25,143 research outputs found
Nonlinear stability of planar rarefaction wave to the three-dimensional Boltzmann equation
We investigate the time-asymptotic stability of planar rarefaction wave for
the three-dimensional Boltzmann equation, based on the micro-macro
decomposition introduced in [24, 22] and our new observations on the underlying
wave structures of the equation to overcome the difficulties due to the wave
propagation along the transverse directions and its interactions with the
planar rarefaction wave. Note that this is the first stability result of planar
rarefaction wave for 3D Boltzmann equation, while the corresponding results for
the shock and contact discontinuities are still completely open.Comment: 45pages. We correct some typoes. The paper will be published on
Kinetic and Related Model
Intrinsic coherence in assisted sub-state discrimination
We study intrinsic coherence in the tripartite process to unambiguously
discriminate two nonorthogonal states of a qubit, entangled with another one,
and assisted by an auxiliary system. The optimal success probability is found
to be benefited by initial intrinsic coherence, but no extra one is required.
The transformations among different contributions of intrinsic coherence are
necessary in this procedure, which increase with the overlap between the states
to recognize. Such state discrimination is a key step of the probabilistic
teleportation protocol. Entanglement of the quantum channel decreases the
coherence characterizing the reliance on an ancilla.Comment: 6 pages with 4 figure
Understanding changes in teacher beliefs and identity formation: A case study of three novice teachers in Hong Kong
Novice teachers often undergo an identity shift from learner to teacher. Along this process, their instructional beliefs change considerably which in turn affect their teacher identity formation. Drawing on
data collected mainly through interviews with three novice English teachers formore than one year, the present study examines their firstyear teaching experience in Hong Kong secondary schools, focusing
on changes of their English teaching beliefs and the impact of these changes on their identity construction. Findings reveal that while the teachers’ initial teaching beliefs were largely shaped in their prior school learning and learning-to-teach experience, these beliefs changed and were reshaped a great deal when encountering various contextual realities, and these changes further influenced their views on their teacher identity establishment, unfortunately in a more negative
than positive direction. The study sheds light on the importance of institutional support in affording opportunities for novice teachers’ workplace learning and professional development
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