Reactor transfer function measurements with the reactor oscillator

http://www.worldcat.org/oclc/3718455

Bell's Inequality and Entanglement in Qubits

We propose an alternative evaluation of quantum entanglement by measuring the maximum violation of the Bell's inequality without performing a partial trace operation. This proposal is demonstrated by bridging the maximum violation of the Bell's inequality and the concurrence of a pure state in an $n$-qubit system, in which one subsystem only contains one qubit and the state is a linear combination of two product states. We apply this relation to the ground states of four qubits in the Wen-Plaquette model and show that they are maximally entangled. A topological entanglement entropy of the Wen-Plaquette model could be obtained by relating the upper bound of the maximum violation of the Bell's inequality to the concurrences of a pure state with respect to different bipartitions.Comment: 10 page

Comparison of American and Chinese College Students by Means of the Holtzman Inkblot Technique

The major purpose of this study was to explore personality differences between American and Chinese college students. Sixteen American college students and two groups of the same number of their Chinese counterparts, one of the Chinese student groups being in the United States for less than one year and the other group being in the United States for longer than two years, were randomly selected and matched by ages to be the subjects of this study. The Holtzman Inkblot Technique (HIT) was administered to all forty-eight subjects by the author and the HIT protocols were scored by two different scorers who have previously been trained in projective techniques, and did not have any knowledge of the subjects. Twenty-two HIT scoring variables were obtained among these three groups of subjects. Two Analyses of Variance (ANOVA) were undertaken. A 3x2x45 factorial ANOVA design was used to evaluate latency time among the three groups, as it is related to the effects of different nationality, sex, and inkblots. A 3x2x2x21 factorial ANOVA design was used to evaluate the remaining 21 HIT variables considering the effects of different nationality, sex, judges, and the variables. The inter-scorer reliability coefficients were also estimated. The results of this study found (1) American and Chinese college students do differ in latency when responding to the HIT inkblots. American college students tended to have longer latency than their Chinese counterparts. Cultural and environmental changes do seem to affect people\u27s perception as revealed in responses to the HIT. The Chinese group II, which had been in the United States longer than two years, had a mean latency time very close to its American counterpart, while the Chinese group I, which had been in the United States less than a year, had the shortest latency time. Male and female differences on latency were found to be non-significant. (2) The inkblots themselves have significant differences in inducing latency differences. Certain inkblots seemed to require a greater amount of time for a subject to respond than others. (3) The main effects of nationality, and of judge alone were found to be non-significant for the remaining 21 HIT variables. Neither nationality nor judge was a main factor in determining cross-cultural differences between American and Chinese college students. (4) Differences between the HIT variables in terms of occurrence frequency in a protocol seem to be significant. (5) Certain HIT variables seem to cause more inter-scoring disagreement than others. (6) Judges did show discrepancies when scoring certain variables of different nationality group\u27s HIT protocols. (7) The HIT may not be a sensitive instrument to measure the assimilation of a foreign culture over a long period of time. As was the case in this study, nationality factor alone was not found to be significant

Marital Satisfaction Over the Family Life Cycle Among Taiwanese Couples

The purpose of this study was to determine whether or not there were different subjective reports of marital satisfaction or dissatisfaction across the life cycle for Taiwanese couples. In examining this question two of the three selected instruments demonstrated sufficient reliability so as to be included in the overall study, namely, the Marital Adjustment Scale (MAS) and the Spanier Dyadic Adjust Scale (SDAS). These instruments were translated from English to Chinese, then administered to 259 couples volunteering to participate in the study. Couples were grouped according to their placement along the life cycle. The results of the study indicate that there is indeed a difference in the amount of reported marital satisfaction across the life cycle; however, there is no evidence that males or females differ in their perception of the amount of marital satisfaction experienced. Multiple regression examined the factors determined from the two scales for their influence on male and female reports of marital satisfaction at varying stages of the life cycle. While many findings were noted, three are of relative significance. First, couples in the first stage of the life cycle and those in the last stage report that companionate behavior is of critical importance. Secondly, in the second stage of the life cycle, female respondents did not identify any variable as significant regardless of the instrument. Finally, there is an interesting dip in marital satisfaction at the point in time when families begin to launch their children and enter the empty nest. Recommendations include continued research on assessing what variables are related to marital satisfaction in this population. Secondly, marital and family therapy clinical training is viewed as important, especially at this time in this culture. Finally, there are various ways in which enrichment and prevention programs would facilitate the longevity of relationships, thus deterring divorce

Dare to Care? An Exploration of Student-Teacher Caring Relationships

Schools often provide students their first and most frequented public environments that require them to learn and exercise important social skills. Teachers, crucial and central people in these environments, play many roles in supporting students although their vital support is often overlooked when the contribution is non-cognitively related. In recent years, there has been more research and focus on social-emotional learning (SEL) but relatively few studies that investigate caring relationships between students and teachers. Yet when students perceive that their teachers care for them, the little research we have suggests that students cognitive and non-cognitive performance in school improves. To more thoroughly understand care in educational contexts, this three-manuscript dissertation has undertaken to: (1) investigate and evaluate care definitions in educational research, (2) conduct a methodological review and critique of current empirical research on caring in educational contexts, and (3) develop two survey instruments to measure care from both students’ and teachers’ perspectives. Caring, an important aspect of schooling, is a concept not clearly conceptualized by educational researchers. Using a literature review, article one discusses the three most used definitions of care, those put forward by Milton Mayeroff (1971), Carol Gilligan (1982), and Nel Noddings (1984, 2003). Gerring’s (1999) criteria for evaluating concept adequacy for empirical research is used to critique the three definitions of care. Through the evaluative analysis, we see that Noddings (1984, 2003) provides a useful and concise definition of care particularly in educational settings (Diller, 1988). Using Noddings’ definition of care to establish a theoretical framework to explore how care is studied and measured in current educational literature, article two presents a critical methodological review of recent literature on student-teacher caring relationships with a focus on how researchers measure caring. My evaluative review reveals that quantitative researchers studying student-teacher caring relationships generally do not present a clear conceptual definition of care and do not adequately discuss psychometric properties of the instruments employed. My critique of current research then leads to the core of this dissertation—development of survey instruments focusing on the perceptions of both students and teachers based on a clear definition of care. In the third article, the Caring Relationship Survey (CRS)—a Student Version and Teacher Version of the survey is developed. These surveys specifically assess different aspects of Noddings’ complex account of care, with four sub-constructs of care: Engrossment, Motivational Displacement, Reciprocity, and Attribution of Best Motive Consonant with Reality. Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were conducted to investigate factor structure patterns and identify the model that best represents the factor structure. The results of EFA reveal a fifth sub-construct in the data—Non-Traditional Roles. CFA result showed a better fitted model includes the newly emerged sub-construct identified in EFA for both student and teacher data. The reliability test for the students’ survey yields estimated Cronbach’s Alphas between 0.71~0.81; for the teachers’ survey, the reliability estimates are between 0.67~0.78 for the five sub-constructs. Internal consistency of the items for each sub-construct are at the reasonable range. The analysis showed both surveys have reasonably sound psychometric properties based on the results of the analyses, suggesting that these surveys might better serve as a basis for empirical quantitative study of care in schools