Influence of spin waves on transport through a quantum-dot spin valve

We study the influence of spin waves on transport through a single-level quantum dot weakly coupled to ferromagnetic electrodes with noncollinear magnetizations. Side peaks appear in the differential conductance due to emission and absorption of spin waves. We, furthermore, investigate the nonequilibrium magnon distributions generated in the source and drain lead. In addition, we show how magnon-assisted tunneling can generate a fullly spin-polarized current without an applied transport voltage. We discuss the influence of spin waves on the current noise. Finally, we show how the magnonic contributions to the exchange field can be detected in the finite-frequency Fano factor.Comment: published version, 15 pages, 10 figure

Electron Quasiparticles Drive the Superconductor-to-Insulator Transition in Homogeneously Disordered Thin Films

Transport data on Bi, MoGe, and PbBi/Ge homogeneously-disordered thin films demonstrate that the critical resistivity, $R_c$, at the nominal insulator-superconductor transition is linearly proportional to the normal sheet resistance, $R_N$. In addition, the critical magnetic field scales linearly with the superconducting energy gap and is well-approximated by $H_{c2}$. Because $R_N$ is determined at high temperatures and $H_{c2}$ is the pair-breaking field, the two immediate consequences are: 1) electron-quasiparticles populate the insulating side of the transition and 2) standard phase-only models are incapable of describing the destruction of the superconducting state. As gapless electronic excitations populate the insulating state, the universality class is no longer the 3D XY model. The lack of a unique critical resistance in homogeneously disordered films can be understood in this context. In light of the recent experiments which observe an intervening metallic state separating the insulator from the superconductor in homogeneously disordered MoGe thin films, we argue that the two transitions that accompany the destruction of superconductivity are 1) superconductor to Bose metal in which phase coherence is lost and 2) Bose metal to localized electron insulator via pair-breaking.Comment: This article is included in the Festschrift for Prof. Michael Pollak on occasion of his 75th birthda

Crossover from phase fluctuation to amplitude-dominated superconductivity: A model system

We have experimentally studied a model system that demonstrates the crossover from a superconductor that is dominated by phase fluctuations, to one in which the amplitude of the order parameter is the controlling influence on Tc. This model system is comprised of two-dimensional granular Pb with an overlayer of Ag. The system displays many aspects of the phase diagram of the concentration dependence of Tc in the high-Tc superconductors, and this crossover has been applied to explain the phase diagram in that case. We point out the similarities and differences between the model system presented in this paper and the high-Tc superconductors

An isoform of ZBP-89 predisposes the colon to colitis

Alternative splicing enables expression of functionally diverse protein isoforms. The structural and functional complexity of zinc-finger transcription factor ZBP-89 suggests that it may be among the class of alternatively spliced genes. We identified a human ZBP-89 splice isoform (ZBP-89(ΔN)), which lacks amino terminal residues 1–127 of the full-length protein (ZBP-89(FL)). ZBP-89(ΔN) mRNA was co-expressed with its ZBP-89(FL) cognate in gastrointestinal cell lines and tissues. Similarly, ZBP-89(ΔN) protein was expressed. To define its function in vivo, we generated ZBP-89(ΔN) knock-in mice by targeting exon 4 that encodes the amino terminus. Homozygous ZBP-89(ΔN) mice, expressing only ZBP-89(ΔN) protein, experienced growth delay, reduced viability and increased susceptibility to dextran sodium sulfate colitis. We conclude that ZBP-89(ΔN) antagonizes ZBP-89(FL) function and that over-expression of the truncated isoform disrupts gastrointestinal homeostasis

Recent results in the decoding of Algebraic geometry codes

Objectives: The aim of this study was to examine the relationships between perceived teacher autonomy support versus control and students’ life skills development in PE, and whether students’ basic need satisfaction and frustration mediated these relationships. Design: Cross-sectional study. Method: English and Irish students (N = 407, Mage = 13.71, SD = 1.23) completed measures assessing perceived autonomy-supportive and controlling teaching, basic need satisfaction and frustration (autonomy, competence, and relatedness), and life skills development in PE (teamwork, goal setting, social skills, problem solving and decision making, emotional skills, leadership, time management, and interpersonal communication). Results: On the bright side of Self-Determination Theory (SDT), correlations revealed that perceived teacher autonomy support was positively associated with students’ basic need satisfaction and life skills development in PE. On the dark side of SDT, perceived controlling teaching was positively related to students’ basic need frustration, but not significantly related to their life skills development. Mediational analyses revealed that autonomy and relatedness satisfaction mediated the relationships between perceived teacher autonomy support and students’ development of all eight life skills. Competence satisfaction mediated the relationships between perceived teacher autonomy support and students’ development of teamwork, goal setting, and leadership skills. Conclusions: Our findings indicate that satisfaction of the needs for autonomy, competence, and relatedness are important mechanisms that in part explain the relationships between perceived teacher autonomy support and life skills development in PE. Therefore, teachers may look to promote students’ perceptions of an autonomy-supportive climate that satisfies their three basic needs and helps to develop their life skills

Effect of various dopant elements on primary graphite growth

Five spheroidal graphite cast irons were investigated, a usual ferritic grade and four pearlitic alloys containing Cu and doped with Sb, Sn and Ti. These alloys were remelted in a graphite crucible, leading to volatilization of the magnesium added for spheroidization and to carbon saturation of the liquid. The alloys were then cooled down and maintained at a temperature above the eutectic temperature. During this step, primary graphite could develop showing various features depending on the doping elements added. The largest effects were that of Ti which greatly reduces graphite nucleation and growth, and that of Sb which leads to rounded agglomerates instead of lamellar graphite. The samples have been investigated with secondary ion mass spectrometry to enlighten distribution of elements in primary graphite. SIMS analysis showed almost even distribution of elements, including Mg and Al (from the inoculant) in the ferritic grade, while uneven distribution was evident in all doped alloys. Investigations are going on to clarify if the uneven distribution is associated with structural defects in the graphite precipitates

Text messaging and brief phone calls for weight loss in overweight and obese English- and Spanish-speaking adults: A 1-year, parallel-group, randomized controlled trial.

BACKGROUND:Weight loss interventions based solely on text messaging (short message service [SMS]) have been shown to be modestly effective for short periods of time and in some populations, but limited evidence is available for positive longer-term outcomes and for efficacy in Hispanic populations. Also, little is known about the comparative efficacy of weight loss interventions that use SMS coupled with brief, technology-mediated contact with health coaches, an important issue when considering the scalability and cost of interventions. We examined the efficacy of a 1-year intervention designed to reduce weight among overweight and obese English- and Spanish-speaking adults via SMS alone (ConTxt) or in combination with brief, monthly health-coaching calls. ConTxt offered 2-4 SMS/day that were personalized, tailored, and interactive. Content was theory- and evidence-based and focused on reducing energy intake and increasing energy expenditure. Monthly health-coaching calls (5-10 minutes' duration) focused on goal-setting, identifying barriers to achieving goals, and self-monitoring. METHODS AND FINDINGS:English- and Spanish-speaking adults were recruited from October 2011 to March 2013. A total of 298 overweight (body mass index [BMI] 27.0 to 39.9 kg/m2) adults (aged 21-60 years; 77% female; 41% Hispanic; 21% primarily Spanish speaking; 44% college graduates or higher; 22% unemployed) were randomly assigned (1:1) to receive either ConTxt only (n = 101), ConTxt plus health-coaching calls (n = 96), or standard print materials on weight reduction (control group, n = 101). We used computer-based permuted-block randomization with block sizes of three or six, stratified by sex and Spanish-speaking status. Participants, study staff, and investigators were masked until the intervention was assigned. The primary outcome was objectively measured percent of weight loss from baseline at 12 months. Differences between groups were evaluated using linear mixed-effects regression within an intention-to-treat framework. A total of 261 (87.2%) and 253 (84.9%) participants completed 6- and 12-month visits, respectively. Loss to follow-up did not differ by study group. Mean (95% confidence intervals [CIs]) percent weight loss at 12 months was -0.61 (-1.99 to 0.77) in the control group, -1.68 (-3.08 to -0.27) in ConTxt only, and -3.63 (-5.05 to -2.81) in ConTxt plus health-coaching calls. At 12 months, mean (95% CI) percent weight loss, adjusted for baseline BMI, was significantly different between ConTxt plus health-coaching calls and the control group (-3.0 [-4.99 to -1.04], p = 0.003) but not between the ConTxt-only and the control group (-1.07 [-3.05 to 0.92], p = 0.291). Differences between ConTxt plus health-coaching calls and ConTxt only were not significant (-1.95 [-3.96 to 0.06], p = 0.057). These findings were consistent across other weight-related secondary outcomes, including changes in absolute weight, BMI, and percent body fat at 12 months. Exploratory subgroup analyses suggested that Spanish speakers responded more favorably to ConTxt plus health-coaching calls than English speakers (Spanish contrast: -7.90 [-11.94 to -3.86], p < 0.001; English contrast: -1.82 [-4.03 to 0.39], p = 0.107). Limitations include the unblinded delivery of the intervention and recruitment of a predominantly female sample from a single site. CONCLUSIONS:A 1-year intervention that delivered theory- and evidence-based weight loss content via daily personalized, tailored, and interactive SMS was most effective when combined with brief, monthly phone calls. TRIAL REGISTRATION:ClinicalTrials.gov NCT01171586

Universal transport in 2D granular superconductors

The transport properties of quench condensed granular superconductors are presented and analyzed. These systems exhibit transitions from insulating to superconducting behavior as a function of inter-grain spacing. Superconductivity is characterized by broad transitions in which the resistance drops exponentially with reducing temperature. The slope of the log R versus T curves turns out to be universaly dependent on the normal state film resistance for all measured granular systems. It does not depend on the material, critical temperature, geometry, or experimental set-up. We discuss possible physical scenarios to explain these findings.Comment: 4 pages, 3 figure

3D virtual worlds as environments for literacy learning

Background: Although much has been written about the ways in which new technology might transform educational practice, particularly in the area of literacy learning, there is relatively little empirical work that explores the possibilities and problems - or even what such a transformation might look like in the classroom. 3D virtual worlds offer a range of opportunities for children to use digital literacies in school, and suggest one way in which we might explore changing literacy practices in a playful, yet meaningful context. Purpose: This paper identifies some of the key issues that emerged in designing and implementing virtual world work in a small number of primary schools in the UK. It examines the tensions between different discourses about literacy and literacy learning and shows how these were played out by teachers and pupils in classroom settings.Sources of evidence: Case study data are used as a basis for exploring and illustrating key aspects of design and implementation. The case study material includes views from a number of perspectives including classroom observations, chatlogs, in-world avatar interviews with teachers and also pupils, as well as the author’s field notes of the planning process with accompanying minutes and meeting documents.Main argument: From a Foucauldian perspective, the article suggests that social control of pedagogical practice through the regulation of curriculum time, the normalisation of teaching routines and the regimes of individual assessment restricts teachers’ and pupils’ conceptions of what constitutes literacy. The counternarrative, found in recent work in new litearcies (Lankshear & Knobel, 2006) provides an attractive alternative, but a movement in this direction requires a fundamental shift of emphasis and a re-conceptualisation of what counts as learning.Conclusions: This work on 3D virtual worlds questions the notion of how transformative practice can be achieved with the use of new technologies. It suggests that changes in teacher preparation, continuing professional development as well as wider educational reform may be needed