1,662 research outputs found
The identity of some Hippolais specimens from Eritrea and the United Arab Emirates examined by mtDNA analysis: a record of Sykes's Warbler H-rama in Africa
Numerical evidence for the maximum number of mutually unbiased bases in dimension six
The question of determining the maximal number of mutually unbiased bases in
dimension six has received much attention since their introduction to quantum
information theory, but a definitive answer has still not been found. In this
paper we move away from the traditional analytic approach and use a numerical
approach to attempt to determine this number. We numerically minimise a
non-negative function of a set of N+1 orthonormal bases in dimension d which
only evaluates to zero if the bases are mutually unbiased. As a result we find
strong evidence that (as has been conjectured elsewhere) there are no more than
three mutually unbiased bases in dimension six.Comment: 4 pages, 2 figures, some minor changes mad
Recommended from our members
Careers âfromâ but not âinâ science: why aspirations to be a scientist are challenging for minority ethnic students?
The importance of science to the economy and for the progression of society is widely acknowledged. Yet, there are concerns that minority ethnic students in the UK are underrepresented, and even excluded, from post-compulsory science education and careers in science. Drawing on an exploratory study of 46 semi-structured interviews with British young people (aged 11-14) from Black Caribbean, Pakistani, Bangladeshi, Indian and Chinese ethnic backgrounds, this paper explores why careers in science are not popular aspirations among minority ethnic students, while careers from science are highly sought after. Using sociological theories of identity, this paper argues that gender and ethnic identities can operate in multifaceted ways to influence studentsâ careers aspirations. Being a scientist is constructed by students as a highly gendered and racialized profession, which may reflect popular discourse of scientist as typically for âwhite menâ. Careers from science, particularly in medicine, appeared popular among some, but not all, minority ethnic groups, as being a medical staff is considered intrinsically and extrinsically rewarding. Implications of the findings for the science education of minority ethnic students are discussed
Recommended from our members
User-Centred Design to Support Exploration and Path Creation in Cultural Heritage Collections
In this paper, we present the results of the user requirements and interface design phase for a prototype system, designed to enhance interaction with cultural heritage collections online through means of a pathway metaphor. We present a single user interaction model that supports various work and information seeking tasks undertaken by both expert and non-expert users within the context of collection exploration and path creation. The user interaction model is shown to enable seamless movement between interaction modes, with the potential over time to encourage deeper engagement and learning
The identity of some Hippolais specimens from Eritrea and the United Arab Emirates examined by mtDNA analysis: a record of Sykes's Warbler H. rama in Africa
CrashEd â A live immersive, learning experience embedding STEM subjects in a realistic, interactive crime scene
Interactive experiences are rapidly becoming popular via the surge of âescape roomsâ; part game and part theatre, the âescapeâ experience is exploding globally, having gone from zero offered at the outset of 2010 to at least 2800 different experiences available worldwide today. CrashEd is an interactive learning experience that parallels many of the attractions of an escape room â it incorporates a staged, realistic âcrime sceneâ and invites participants to work together to gather forensic evidence and question a witness in order to solve a crime, all whilst competing against a ticking clock. An animation can enhance reality and engage with cognitive processes to help learning; in CrashEd, it is the last piece of the jigsaw that consolidates the studentsâ incremental acquisition of knowledge to tie together the pieces of evidence, identify a suspect and ultimately solve the crime. This article presents the background to CrashEd and an overview of how a timely placed animation at the end of an educational experience can enhance learning. The lessons learned, from delivering bespoke versions of the experience to different demographic groups, are discussed. The article will consider the successes and challenges raised by the collaborative project, future developments and potential wider implications of the development of CrashEd
Long term geological record of a global deep subsurface microbial habitat in sand injection complexes
Peer reviewedPublisher PD
Recommended from our members
Disorientating, fun or meaningful? Disadvantaged families' experiences of a science museum visit
It is widely agreed that there is a need to increase and widen science partici- pation. Informal science learning environments (ISLEs), such as science museums, may provide valuable spaces within which to engage visitorsâyet the visitor profile of science museums remains narrow. This paper seeks to understand the experiences of socially disadvantaged families within such spaces. Using a Bourdieusian analytic lens, we analyse qualitative data from a small study conducted with ten parents and ten children from an urban school who visited a large science museum. Data includes pre- and post-interviews, audio recordings and visit fieldnotes. We characterised familiesâ experiences as falling into three discourses, as âdisorientatingâ, âfunâ or âmeaningfulâ visits. Analysis identifies how the familiesâ experiences, and the likelihood of deriving science learning from the visit, were shaped through interactions of habitus and capital. Implications for improving equity and inclusion within ISLEs are discussed
Helping Business Schools Engage with Real Problems: The Contribution of Critical Realism and Systems Thinking
The world faces major problems, not least climate change and the financial crisis, and business schools have been criticised for their failure to help address these issues and, in the case of the financial meltdown, for being causally implicated in it. In this paper we begin by describing the extent of what has been called the rigour/relevance debate. We then diagnose the nature of the problem in terms of historical, structural and contextual mechanisms that initiated and now sustain an inability of business schools to engage with real-world issues. We then propose a combination of measures, which mutually reinforce each other, that are necessary to break into this vicious circle â critical realism as an underpinning philosophy that supports and embodies the next points; holism and transdisciplinarity; multimethodology (mixed-methods research); and a critical and ethical-committed stance. OR and management science have much to contribute in terms of both powerful analytical methods and problem structuring methods
- âŠ