Coherent Quantum Network of Superconducting Qubits as a Highly Sensitive Detector of Microwave Photons for Searching of Galactic Axions

We propose a novel approach to detect a low power microwave signal with a frequency of the order of several GHz based on a coherent collective response of quantum states occurring in a superconducting qubits network (SQN). An SQN composes of a large number of superconducting qubits embedded in a low-dissipative superconducting resonator. Our theory predicts that an SQN interacting with the off-resonance microwave radiation, demonstrates the collective alternating current Stark effect that can be measured even in the limit of single photon counting. A design of the layout of three terminals SQN detectors containing 10 flux qubits weakly coupled to a low-dissipative R-resonator and T-transmission line was developed. The samples were fabricated by Al-based technology with Nb resonator. The SQN detector was tested in terms of microwave measurements of scattering parameters and two-tone spectroscopy. A substantial shift of the frequency position of the transmission coefficient drop induced by a second tone pump signal was observed, and this effect clearly manifests a nonlinear multiphoton interaction between the second-tone microwave pump signal and an array of qubits

Instructional Models for Course-Based Research Experience (CRE) Teaching

The course-based research experience (CRE) with its documented educational benefits is increasingly being implemented in science, technology, engineering, and mathematics education. This article reports on a study that was done over a period of 3 years to explicate the instructional processes involved in teaching an undergraduate CRE. One hundred and two instructors from the established and large multi-institutional SEA-PHAGES program were surveyed for their understanding of the aims and practices of CRE teaching. This was followed by large-scale feedback sessions with the cohort of instructors at the annual SEA Faculty Meeting and subsequently with a small focus group of expert CRE instructors. Using a qualitative content analysis approach, the survey data were analyzed for the aims of inquiry instruction and pedagogical practices used to achieve these goals. The results characterize CRE inquiry teaching as involving three instructional models: 1) being a scientist and generating data; 2) teaching procedural knowledge; and 3) fostering project ownership. Each of these models is explicated and visualized in terms of the specific pedagogical practices and their relationships. The models present a complex picture of the ways in which CRE instruction is conducted on a daily basis and can inform instructors and institutions new to CRE teaching

Genomic diversity of bacteriophages infecting Microbacterium spp

The bacteriophage population is vast, dynamic, old, and genetically diverse. The genomics of phages that infect bacterial hosts in the phylum Actinobacteria show them to not only be diverse but also pervasively mosaic, and replete with genes of unknown function. To further explore this broad group of bacteriophages, we describe here the isolation and genomic characterization of 116 phages that infect Microbacterium spp. Most of the phages are lytic, and can be grouped into twelve clusters according to their overall relatedness; seven of the phages are singletons with no close relatives. Genome sizes vary from 17.3 kbp to 97.7 kbp, and their G+C% content ranges from 51.4% to 71.4%, compared to ~67% for their Microbacterium hosts. The phages were isolated on five different Microbacterium species, but typically do not efficiently infect strains beyond the one on which they were isolated. These Microbacterium phages contain many novel features, including very large viral genes (13.5 kbp) and unusual fusions of structural proteins, including a fusion of VIP2 toxin and a MuF-like protein into a single gene. These phages and their genetic components such as integration systems, recombineering tools, and phage-mediated delivery systems, will be useful resources for advancing Microbacterium genetics

Instructional Models for Course-Based Research Experience (CRE) Teaching

The course-based research experience (CRE) with its documented educational benefits is increasingly being implemented in science, technology, engineering, and mathematics education. This article reports on a study that was done over a period of 3 years to explicate the instructional processes involved in teaching an undergraduate CRE. One hundred and two instructors from the established and large multi-institutional SEA-PHAGES program were surveyed for their understanding of the aims and practices of CRE teaching. This was followed by large-scale feedback sessions with the cohort of instructors at the annual SEA Faculty Meeting and subsequently with a small focus group of expert CRE instructors. Using a qualitative content analysis approach, the survey data were analyzed for the aims of inquiry instruction and pedagogical practices used to achieve these goals. The results characterize CRE inquiry teaching as involving three instructional models: 1) being a scientist and generating data; 2) teaching procedural knowledge; and 3) fostering project ownership. Each of these models is explicated and visualized in terms of the specific pedagogical practices and their relationships. The models present a complex picture of the ways in which CRE instruction is conducted on a daily basis and can inform instructors and institutions new to CRE teaching

Contemporary pharmacist practice patterns

This study\u27s purpose was to: (a) Describe male/female pharmacist practice patterns; (b) Provide an accurate determination of male/female Full-Time Equivalency (FTE); (c) Identify the factors which best explain male/female differences in FTE; and (d) Identify male/female pharmacist career pattern differences. A conceptual model was developed hypothesizing the impact of significant life events (e.g., marriage, children) upon FTE. A random sample of 2,000 pharmacists was surveyed by mail. From a net useable response rate of 64.49%, 522 males (45.5%) and 627 females (54.6%) were included in the final analysis. Males were older than females (46.23 versus 35.82 years). A larger percentage of males (66.0%) were salaried compared to females (49.1%). Male mean hourly wage was $22.21 (SD$ pm$\$3.47) versus$21.63 (SD $pm$ \$3.25) for females. Female differential work force participation has caused much concern. A majority of females (51.7$\le$0.001). These factors explained 13$\sp2$= 0.1303). For females the negative factors were spouse income percent contribution to joint income, presence of children and employee status. These variables explained 33$\sp2$ = 0.3275). Significant gender-based differences were found in full-time equivalency, practice site, functional activity in the practice site and the impact of children. Hourly wage differences were insignificant. Compared to previous studies, the differences in FTE narrowed. Practice pattern differences appear, in part, to be the result of childbearing and family responsibilities falling on the female. A gender-free definition of FTE was recommended for adoption based on a standard 40 hour workweek

Growing Mine Rescue Capability through Development of University Student Teams

Following a study by NIOSH on the availability of teams in the U.S. as well as existing training sites and their capabilities, the Penn State University, leaders of the Pittsburgh Section of SME, providers of mine rescue equipment, and industry sponsors united to establish and make fully functional a student mine rescue team at Penn State University. With the growth of MERD and mine rescue competitive events at Missouri S&T, the Mine Training and Technology Center in PA, and at Colorado School of Mines Edgar Mine, a critical mass of effective training venues were made available to help student teams progress and develop mine rescue skills. The challenges to be met in creating and developing a student mine rescue team will be discussed. The rewards from this type of effort will be the quick capability of graduates from mining engineering programs to be involved in not only mining operations, but industry mine rescue teams and other leadership roles as well. Copyright © 2012 by SME