Mechanically induced current and quantum evaporation from Luttinger liquids

We investigate transport through a tunnelling junction between an uncorrelated metallic lead and a Luttinger liquid when the latter is subjected to a time dependent perturbation. The tunnelling current as well as the electron energy distribution function are found to be strongly affected by the perturbation due to generation of harmonics in the density oscillations. Using a semiconducting lead instead of a metallic one results in electrons being injected into the lead even without applied voltage. Some applications to carbon nanotubes are discussed.Comment: 7 pages, 2 figures (eps files

Friends' and Adolescents' delinquency. The Moderating Role of Social Status and Reciprocity of Friendships

Contains fulltext : 90384.pdf (publisher's version ) (Closed access)The current study examined the role of friends' delinquency, in terms of violent and property offenses and vandalism. Data were collected from 1,025 adolescents and their best friends in 19 Dutch secondary schools. Concerning violent offenses, cross-sectional analyses showed that adolescents with a high-status friend were more likely to commit violent offenses themselves, whereas adolescents with a low-status friend engaging in vandalism had a greater likelihood of perpetrating vandalism than the adolescents with a high-status friend. The adolescent's violent delinquency and vandalism were positively related to the friend's delinquency only when the friendship was reciprocal. Longitudinally, adolescents with a high-status friend perpetrating vandalism were more likely to engage in vandalism, whereas those with a low-status vandalistic friend showed a decrease. Finally, having a reciprocal friend who committed property offenses increased the adolescent's risk of committing similar offenses, whereas adolescents with a unilateral friend showed a decreased risk over time

A Mulit-systemic school-based approach for addressing childhood aggression

School-based approaches to addressing aggression in the early grades have focused on explicit curriculum addressing social and emotional processes. The current study reviews research on the distinct modes of aggression, the status of current research on social and emotional processing relevant to problems of aggression amongst young children, as well as the social-relationship processes that occur in schools that hold transformative potential for children\u27s aggression and behavioural development. A framework incorporating peer-to-peer, teacher–child, and teacher-parent relationship components within a social–emotional curriculum is outlined to inform a multisystemic approach to addressing young children\u27s aggression