Symmetry enhanced first-order phase transition in a two-dimensional quantum magnet

Theoretical studies of quantum phase transitions have suggested critical points with higher symmetries than those of the underlying Hamiltonian. Here we demonstrate a surprising emergent symmetry of the coexistence state at a strongly discontinuous phase transition between two ordered ground states. We present a quantum Monte Carlo study of a two-dimensional S=1/2 quantum magnet hosting the antiferromagnetic (AFM) and plaquette-singlet solid (PSS) states recently detected in SrCu2(BO3)2. We observe that the O(3) symmetric AFM order and the Z2 symmetric PSS order form an O(4) vector at the transition. The control parameter g (a coupling ratio) rotates the vector between the AFM and PSS sectors and there are no energy barriers between the two at the transition point gc. This phenomenon may be observable in SrCu2(BO3)2.First author draf

Mixed methods - theory and practice. Sequential, explanatory approach

There appears to be a paucity of research undertaken in emotional intelligence in higher education suggesting a gap in which research can be undertaken that can provide new insight and add together with knowledge and understanding. This article discusses a study using sequential, explanatory, mixed methodology, which was undertaken on a sample of 533 academics (those employed by a university full time, part time, and hourly and who may be lecturers, tutors, instructors, researchers). The reason for collecting sequential quantitative and qualitative data into one study brings together two types of information providing greater understanding and insight into the research topics that may not have been obtained analysing and evaluating data separately. The findings from interviews helps explain the findings from quantitative data

The relationship between emotional intelligence and well-being in academic employees

The aim of this study is to investigate the relationships between emotional demands, emotional intelligence and perceived stress in a sample of academic employees. The sample size of 100% (N =533) includes the following: 45.8% (N = 244) are male with a mean age of 48.78 (SD = 10.9) and median of 49; and 54.2% (N = 289) are female with a mean age of 47.29 (SD = 9.78) and median of 48. All academics work for universities in different countries around the world. Instruments associated with managing emotions (Trait emotional intelligence questionnaire- short form, TEIQue-SF) and perceived stress scale (PSS) are used in this study and the findings show that there is an invert relationship between perceived stress scale (PSS) and managing emotions; as PSS reduces managing emotions increases. The findings of this study provide a user-friendly summary that can inform and contribute to theory and future research

Symmetry enhanced first-order phase transition in a two-dimensional quantum magnet

Theoretical studies of quantum phase transitions have suggested critical points with higher symmetries than those of the underlying Hamiltonian. Here we demonstrate a surprising emergent symmetry of the coexistence state at a strongly discontinuous phase transition between two ordered ground states. We present a quantum Monte Carlo study of a two-dimensional $S=1/2$ quantum magnet hosting the antiferromagnetic (AFM) and plaquette-singlet solid (PSS) states recently detected in SrCu$_2$(BO$_3$)$_2$. We observe that the O(3) symmetric AFM order and the Z$_2$ symmetric PSS order form an O(4) vector at the transition. The control parameter $g$ (a coupling ratio) rotates the vector between the AFM and PSS sectors and there are no energy barriers between the two at the transition point $g_c$. This phenomenon may be observable in SrCu$_2$(BO$_3$)$_2$.Comment: 12 pages, 12 figure

Emotional intelligence: coping and well-being amongst higher education academics. Are they related? How are they experienced?

Woods (2010) points out that research in emotional intelligence has been carried out at school level, but little research has been undertaken with academics in higher education. Research around emotions within the organisational context also appears to be limited in higher education (Briner, 1999, 2005; Kumar and Rooprai, 2009). There, therefore, appears to be an area in which research can be carried out. The overall aim of this study was to evaluate the concept of emotional intelligence (trait EI) in the higher educational context (University) and to investigate the relationship between emotional intelligence, coping and well-being. The research explored: how university academics cope emotionally with interpersonal relationships; if there was a significant correlation between emotional intelligence and well-being; if emotional intelligence can help academics cope; the emotionally challenging experiences academics have and how they cope with them. Mixed methodology was used in this research using a sequential, explanatory approach. Triangulation brings together the findings from the analysis of quantitative and qualitative data. The quantitative aspect of the research included a sample size of 100% (N =533); 45.8% (N = 244) male, with a mean age of 48.78 (SD = 10.9); and 54.2% (N = 289) female, with a mean age of 47.29 (SD = 9.78). All participants worked for universities in different countries around the world. Pearson’s product moment correlation coefficient was used to analyse the quantitative data associated with: coping (Carver, Scheier and Weintraub, 1989), managing emotions (Petrides, 2009a); perceived stress scale (PSS) (Cohen, Kamarck and Mermelstein, 1983); emotional demands (COPSOQ) (Copenhagen Psychosocial Questionnaire, 2003); and home/work recovery (Querstret and Cropley, 2012). The analysis showed that there was an inverse correlation between PSS and managing emotions (r = -0.52) suggesting a relationship between managing emotions and perceived stress. There appeared to be less significant relationships between the other instruments. Curvature analysis was undertaken on the relationship between emotional intelligence (EI squared) and Perceived stress (PSS). The findings identified a small R squared change of 0.007, while the sig F change is 0.036 which suggests significance as it is less than 0.05. However, it is very small. The nonlinear effect (the addition) of the EI squared variable which is associated with the 0.007 change was 4.41 (F change) which again, appeared very small when compared with the linear F change of 168.32. Moderation was undertaken using Hayes’ (2016) “Process” model. The findings showed that when there was a low level of coping there was a significant negative relationship between PSS and EI (b = -0.16, 95% CI [-0.21, -0.11], t = -6.36, p =00). At the mean value of coping, there was a negative relationship between PSS and EI (b = -0.19, 95% CI [- 0.22, -0.15], t = -10.92, p =00). When there was a high level of coping there was a significant negative relationship between PSS and EI (b = - 0.21, 95% CI [-0.25, -0.17], t = -9.33, p =00). The findings suggest that notwithstanding how well academics cope there was a negative relationship between PSS and EI. The conditional effect of x on y values of the moderators showed that at low levels of coping there was a (negative) significant effect (p less than 0.05) of PSS on EI (-12.01, p <0.05). At average levels of coping there was negative significant effect of PSS on EI (0, p <0.05). At high levels of coping there was a positive significant effect. Mediation analysis was also undertaken to find out the effect PSS has on EI influenced by coping. The findings suggest that there was a small significant indirect effect of PSS on EI, through coping where b = 0.02, 95% CI [-0.05, 0.08]. The qualitative aspect of the research included interviews with 11 academics aged 29 to 58. Thematic analysis (TA) was undertaken identifying examples of emotional challenges and experience that are integrated into the study to contextualise the findings. The findings suggest that each person has his/ her own coping strategies which may overlap. This does not come out from findings of the questionnaire/ survey, exemplifying the advantages of undertaking interviews. The findings from the interviews were used to provide greater depth and explanation, than if quantitative data was used alone. Limitations identified include individual differences and challenges in generalising beyond the sample size. A further limitation was that different sample types, models and instruments may have been used in earlier research. Fuzzy generalisations are, therefore, made that replace the certainty of scientific generalisations that help contribute to theory and future research. Overall, it was apparent from the findings from the interviews that, whereas academics experience stressful/ challenging experiences, they use emotional intelligence to help them cope in a constructive manner using ways of coping such as: humour, emotional/ instrumental support. The findings from the quantitative data showed that as perceived stress goes down, emotional intelligence goes up. Each of the methods undertaken in this study support the view that academics do use emotional intelligence to help them cope with stressful and challenging experiences, dependent upon context and circumstances that he/ she experience. Recommendations are made that include training academics to understand their own emotions and to identify emotions in others and then to manage the emotions. This could help increase awareness of emotional intelligence. It is recommended that training be voluntary and be extended to all stakeholders. To embed the training into the organisational procedures and to help communication of emotional intelligence, policies should be developed to help academics and other stakeholders to cope with stressful and challenging experiences to help improve student experience

Coping with interpersonal relationships within higher education (universities)

The object of this study is to explore academic stress amongst academics (those who are employed by full/ part time, hourly paid, and who may be lecturers/ tutors/ instructors/ researchers) working for a university in different countries around the world. 533 (100%) academics participated in an online questionnaire/ survey. 244 (45.8%) were male with a mean age of 48.78 (SD = 10.9); and 54.2% (N = 289) were female with a mean age of 47.29 (SD = 9.78). The minimum age of participants was 24 and the maximum was 78 (Mean: 47.99; SD: 10.32). The participants responded to the perceived stress scale (PSS) (Cohen et al, 1983) and findings are discussed

Therapeutic targeting of integrin αvβ6 in breast cancer

BACKGROUND: Integrin ?v?6 promotes migration, invasion, and survival of cancer cells; however, the relevance and role of ?v?6 has yet to be elucidated in breast cancer.METHODS: Protein expression of integrin subunit beta6 (?6) was measured in breast cancers by immunohistochemistry (n &gt; 2000) and ITGB6 mRNA expression measured in the Molecular Taxonomy of Breast Cancer International Consortium dataset. Overall survival was assessed using Kaplan Meier curves, and bioinformatics statistical analyses were performed (Cox proportional hazards model, Wald test, and Chi-square test of association). Using antibody (264RAD) blockade and siRNA knockdown of ?6 in breast cell lines, the role of ?v?6 in Human Epidermal Growth Factor Receptor 2 (HER2) biology (expression, proliferation, invasion, growth in vivo) was assessed by flow cytometry, MTT, Transwell invasion, proximity ligation assay, and xenografts (n ? 3), respectively. A student's t-test was used for two variables; three-plus variables used one-way analysis of variance with Bonferroni's Multiple Comparison Test. Xenograft growth was analyzed using linear mixed model analysis, followed by Wald testing and survival, analyzed using the Log-Rank test. All statistical tests were two sided.RESULTS: High expression of either the mRNA or protein for the integrin subunit ?6 was associated with very poor survival (HR = 1.60, 95% CI = 1.19 to 2.15, P = .002) and increased metastases to distant sites. Co-expression of ?6 and HER2 was associated with worse prognosis (HR = 1.97, 95% CI = 1.16 to 3.35, P = .01). Monotherapy with 264RAD or trastuzumab slowed growth of MCF-7/HER2-18 and BT-474 xenografts similarly (P &lt; .001), but combining 264RAD with trastuzumab effectively stopped tumor growth, even in trastuzumab-resistant MCF-7/HER2-18 xenografts.CONCLUSIONS: Targeting ?v?6 with 264RAD alone or in combination with trastuzumab may provide a novel therapy for treating high-risk and trastuzumab-resistant breast cancer patients.<br/

Small Platforms, High Return: The Need to Enhance Investment in Small Satellites for Focused Science, Career Development, and Improved Equity

In the next decade, there is an opportunity for very high return on investment of relatively small budgets by elevating the priority of smallsat funding in heliophysics. We've learned in the past decade that these missions perform exceptionally well by traditional metrics, e.g., papers/year/\$M (Spence et al. 2022 -- arXiv:2206.02968). It is also well established that there is a "leaky pipeline" resulting in too little diversity in leadership positions (see the National Academies Report at https://www.nationalacademies.org/our-work/increasing-diversity-in-the-leadership-of-competed-space-missions). Prioritizing smallsat funding would significantly increase the number of opportunities for new leaders to learn -- a crucial patch for the pipeline and an essential phase of career development. At present, however, there are far more proposers than the available funding can support, leading to selection ratios that can be as low as 6% -- in the bottom 0.5th percentile of selection ratios across the history of ROSES. Prioritizing SmallSat funding and substantially increasing that selection ratio are the fundamental recommendations being made by this white paper.Comment: White paper submitted to the Decadal Survey for Solar and Space Physics (Heliophysics) 2024-2033; 6 pages, 1 figur