Representations of the Weyl group and Wigner functions for SU(3)

Bases for SU(3) irreps are constructed on a space of three-particle tensor products of two-dimensional harmonic oscillator wave functions. The Weyl group is represented as the symmetric group of permutations of the particle coordinates of these space. Wigner functions for SU(3) are expressed as products of SU(2) Wigner functions and matrix elements of Weyl transformations. The constructions make explicit use of dual reductive pairs which are shown to be particularly relevant to problems in optics and quantum interferometry.Comment: : RevTex file, 11 pages with 2 figure

Penning traps with unitary architecture for storage of highly charged ions

Penning traps are made extremely compact by embedding rare-earth permanent magnets in the electrode structure. Axially-oriented NdFeB magnets are used in unitary architectures that couple the electric and magnetic components into an integrated structure. We have constructed a two- magnet Penning trap with radial access to enable the use of laser or atomic beams, as well as the collection of light. An experimental apparatus equipped with ion optics is installed at the NIST electron beam ion trap (EBIT) facility, constrained to fit within 1 meter at the end of a horizontal beamline for transporting highly charged ions. Highly charged ions of neon and argon, extracted with initial energies up to 4000 eV per unit charge, are captured and stored to study the confinement properties of a one-magnet trap and a two-magnet trap. Design considerations and some test results are discussed

Knowledge and Awareness Among Patients with Chronic Kidney Disease Stage 3

Knowledge is a prerequisite for changing behavior, and is useful for improving outcomes and reducing mortality rates in patients diagnosed with chronic kidney disease (CKD). The purpose of this article is to describe baseline CKD knowledge and awareness obtained as part of a larger study testing the feasibility of a self-management intervention. Thirty patients were recruited who had CKD Stage 3 with coexisting diabetes and hypertension. Fifty-four percent of the sample were unaware of their CKD diagnosis. Participants had a moderate amount of CKD knowledge. This study suggests the need to increase knowledge in patients with CKD Stage 3 to aid in slowing disease progression

Folding-competent and folding-defective forms of Ricin A chain have different fates following retrotranslocation from the endoplasmic reticulum

We report that a toxic polypeptide retaining the potential to refold upon dislocation from the endoplasmic reticulum (ER) to the cytosol (ricin A chain; RTA) and a misfolded version that cannot (termed RTAΔ), follow ER-associated degradation (ERAD) pathways in Saccharomyces cerevisiae that substantially diverge in the cytosol. Both polypeptides are dislocated in a step mediated by the transmembrane Hrd1p ubiquitin ligase complex and subsequently degraded. Canonical polyubiquitylation is not a prerequisite for this interaction because a catalytically inactive Hrd1p E3 ubiquitin ligase retains the ability to retrotranslocate RTA, and variants lacking one or both endogenous lysyl residues also require the Hrd1p complex. In the case of native RTA, we established that dislocation also depends on other components of the classical ERAD-L pathway as well as an ongoing ER–Golgi transport. However, the dislocation pathways deviate strikingly upon entry into the cytosol. Here, the CDC48 complex is required only for RTAΔ, although the involvement of individual ATPases (Rpt proteins) in the 19S regulatory particle (RP) of the proteasome, and the 20S catalytic chamber itself, is very different for the two RTA variants. We conclude that cytosolic ERAD components, particularly the proteasome RP, can discriminate between structural features of the same substrate

The functional interactome landscape of the human histone deacetylase family

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/102187/1/msb201326-sup-0001.pdfhttp://deepblue.lib.umich.edu/bitstream/2027.42/102187/2/msb201326.pdfhttp://deepblue.lib.umich.edu/bitstream/2027.42/102187/3/msb201326.reviewer_comments.pd

A complementarity-based approach to phase in finite-dimensional quantum systems

We develop a comprehensive theory of phase for finite-dimensional quantum systems. The only physical requirement we impose is that phase is complementary to amplitude. To implement this complementarity we use the notion of mutually unbiased bases, which exist for dimensions that are powers of a prime. For a d-dimensional system (qudit) we explicitly construct d+1 classes of maximally commuting operators, each one consisting of d-1 operators. One of this class consists of diagonal operators that represent amplitudes (or inversions). By the finite Fourier transform, it is mapped onto ladder operators that can be appropriately interpreted as phase variables. We discuss the examples of qubits and qutrits, and show how these results generalize previous approaches.Comment: 6 pages, no figure

SU(N)-symmetric quasi-probability distribution functions

We present a set of N-dimensional functions, based on generalized SU(N)-symmetric coherent states, that represent finite-dimensional Wigner functions, Q-functions, and P-functions. We then show the fundamental properties of these functions and discuss their usefulness for analyzing N-dimensional pure and mixed quantum states.Comment: 16 pages, 2 figures. Updated text to reflect referee comment

Multicomplementary operators via finite Fourier transform

A complete set of d+1 mutually unbiased bases exists in a Hilbert spaces of dimension d, whenever d is a power of a prime. We discuss a simple construction of d+1 disjoint classes (each one having d-1 commuting operators) such that the corresponding eigenstates form sets of unbiased bases. Such a construction works properly for prime dimension. We investigate an alternative construction in which the real numbers that label the classes are replaced by a finite field having d elements. One of these classes is diagonal, and can be mapped to cyclic operators by means of the finite Fourier transform, which allows one to understand complementarity in a similar way as for the position-momentum pair in standard quantum mechanics. The relevant examples of two and three qubits and two qutrits are discussed in detail.Comment: 15 pages, no figure

Changes in physical education teachers’ beliefs regarding motivational strategies: A quasi-experimental study

Abstract Physical education teachers use motivational strategies that can (positively or negatively) affect their students’ level of motivation and engagement. Indeed, according to their experiences and beliefs, some teachers may focus on strategies that thwart, rather than support, students’ psychological needs (autonomy, competence, and relatedness). Effective professional development represents an excellent opportunity to help teachers use research-supported motivational strategies. Therefore, this study aimed to discover if attendance at a 2-day training course could positively affect PE teachers’ beliefs regarding empowering motivational strategies. Specifically, 11 PE teachers (experimental group = 6 [attending the training]; control group = 5 [no training]) from primary school (n = 6) and secondary school (n = 5) expressed their beliefs (effectiveness, feasibility, and normality) regarding 31 empowering motivational strategies proposed during training at the beginning (October) and the end (April) of the school year. Results of the Wilcoxon signed-rank test for related samples indicated no significant differences for the belief regarding effectiveness in either group. However, some positive significant changes (p ≤ .05) occurred in the experimental group for two motivational strategies supporting students’ need for autonomy and one supporting their need for competence. Given the small sample, positive trends (p ≤ .10) are also considered results of interest. In conclusion, the training appears likely to impact teachers’ beliefs. However, future professional development should provide additional feedback and follow-up time with teachers during experimentation with students to allow teachers to refine their understanding and use of the motivational strategies proposed