Tunable BODIPY derivatives amenable to "click" and peptide chemistry

Novel azido- and amino- functionalised fluorescent probes based on the BODIPY framework have been developed. The probes can be easily and cheaply synthesised, exhibit the highly desirable BODIPY fluorescent properties, and are amenable to “click” and peptide chemistry methodologies. These probes provide a stable and readily available tool amenable for the visualisation of both solution and solid supported events

Off-Diagonal Long-Range Order: Meissner Effect and Flux Quantization

There has been a proof by Sewell that the hypothesis of off-diagonal long-range order in the reduced density matrix $\rho _2$ implies the Meissner effect. We present in this note an elementary and straightforward proof that not only the Meissner effect but also the property of magnetic flux quantization follows from the hypothesis. It is explicitly shown that the two phenomena are closely related, and phase coherence is the origin for both.Comment: 11 pages, Latex fil

Certified quantum non-demolition measurement of material systems

An extensive debate on quantum non-demolition (QND) measurement, reviewed in Grangier et al. [Nature, {\bf 396}, 537 (1998)], finds that true QND measurements must have both non-classical state-preparation capability and non-classical information-damage tradeoff. Existing figures of merit for these non-classicality criteria require direct measurement of the signal variable and are thus difficult to apply to optically-probed material systems. Here we describe a method to demonstrate both criteria without need for to direct signal measurements. Using a covariance matrix formalism and a general noise model, we compute meter observables for QND measurement triples, which suffice to compute all QND figures of merit. The result will allow certified QND measurement of atomic spin ensembles using existing techniques.Comment: 11 pages, zero figure

Dialectica Categories for the Lambek Calculus

We revisit the old work of de Paiva on the models of the Lambek Calculus in dialectica models making sure that the syntactic details that were sketchy on the first version got completed and verified. We extend the Lambek Calculus with a \kappa modality, inspired by Yetter's work, which makes the calculus commutative. Then we add the of-course modality !, as Girard did, to re-introduce weakening and contraction for all formulas and get back the full power of intuitionistic and classical logic. We also present the categorical semantics, proved sound and complete. Finally we show the traditional properties of type systems, like subject reduction, the Church-Rosser theorem and normalization for the calculi of extended modalities, which we did not have before

Admit your weakness: Verifying correctness on TSO architectures

“The final publication is available at http://link.springer.com/chapter/10.1007%2F978-3-319-15317-9_22 ”.Linearizability has become the standard correctness criterion for fine-grained non-atomic concurrent algorithms, however, most approaches assume a sequentially consistent memory model, which is not always realised in practice. In this paper we study the correctness of concurrent algorithms on a weak memory model: the TSO (Total Store Order) memory model, which is commonly implemented by multicore architectures. Here, linearizability is often too strict, and hence, we prove a weaker criterion, quiescent consistency instead. Like linearizability, quiescent consistency is compositional making it an ideal correctness criterion in a component-based context. We demonstrate how to model a typical concurrent algorithm, seqlock, and prove it quiescent consistent using a simulation-based approach. Previous approaches to proving correctness on TSO architectures have been based on linearizabilty which makes it necessary to modify the algorithm’s high-level requirements. Our approach is the first, to our knowledge, for proving correctness without the need for such a modification

Medical Students and the impostor phenomenon: a coexistence precipitated and perpetuated by the educational environment?

People who experience the impostor phenomenon have intense thoughts of fraudulence regarding their intellect or professional activities. This perception of illegitimacy leads sufferers to believe that success in their lives is attributable to some form of error. Despite the phenomenon having been thoroughly researched in a plethora of professional and educational environments, there remains a relative lack of insight into the impostor phenomenon amongst medical students. This research aimed to better understand the relationship between medical students and the impostor phenomenon, and subsequently to investigate whether their coexistence is precipitated and perpetuated by the educational environment. A cross-sectional study of medical students was conducted using a pragmatist approach, integrating quantitative and qualitative data, via a questionnaire, focus groups and interviews. The main quantitative measure used was the validated Clance Impostor Phenomenon Scale (CIPS), where higher scores indicate more marked impostor experiences. A total of 191 questionnaire responses were received, and 19 students attended a focus group or interview. The average CIPS score for the cohort was 65.81 ± 13.72, indicating that the average student had “frequent” impostor experiences. Of note, 65.4% of students were classed as having “clinically significant” impostor experiences and females scored 9.15 points higher than males on average (p < 0.0001). Examination rankings were frequently cited as a major contributing factor to students’ impostor feelings, and data revealed an increase of 1.12 points per decile that a student drops down the rankings (p < 0.05). Students’ quotes were used extensively to underpin the quantitative data presented and offer an authentic insight into their experiences. This study provides new insights and contributes to our understanding of the impostor phenomenon amongst medical students, and eight recommendations for practice are presented, which are intended to provide medical schools with opportunities for pedagogical innovation