Microscopic calculation of the phonon-roton branch in superfluid 4^4He

Diffusion Monte Carlo results for the phonon-roton excitation branch in bulk liquid $^4$He at zero temperature are presented. The sign problem associated to the excited wave function has been dealt both with the fixed-node approximation and the released-node technique. The upper bounds provided by the fixed-node approximation are shown to become exact when using the released-node method. An excellent agreement with experimental data is achieved both at the equilibrium and near the freezing densities.Comment: 12 pages, RevTex, 3 ps figures include

New dimension analyses with error analysis for quaking aspen and black spruce

Dimension analysis for black spruce in wetland stands and trembling aspen are reported, including new approaches in error analysis. Biomass estimates for sacrificed trees have standard errors of 1 to 3%; standard errors for leaf areas are 10 to 20%. Bole biomass estimation accounts for most of the error for biomass, while estimation of branch characteristics and area/weight ratios accounts for the leaf area error. Error analysis provides insight for cost effective design of future analyses. Predictive equations for biomass and leaf area, with empirically derived estimators of prediction error, are given. Systematic prediction errors for small aspen trees and for leaf area of spruce from different site-types suggest a need for different predictive models within species. Predictive equations are compared with published equations; significant differences may be due to species responses to regional or site differences. Proportional contributions of component biomass in aspen change in ways related to tree size and stand development. Spruce maintains comparatively constant proportions with size, but shows changes corresponding to site. This suggests greater morphological plasticity of aspen and significance for spruce of nutrient conditions

Phonon Life-times from first principles self consistent lattice dynamics

Phonon lifetime calculations from first principles usually rely on time consuming molecular dynamics calculations, or density functional perturbation theory (DFPT) where the zero temperature crystal structure is assumed to be dynamically stable. Here a new and effective method for calculating phonon lifetimes from first principles is presented, not limited to crystal structures stable at 0 K, and potentially much more effective than most corresponding molecular dynamics calculations. The method is based on the recently developed self consistent lattice dynamical method and is here tested by calculating the bcc phase phonon lifetimes of Li, Na, Ti and Zr, as representative examples.Comment: 4 pages, 4 figur

Casimir Forces and Graphene Sheets

The Casimir force between two infinitely thin parallel sheets in a setting of $N$ such sheets is found. The finite two-dimensional conductivities, which describe the dispersive and absorptive properties of each sheet, are taken into account, whereupon the theory is applied to interacting graphenes. By exploring similarities with in-plane optical spectra for graphite, the conductivity of graphene is modeled as a combination of Lorentz type oscillators. We find that the graphene transparency and the existence of a universal constant conductivity $e^2/(4\hbar)$ result in graphene/graphene Casimir interaction at large separations to have the same distance dependence as the one for perfect conductors but with much smaller magnitude

Genetic Studies of Sulfadiazine-resistant and Methionine-requiring \u3cem\u3eNeisseria\u3c/em\u3e Isolated From Clinical Material

Deoxyribonucleate (DNA) preparations were extracted from Neisseria meningitidis (four isolates from spinal fluid and blood) and N. gonorrhoeae strains, all of which were resistant to sulfadiazine upon primary isolation. These DNA preparations, together with others from in vitro mutants of N. meningitidis and N. perflava, were examined in transformation tests by using as recipient a drug-susceptible strain of N. meningitidis (Ne 15 Sul-s Met+) which was able to grow in a methionine-free defined medium. The sulfadiazine resistance typical of each donor was introduced into the uniform constitution of this recipient. Production of p-aminobenzoic acid was not significantly altered thereby. Transformants elicited by DNA from the N. meningitidis clinical isolates were resistant to at least 200 μg of sulfadiazine/ml, and did not show a requirement for methionine (Sul-r Met+). DNA from six strains of N. gonorrhoeae, which were isolated during the period of therapeutic use of sulfonamides, conveyed lower degrees of resistance and, invariably, a concurrent methionine requirement (Sul-r/Met−). The requirement of these transformants, and that of in vitro mutants selected on sulfadiazine-agar, was satisfied by methionine, but not by vitamin B12, homocysteine, cystathionine, homoserine, or cysteine. Sul-r Met+ and Sul-r/Met− loci could coexist in the same genome, but were segregated during transformation. On the other hand, the dual Sul-r/Met− properties were not separated by recombination, but were eliminated together. DNA from various Sul-r/Met− clones tested against recipients having nonidentical Sul-r/Met− mutant sites yielded Sul-s Met+ transformants. The met locus involved is genetically complex, and will be a valuable tool for studies of genetic fine structure of members of Neisseria, and of genetic homology between species

Creative teaching and learning: towards a common discourse and practice

There has recently been a call for more pedagogic comparative research to counter the dominance of structural and policy led studies. At the same time there is also a necessity to provide alternative comparative research to that concerned with global standardising performance and performativity strategies. The research, on which this paper is based, fulfils both these aims by investigating creative teaching and learning in nine European countries at classroom level using ethnographic methods in a small number of sites for each partner. The research partners share a common discourse of pedagogy that we are calling creative teaching and learning, a common humanitarian discourse and the ethnographic methodology for the research was a strong framework to counter differing cultural approaches to research. The article analytically characterises some significant strategies used by teachers, the creative learning experienced and the meaning that the experiences had for the students involved. We conclude that this research has laid the basis for a common discourse for further research in a comparative approach that will investigate commonalities to build an understanding of international creative pedagogy and investigate differences to enhance the conceptualisation of it