Analysis and optimization of an omnidirectional direction-finding system

System determines the direction of arrival of an electromagnetic wave with the direction information in a readily usable form. It presents a relatively small physical structure and does not require mechanical positioning

A general resonance theory based on Mourre's inequality

We study the perturbation of bound states embedded in the continuous spectrum which are unstable by the Fermi Golden Rule. The approach to resonance theory based on spectral deformation is extended to a more general class of quantum systems characterized by Mourre's inequality and smoothness of the resolvent. Within the framework of perturbation theory it is still possible to give a definite meaning to the notion of complex resonance energies and of corresponding metastable states. The main result is a quasi-exponential decay estimate up to a controlled error of higher order in perturbation theory.Comment: 17 page

The heat kernel expansion for the electromagnetic field in a cavity

We derive the first six coefficients of the heat kernel expansion for the electromagnetic field in a cavity by relating it to the expansion for the Laplace operator acting on forms. As an application we verify that the electromagnetic Casimir energy is finite.Comment: 12 page

Domain general learning: Infants use social and non-social cues when learning object statistics.

Previous research has shown that infants can learn from social cues. But is a social cue more effective at directing learning than a non-social cue? This study investigated whether 9-month-old infants (N = 55) could learn a visual statistical regularity in the presence of a distracting visual sequence when attention was directed by either a social cue (a person) or a non-social cue (a rectangle). The results show that both social and non-social cues can guide infants' attention to a visual shape sequence (and away from a distracting sequence). The social cue more effectively directed attention than the non-social cue during the familiarization phase, but the social cue did not result in significantly stronger learning than the non-social cue. The findings suggest that domain general attention mechanisms allow for the comparable learning seen in both conditions