Dressed States Approach to Quantum Systems

Using the non-perturbative method of {\it dressed} states previously introduced in JPhysA, we study effects of the environment on a quantum mechanical system, in the case the environment is modeled by an ensemble of non interacting harmonic oscillators. This method allows to separate the whole system into the {\it dressed} mechanical system and the {\it dressed} environment, in terms of which an exact, non-perturbative approach is possible. When applied to the Brownian motion, we give explicit non-perturbative formulas for the classical path of the particle in the weak and strong coupling regimes. When applied to study atomic behaviours in cavities, the method accounts very precisely for experimentally observed inhibition of atomic decay in small cavities PhysLA, physics0111042

Connecting the dots: social networks in the classroom and white matter connections in the brain: social networks in the classroom and white matter connections in the brain

Pathways through Adolescenc

Frequent bullying involvement and brain morphology in children

Background: Over the past few decades, bullying has been recognized as a considerable public health concern. Involvement in bullying is associated with poor long-term social and psychiatric outcomes for both perpetrators and targets of bullying. Despite this concerning prognosis, few studies have investigated possible neurobiological correlates of bullying involvement that may explain the long-term impact of bullying. Cortical thickness is ideally suited for examining deviations in typical brain development, as it has been shown to detect subtle differences in children with psychopathology. We tested associations between bullying involvement and cortical thickness using a large, population-based cohort. Methods: The study sample consisted of 2,602 participants from the Generation R Study. When children were 8 years old, parents and teachers reported on common forms of child bullying involvement (physical, verbal, and relational). Questions ascertained whether a child was involved as a perpetrator (n = 82), a target of bullying (n = 92), as a combined perpetrator and target of bullying (n = 47), or uninvolved in frequent bullying (n = 2,38