Arrays of Josephson junctions between unconventional superconductors

We study large arrays of mesoscopic junctions between gapless superconductors where the tunneling processes of both, particle-hole and Cooper, pairs give rise to a strongly retarded effective action which, contrary to the standard case, can not be readily characterized in terms of a local Josephson energy. This complexity is expected to arise in, e.g., the grain boundary and c-axis junctions in layered high-T_c superconductors. A new representation for describing collective phenomena in this system is introduced, and its phase diagram is discussed, alongside the electrical conductivity.Comment: Latex, 4+ pages, 1 figur

On the Quantum Jarzynski Identity

In this note, we will discuss how to compactly express and prove the Jarzynski identity for an open quantum system with dissipative dynamics. We will avoid explicitly measuring the work directly, which is tantamount to continuously monitoring the system, and instead measure the heat flow from the environment. We represent the measurement of heat flow with Hermitian map superoperators that act on the system density matrix. Hermitian maps provide a convenient and compact representation of sequential measurement and correlation functions.Comment: 4 page

Dendrimer-Encapsulated Nanoparticles: New Synthetic and Characterization Methods and Catalytic Applications

In this article we describe the synthesis, characterization, and applications of dendrimer-encapsulated nanoparticles (DENs). These materials are synthesized using a template approach in which metal ions are extracted into the interior of dendrimers and then subsequently reduced chemically to yield nearly size-monodisperse particles having diameters in the 1-2 nm range. Monometallic, bimetallic (alloy and core@shell), and semiconductor nanoparticles have been prepared by this route. The dendrimer component of these composites serves not only as a template for preparing the nanoparticle replica, but also as a stabilizer for the nanoparticle. In this perspective, we report on progress in the synthesis, characterization, and applications of these materials since our last review in 2005. Significant advances in the synthesis of core@shell DENs, characterization, and applications to homogeneous and heterogeneous catalysis (including electrocatalysis) are emphasized.U.S. Department of Energy, Office of Basic Energy Sciences DE-FG02-09ER16090U.S. National Science Foundation 0847957Robert A. Welch Foundation F-0032Chemistr

Who Are We Missing? The Impact of Requiring Parental or Guardian Consent on Research With Lesbian, Gay, Bisexual, Trans, Two-Spirit, Queer/Questioning Youth.

PURPOSE: The purpose was to examine whether a requirement for parental or guardian consent systematically limits which lesbian, gay, bisexual, trans, two-spirit, queer/questioning (LGBT2Q+) youth participate in research. METHODS: A total of 60 LGBT2Q+ youth (aged 14-18 years) completed measures assessing gender and sexual minority identity, depression and anxiety, help-seeking intentions, and social support. RESULTS: A substantial proportion (37.6%) of youth reported that they would not have participated in the research if parental or guardian consent was required. Those who would not have participated had more negative attitudes about their sexual and gender identity, less family support, lower levels of help-seeking intentions, and higher levels of negative affect. CONCLUSIONS: The results suggest that requiring parental or guardian consent may exclude the most at-risk youth. Policy and practice decisions regarding the health and mental health outcomes of LGBT2Q+ youth might be based on incomplete and unrepresentative data

Promoting First Nations, Metis, and Inuit Youth Wellbeing through Culturally-Relevant Programming: The Role of Cultural Connectedness and Identity

Objectives: Although culturally relevant programming has been identified as a promising practice for promoting resiliency among First Nations, Métis, and Inuit (FNMI) youth, the specific ways in which these programs contribute to wellbeing are unclear. The Fourth R: Uniting Our Nations programs include an array of strengths-based culturally relevant programs for FNMI youth that have been found to increase wellbeing. The purpose of this study was to explore how culturally relevant programming provides a forum for intrapersonal and interpersonal growth. Methods: In-depth interviews were conducted with 12 adult FNMI community and education stakeholders who have had extensive involvement with the programs. Interviews were transcribed and analyzed with an inductive approach through the use of open-coding. Results: Two themes emerged to clarify the relationships between culturally relevant programming and youth wellbeing. The two interconnected themes were the importance of identity and belonging, and the role of cultural connectedness in promoting wellbeing among FNMI youth. Conclusion: Culturally relevant programming provides a powerful opportunity for youth to develop their personal sense of positive cultural identity and feelings of belonging. In addition, the sense of connection to culture was seen to have a direct positive impact on youth, partly through combatting shame

Relic Neutrinos and Z-Resonance Mechanism for Highest-Energy Cosmic Rays

The origin of the highest-energy cosmic rays remains elusive. The decay of a superheavy particle (X) into an ultra-energetic neutrino which scatters from a relic (anti-)neutrino at the Z-resonance has attractive features. Given the necessary X mass of $10^{14\sim15}$ GeV, the required lifetime, $10^{15\sim16}$ y, renders model-building a serious challenge but three logical possibilities are considered: (i) X is a Higgs scalar in SU(15) belonging to high-rank representation, leading to {\it power}-enhanced lifetime; (ii) a global X quantum number has {\it exponentially}-suppressed symmetry-breaking by instantons; and (iii) with additional space dimension(s) localisation of X within the real-world brane leads to {\it gaussian} decay suppression, the most efficient of the suppression mechanisms considered.Comment: 10 page LaTeX and one postscript figure. References adde

Impact of Trauma-Informed Training and Mindfulness-Based Social–Emotional Learning Program on Teacher Attitudes and Burnout: A Mixed-Methods Study

A trauma-informed approach can give teachers the strategies they need to help children affected by trauma reach their full potential in the classroom. Mindfulness-based social–emotional learning (SEL) programs equip teachers with essential tools to create a trauma-informed classroom, which in turn helps alleviate stress associated with supporting trauma-impacted children. Because existing research on SEL programs has predominantly focused on student well-being, there is a paucity of research examining teacher outcomes and the integration of a trauma-informed framework. The purpose of the study was to investigate the benefits of trauma-informed training and MindUP delivery on educator attitudes and burnout. Intervention educators received trauma-informed and MindUP training and implemented MindUP in their classrooms. Comparison educators did not participate in training and taught their usual curriculum. We compared trauma-informed attitudes and burnout levels among 112 educators (n = 71 intervention, n = 41 comparison) using the Attitudes Related to Trauma-Informed Care (ARTIC) scale and the Maslach Burnout Inventory. Pre- and post-intervention quantitative data were augmented by qualitative focus group data. Results showed that educators in the intervention group reported significant decreases in emotional exhaustion, and significant improvements in the reactions subscale and overall scores on the ARTIC scale. Greatest improvements in self-efficacy and personal accomplishment were observed among educators who implemented MindUP for two consecutive years. These findings were supported by focus group data. Our results show that infusing trauma-informed training with an existing mindfulness-based SEL intervention may encourage teachers to embrace trauma-sensitive attitudes and reduce burnout

Strengths-based Programming for First Nations Youth in Schools: Building Engagement Through Healthy Relationships and Leadership Skills

FirstNationsyouthinCanadademonstratedisproportionatelyhighratesofnegative behaviors such as violence, substance abuse, and leaving school early. An understanding of historical context and current environment helps explain these patterns. Providing culturally relevant opportunities for youth to build healthy relationships and leadership skills has the potential to increase youth engagement. Over the past four years our multidisciplinary team of researchers, educators, program developers, and community leaders have worked together to develop a number of school-based initiatives that focus on increasing youth engagement through building on strengths and the promotion of healthy relationships. Specific strategies include peer mentoring, a credit-based academic course, and transition conferences for grade 8 students. This article describes these initiatives and some of the early successes and challenges we have faced in the design and implementation of them. Preliminary evidence is presented to support the contention that these initiatives increase youth engagement