Quantum Information Propagation Preserving Computational Electromagnetics

We propose a new methodology, called numerical canonical quantization, to solve quantum Maxwell's equations useful for mathematical modeling of quantum optics physics, and numerical experiments on arbitrary passive and lossless quantum-optical systems. It is based on: (1) the macroscopic (phenomenological) electromagnetic theory on quantum electrodynamics (QED), and (2) concepts borrowed from computational electromagnetics. It was shown that canonical quantization in inhomogeneous dielectric media required definite and proper normal modes. Here, instead of ad-hoc analytic normal modes, we numerically construct complete and time-reversible normal modes in the form of traveling waves to diagonalize the Hamiltonian. Specifically, we directly solve the Helmholtz wave equations for a general linear, reciprocal, isotropic, non-dispersive, and inhomogeneous dielectric media by using either finite-element or finite-difference methods. To convert a scattering problem with infinite number of modes into one with a finite number of modes, we impose Bloch-periodic boundary conditions. This will sparsely sample the normal modes with numerical Bloch-Floquet-like normal modes. Subsequent procedure of numerical canonical quantization is straightforward using linear algebra. We provide relevant numerical recipes in detail and show an important numerical example of indistinguishable two-photon interference in quantum beam splitters, exhibiting Hong-Ou-Mandel effect, which is purely a quantum effect. Also, the present methodology provides a way of numerically investigating existing or new macroscopic QED theories. It will eventually allow quantum-optical numerical experiments of high fidelity to replace many real experiments as in classical electromagnetics.Comment: 17 pages, 11 figures, journal article submitted to Physical review A (under review

Electromagnetic Wave Theory and Remote Sensing

Contains reports on seven research projects.Joint Services Electronics Program (Contract DAAG29-78-C-0020)Joint Services Electronics Program (Contract DAAG29-80-C-0104)National Science Foundation (Grant ENG78-23145)National Aeronautics and Space Administration (Contract NAS5-24139)Schlumberger Doll Research CenterU.S. Air Force - Hanscom (Contract F19628-80-C-0052)National Aeronautics and Space Administration (Contract NAG 5-16)Draper Laboratory (Contract DL-H-182642

Electromagnetic Wave Theory and Remote Sensing

Contains reports on seven research projects.Joint Services Electronics Program (Contract DAAG29-80-C-0104)National Science Foundation (Grant ENG 78-23145)Schlumberger-Doll Research CenterU.S. Air Force - Hanscom (Contract F19628-80-C-0052)National Aeronautics and Space Administration (Grant NAG5-16)Draper Laboratory (Contract DL-H-182642)National Aeornautics and Space Administration (Contract NAG5-141

Electromagnetic Wave Theory and Remote Sensing

Contains reports on eight research projects.Joint Services Electronics Program (Contract DAAG29-83-K-0003)National Science Foundation (Grant ECS82-03390)Schlumberger-Doll Research CenterNational Aeronautics and Space Administration (Contract NAG5-141)National Aeronautics and Space Administration (Contract NAS5-26861)National Aeronautics and Space Administration (Contract NAG5-270)U.S. Navy - Office of Naval Research (Contract N00014-83-K-0258)International Business Machines, Inc

The impact of clinical placements on the emotional intelligence of occupational therapy, physiotherapy, speech pathology, and business students: a longitudinal study

Background: Emotional intelligence (EI) is a critical skill for healthcare practitioners. Minimal longitudinal research has tracked the changes in EI of therapy students over their final full-time clinical placements. Methods: The Emotional Quotient Inventory (EQ-i2.0) measured the EI of 283 therapy students and 93 business students (control group who do no clinical placements) at three time points over a 16-month period, the same period that the therapy students participated in clinical placements. Results: Analysis of the therapy students showed significant increases over the 16 months of the study in Total EI score, as well as nine other EI skills. However, large percentages of students reported declining scores in emotional expression, assertiveness, self-expression, and stress tolerance, with some students reporting low EI scores before commencing full-time extended clinical placements. Conclusions: The study contributes to new knowledge about the changing EI skills of therapy students as they complete their full-time, extended placements. Emotional intelligence in student therapists should be actively fostered during coursework, clinical placements and when first entering the workforce. University educators are encouraged to include EI content through the therapy curricula. Employers are encouraged to provide peer coaching, mentoring and workshops focused on EI skills to recent graduates