A Love That Lasts: Jane Austen’s Argument for a Marriage Based on Love in Pride and Prejudice

During the period of Regency England, a woman’s life was planned for her before she was born, and her place in society was defined by her marital status. Before she was married, she was her father’s daughter with a slim possibility of inheriting property. After she was married, legally she did not exist; she was subsumed into her husband with absolutely no legal, political, or financial rights. She was someone’s wife; that is, if she was fortunate enough to marry because spinsters had very few opportunities to earn enough money to live on alone. Therefore, it was imperative that women marry. It often did not matter what a man may look like or how he acted; however, it was essential that he be a man of equal or more wealth. Rather than marrying for love, women sought husbands as means for financial security. The pressures of society led many women to pursue empty sexual passions in a desperate attempt to secure husbands. In her novel Pride and Prejudice, Jane Austen expresses her idea that marriage should not be based on the pressures of society but rather on sincere love and acceptance of the other person. Through the contrast of other loveless relationships, Austen convinces her readers that Elizabeth and Mr. Darcy have found a truly successful marriage with security, money, and passion; they are in a marriage based on true love and respect for one another. Through the novel, Austen portrays the idea that women of Regency society should pursue a relationship of mutual understanding and love rather than one that only provides financial security or empty sexual passion

Efficiency limits for linear optical processing of single photons and single-rail qubits

We analyze the problem of increasing the efficiency of single-photon sources or single-rail photonic qubits via linear optical processing and destructive conditional measurements. In contrast to previous work we allow for the use of coherent states and do not limit to photon-counting measurements. We conjecture that it is not possible to increase the efficiency, prove this conjecture for several important special cases, and provide extensive numerical results for the general case.Comment: 10 pages, 4 figure

Linear-optical processing cannot increase photon efficiency

We answer the question whether linear-optical processing of the states produced by one or multiple imperfect single-photon sources can improve the single-photon fidelity. This processing can include arbitrary interferometers, coherent states, feedforward, and conditioning on results of detections. We show that without introducing multiphoton components, the single-photon fraction in any of the single-mode states resulting from such processing cannot be made to exceed the efficiency of the best available photon source. If multiphoton components are allowed, the single-photon fidelity cannot be increased beyond 1/2. We propose a natural general definition of the quantum-optical state efficiency, and show that it cannot increase under linear-optical processing.Comment: 4 pages, 3 figure

Interconvertibility of single-rail optical qubits

We show how to convert between partially coherent superpositions of a single photon with the vacuum using linear optics and postselection based on homodyne measurements. We introduce a generalized quantum efficiency for such states and show that any conversion that decreases this quantity is possible. We also prove that our scheme is optimal by showing that no linear optical scheme with generalized conditional measurements, and with one single-rail qubit input can improve the generalized efficiency.Comment: 3 pages, 2 figure

Vibrational transfer functions for complex structures

Evaluation of effects of vibrational multiple frequency forcing functions is discussed. Computer program for developing vibrational transfer functions is described. Possible applications of computer program are enumerated

Evaluation of Work Place Group and Internet Based Physical Activity Interventions on Psychological Variables Associated with Exercise Behavior Change

The purpose of this research was to compare group-based and internet-based physical activity interventions in terms of desirability, participants characteristics, exercise self-efficacy, and barrier self-efficacy. Pretest questionnaires were completed prior to voluntary enrollment into either of the ten-week physical activity interventions. Both interventions were based on Social Cognitive Theory and the Transtheoretical Model. Interventions were followed with posttest questionnaires. Results demonstrated that the internet intervention attracted more participants, but only the grou-based participants showed significant increases in exercise and barrier self-efficacy. At pretest, participants who selected the internet intervention were significantly lower in life and job satisfaction than those who selected the group intervention. Results suggested that traditional group-based exercise interventions are helpful for improving cognitions associated with exercise behavior change (e.g., exercise self-efficacy) and that the internet intervention may help employees who fall into an “unhappy employee” typology

Berry phase in a non-isolated system

We investigate the effect of the environment on a Berry phase measurement involving a spin-half. We model the spin+environment using a biased spin-boson Hamiltonian with a time-dependent magnetic field. We find that, contrary to naive expectations, the Berry phase acquired by the spin can be observed, but only on timescales which are neither too short nor very long. However this Berry phase is not the same as for the isolated spin-half. It does not have a simple geometric interpretation in terms of the adiabatic evolution of either bare spin-states or the dressed spin-resonances that remain once we have traced out the environment. This result is crucial for proposed Berry phase measurements in superconducting nanocircuits as dissipation there is known to be significant.Comment: 4 pages (revTeX4) 2 fig. This version has MAJOR changes to equation

Acts of Resistance in an Age of Compliance: Teacher Educators, Professional Knowledge-Making and Self-Study

Vol. 8. No. 1 May 2018 Professor Amanda Berry is Deputy Dean Research and Professor of STEM Education in the Faculty of Education at Monash University, Australia. Amanda's research focuses on teacher knowledge development and how that knowledge is shaped and refined throughout teachers' professional life span. Amanda has a strong international profile in the field of science teacher education and is considered a leading scholar in research on science teachers' pedagogical content knowledge (PCK). This work in PCK is highly cited and includes journal articles, Handbook chapters and books. She has been involved in many research projects focusing on innovations designed to address the quality of teacher professional learning and enhance science teaching and learning in schools and universities. Amanda is currently editor of the journal, Studying Teacher Education: A journal of self-study of teacher education practices, and Associate Editor of Research in Science Education

Acts of Resistance in an Age of Compliance: Teacher Educators, Professional Knowledge-Making and Self-Study

Significant structural reforms are reshaping the landscape of teacher education in many countries. Such reforms typically increase the standardisation of teaching practice so that teacher education becomes a mechanism for achieving ends determined elsewhere, with teacher educators (TEs) as the delivery service for these predetermined ends. In this article, I explore the implications of this situation for the professional knowledge and status of TEs, and argue that, both individually and collectively, TEs need to recognise and take action to assert their professional position as empowered, active and legitimate knowledge-makers about teaching practice. I draw on Clandinin & Connelly’s (1995) concept of professional knowledge landscapes and their ‘secret’ and ‘sacred’ stories as a tool to examine these ideas, and the methodology of self-study as one means of reshaping the professional knowledge landscape of teacher education