile levels. We found variable retrogressive deformation within the Naxos metamorphic core complex, which even pervasively affected significant portions of the migmatite-grade metamorphic core and remnant high-pressure areas of the metamorphic core complex, where retrogression led to pervasive formation of new fabrics within greenschist-facies metamorphic conditions during brittle-ductile transition. Within a continuum of retrogression, 40Ar/39Ar white mica dating allowed us to deduce three retrogressive ages at 16.52 ± 0.39 Ma (within the Naxos metamorphic core complex), 12.6 ± 0.28 Ma (Moutsounas detachment shear zone on the eastern boundary of the metamorphic core complex), and 10.43 ± 0.44 Ma to 8.40 ± 0.76 Ma (last ductile activity along the Naxos-Paros shear zone to the north of the metamorphic core complex). A further stage of retrogression at 12−11 Ma occurred along distinct low-angle normal faults within the middle Miocene Naxos Granite. Retrogressive microstructures, low-temperature calcite fabrics in marbles, and chloritization in metapelites (at temperatures of ∼350−130 °C) in the metamorphic core complex core resulted mainly from late-stage E-W shortening and folding. Late-stage flow of hydrous fluids resulted in resetting of fabrics and enhancement of ductile deformation. The middle−late Miocene retrogression events are also reflected by a similarly aged tectonic collapse basin in the hanging-wall unit above the detachment. The wide temporal range of retrogression within the Naxos metamorphic core complex coincides in age with retrogressive deformation within other metamorphic core complexes of the Aegean Sea. We interpret the long temporal range of retrogression to reflect outward, southwestward retreat of the subduction and sequential activation of major detachment zones

A citizen-centred approach to education in the smart city: incidental language learning for supporting the inclusion of recent migrants

Smart cities are often developed in a top-down approach and designers may see citizens as bits within data flows. A more human-centred perspective would be to consider what the smart city might afford its citizens. A high speed, pervasive network infrastructure offers the opportunity for ubiquitous mobile learning to become a reality. The MASELTOV project sees the smart city as enabling technology enhanced incidental learning: unplanned or unintentional learning that takes place in everyday life, in any place, at any time, with the city itself the context and the prompt for learning episodes. Migrants in particular will benefit: limited in their opportunity to attend formal education yet with a pressing need for language learning to support their integration. Incidental learning services, like smart city planning, need interdisciplinary communication for successful development. We describe the MASELTOV Incidental Learning Framework which will act as a boundary object to facilitate this process.

Learning cultures and personality: Some reasons why MOOCs haven’t closed the educational divide

Digitale Medien sind in der modernen Bildungslandschaft stetiger Hoffnungsträger für die Aufhebung der Bildungsungleichheit. Im Fokus der 2010er Jahre standen Massive Open Online Courses (MOOCs), die spätestens seit dem grossen MOOC-Hype 2012 kontinuierlich und in stetig wechselnder Gestalt als Optimierungen der Hochschulbildung gehandelt werden und selbst in den vergangenen sieben Jahren zahlreiche Veränderungen durchlaufen haben. MOOCs haben in der deutschen Hochschulbildung zu kontroversen Diskussionen geführt, bisweilen nehmen MOOCs an deutschen Hochschulen jedoch keinen besonderen Stellenwert ein. Dabei gäbees durchaus Potenziale zur Weiterentwicklung (und damit auch Optimierung) der Hochschullehre, wenn man an internationale Entwicklungen der MOOC-Forschung anknüpfen würde. Dieser Beitrag bilanziert, ob MOOCs den Ansprüchen der Digitalisierung in Hochschulen und den gesellschaftlichen Erwartungen, der Bildungsungleichheit entgegenzuwirken, gerecht werden und stützt sich in der kritischen Einschätzung auf die Ergebnisse einer gross angelegten (N > 1000) und abgeschlossenen quantitativen Studie über vier internationale MOOCs. Die Forschungsergebnisse begründen, warum MOOCs in ihrer traditionellen Form nicht zwingend zu einer Optimierung der Hochschulbildung führen, geben jedoch Hinweise darauf, wie dies nach wie vor gelingen könnte.Society and educational experts have put a lot of faith into digital media, hoping to close the educational divide throughout the world. Massive Open Online Courses (MOOCs) have gained special attention during the past seven years and have been speculated to optimize digital education on a global scale while undergoing rapid changes at the same time. These courses led to controversial discussions in Germany, however MOOCs play only a little to no role in the German educational system, even though MOOCs bear the potential to improve upon the educational divide, especially when taking international developments into consideration. This paper aims to evaluate, whether MOOCs live up to these high expectations by reporting key findings from a large quantitative analysis (N>1000) of four international MOOCs. The results show why MOOCs in their traditional forms are not necessarily an optimization of our higher education system, but discuss ways of how to improve MOOCs to further their role in democratizing global education