Self-induced structure in the current-voltage characteristics of RSQUIDs

Resistive two-junction SQUIDs (RSQUIDs) made from high-temperature superconductors are being developed as narrow-linewidth tunable oscillators in the GHz frequency range. We present here the results of numerical simulation of RSQUIDs of this type. These studies have identified conditions where sub-harmonic steps and other features are apparent in the current-voltage characteristics, driven by the internally-generated heterodyne frequency. The behavior is sensitive to the frequency (set by the voltage across the resistive element in the RSQUID), the temperature and also the loop inductance. We have studied the effects of thermal noise on these features. We also assess how these effects might be observed, and consider how they might affect practical applications of high frequency heterodyne RSQUID oscillators

The effects of neo-adjuvant chemotherapy on myeloid cells in high-grade serous ovarian cancer metastases

PhD Thesi

Applied physics : can a fraction of a quantum be better than a whole one?

An editorial on applied physic

Introducing e-portfolios to pre-service teachers as tools for reflection and growth: Lessons learnt

E-portfolios are being introduced into initial teacher education programmes internationally to help pre-service teachers build records of their learning journeys and develop into reflective practitioners; to allow them to assemble collections of evidence of their achievements against graduate standards, which can function as digital CVs; and to facilitate the seeding of personal learning networks that will support lifelong learning after graduation. Despite certain tensions between these aims, the potential benefits of e-portfolios make them an increasingly popular choice in teacher education. In this article, we discuss the introduction of Wi-Fi-based e-portfolios into a Master of Teaching programme at an Australian university. These served primarily as developmental e-portfolios, or personal learning environments (PLEs), and were designed to place particular emphasis on reflective practice. We describe how the e-portfolios were perceived and used by pre-service teachers in the first year of their implementation, and indicate the challenges and limitations encountered. Lessons learnt from the implementation are outlined and recommendations are proposed