Dynamics for holographic codes

We describe how to introduce dynamics for the holographic states and codes introduced by Pastawski, Yoshida, Harlow and Preskill. This task requires the definition of a continuous limit of the kinematical Hilbert space which we argue may be achieved via the semicontinuous limit of Jones. Dynamics is then introduced by building a unitary representation of a group known as Thompson's group T, which is closely related to the conformal group in 1+1 dimensions. The bulk Hilbert space is realised as a special subspace of the semicontinuous limit Hilbert space spanned by a class of distinguished states which can be assigned a discrete bulk geometry. The analogue of the group of large bulk diffeomorphisms is given by a unitary representation of the Ptolemy group Pt, on the bulk Hilbert space thus realising a toy model of the AdS/CFT correspondence which we call the Pt/T correspondence.Comment: 40 pages (revised version submitted to journal). See video of related talk: https://www.youtube.com/watch?v=xc2KIa2LDF

Limited phase deviation frequency multiplier phase modulator, appendix e final report

Limited phase deviation frequency multiplier phase modulator - application to radio frequency test console equipmen

Perspectives on subnational carbon and climate footprints: A case study of Southampton, UK

Sub-national governments are increasingly interested in local-level climate change management. Carbon- (CO2 and CH4) and climate-footprints—(Kyoto Basket GHGs) (effectively single impact category LCA metrics, for global warming potential) provide an opportunity to develop models to facilitate effective mitigation. Three approaches are available for the footprinting of sub-national communities. Territorial-based approaches, which focus on production emissions within the geo-political boundaries, are useful for highlighting local emission sources but do not reflect the transboundary nature of sub-national community infrastructures. Transboundary approaches, which extend territorial footprints through the inclusion of key cross boundary flows of materials and energy, are more representative of community structures and processes but there are concerns regarding comparability between studies. The third option, consumption-based, considers global GHG emissions that result from final consumption (households, governments, and investment). Using a case study of Southampton, UK, this chapter develops the data and methods required for a sub-national territorial, transboundary, and consumption-based carbon and climate footprints. The results and implication of each footprinting perspective are discussed in the context of emerging international standards. The study clearly shows that the carbon footprint (CO2 and CH4 only) offers a low-cost, low-data, universal metric of anthropogenic GHG emission and subsequent management

Yes, you can!: A Critical Questions Approach for Developing and Incorporating Intercultural Sensitivity Efforts into ANY classroom

The educational literature has blossomed with information on becoming interculturally competent (e.g., Bennett, 2004; 2009) discussions on theory and practice for intercultural education (e.g., Bleszynska, 2008), or how to identify and assess intercultural awareness as a learning outcome (e.g., Deardorff, 2006). Much of this work provides information on why an emphasis on intercultural education is important, and guidance on how to incorporate such an emphasis into particular courses. The difficulty, then, is not in locating a myriad of resources on the topic but how to simplify the concept of intercultural education so that it can be incorporated into the flow of any classroom. In other words, what would intercultural awareness or sensitivity “look like” in students as a result of what we DO in the classroom? The present article deconstructs the literature in an attempt to demonstrate how a “hands on” approach to intercultural sensitivity was gleaned from the literature and put into practice in a course on Prejudice, Discrimination and Hate