Dark energy and 3-manifold topology

We show that the differential-geometric description of matter by differential structures of spacetime leads to a unifying model of the three types of energy in the cosmos: matter, dark matter and dark energy. Using this model we are able to calculate the ratio of dark energy to the total energy of the cosmos.Comment: 7 pages, no figure

Differential Structures - the Geometrization of Quantum Mechanics

The usual quantization of a classical space-time field does not touch the non-geometrical character of quantum mechanics. We believe that the deep problems of unification of general relativity and quantum mechanics are rooted in this poor understanding of the geometrical character of quantum mechanics. In Einstein's theory gravitation is expressed by geometry of space-time, and the solutions of the field equation are invariant w.r.t. a certain equivalence class of reference frames. This class can be characterized by the differential structure of space-time. We will show that matter is the transition between reference frames that belong to different differential structures, that the set of transitions of the differential structure is given by a Temperley-Lieb algebra which is extensible to a $C^{*}$-algebra comprising the field operator algebra of quantum mechanics and that the state space of quantum mechanics is the linear space of the differential structures. Furthermore we are able to explain the appearance of the complex numbers in quantum theory. The strong relation to Loop Quantum Gravity is discussed in conclusion.Comment: ReVTeX4, 13 pages, 2 figures,major corrections in the definition of the singular form, the trace and the complex structur

There is no simulation of n-qubit operations by a single Hamiltonian with 2-spin interaction

Today's devices for quantum computing are still far from implementing useful and powerful quantum algorithms. Decoherence and the wish to resist the effects of errors in a system of quantum bits incurs a lot of overhead in the number of gates and qubits. From a theoretical perspective, controlled quantum simulation raises the hope to simulate the unitary quantum operationes generated by a Hamiltonian with 3-body interaction with a suitably designed element that is constructed of only 2-body interactions. That replacement would happen without any additional gates, and its possibility would be due to the ambiguity of the unit element of the Lie group connected with the algebra of traceless hermitian matrices. We show that this hope is void, and give a general proof for this for any order of interaction.Comment: 4 pages, ReVTeX4, twocolum

The Fraunhofer Quantum Computing Portal - www.qc.fraunhofer.de - A web-based Simulator of Quantum Computing Processes

Fraunhofer FIRST develops a computing service and collaborative workspace providing a convenient tool for simulation and investigation of quantum algorithms. To broaden the twenty qubit limit of workstation-based simulations to the next qubit decade we provide a dedicated high memorized Linux cluster with fast Myrinet interconnection network together with a adapted parallel simulator engine. This simulation service supplemented by a collaborative workspace is usable everywhere via web interface and integrates both hardware and software as collaboration and investigation platform for the quantum community. The beta test version realizes all common one, two and three qubit gates, arbitrary one and two bit gates, orthogonal measurements as well as special gates like Oracle, Modulo function, Quantum Fourier Transformation and arbitrary Spin-Hamiltonians up to 31 qubits. For a restricted gate set it feasible to investigate circuits with up to sixty qubits. URL: http://www.qc.fraunhofer.d

Perceived learning outcome: The relationship between experience, realism and situation awareness during simulator training

Background. Navigation errors are a frequent cause of serious accidents and work-related injuries among seafarers. The present study investigated the effects of experience, perceived realism, and situation awareness (SA) on the perceived learning outcome of simulator-based navigation training. Material and methods. Thirty-two Norwegian Navy officer cadets were assigned to a low and a high mental workload conditions based on previous educational and navigational experience. Results. In the low mental workload condition, experience (negatively associated), perceived realism, and subjective SA explained almost half of the total variance in perceived learning outcome. A hierarchical regression analysis showed that only subjective SA made a unique contribution to the learning outcome. In the high mental workload condition, perceived realism and subjective SA together explained almost half of the variance in perceived learning outcome. Furthermore, both perceived realism and subjective SA were shown to make an independent contribution to perceived learning outcomes. Conclusions. The results of this study show that in order to enhance the learning outcomes from simulator training it is necessary to design training procedures and scenarios that enable students to achieve functional fidelity and to generate and maintain SA during training. This can further improve safety and reduce the risk of maritime disasters. (Int Marit Health 2010; 61; 4: 258-264

E-Learning in der postgradualen Weiterbildung an sächsischen Hochschulen

Dieser Beitrag reflektiert den E-Learning-Einsatz in der postgradualen Weiterbildung aus der Perspektive des hochschulübergreifenden Strategie- und Unterstützungsprojektes Q2P (Qualitätssicherung und Qualitätsmanagement in der postgradualen Weiterbildung). Ausgehend von der regionalen Bestandsaufnahme hinsichtlich der E-Learning-Nutzung im akademischen Weiterbildungsbereich werden die Zielstellungen und Leistungsbereiche des Projekts vorgestellt. Die zentralen Projekterfahrungen werden in Form von begründeten Hypothesen präsentiert und sollen somit das gegenwärtige und zukünftige Handlungsfeld von E-Learning- und Weiterbildungsakteuren bereichern. (DIPF/Orig.

Perceived learning outcome: the relationship between experience, realism, and situation awareness during simulator training

Background. Navigation errors are a frequent cause of serious accidents and work-related injuries among seafarers. The present study investigated the effects of experience, perceived realism, and situation awareness (SA) on the perceived learning outcome of simulator-based navigation training. Material and methods. Thirty-two Norwegian Navy officer cadets were assigned to a low and a high mental workload conditions based on previous educational and navigational experience. Results. In the low mental workload condition, experience (negatively associated), perceived realism, and subjective SA explained almost half of the total variance in perceived learning outcome. A hierarchical regression analysis showed that only subjective SA made a unique contribution to the learning outcome. In the high mental workload condition, perceived realism and subjective SA together explained almost half of the variance in perceived learning outcome. Furthermore, both perceived realism and subjective SA were shown to make an independent contribution to perceived learning outcomes. Conclusions. The results of this study show that in order to enhance the learning outcomes from simulator training it is necessary to design training procedures and scenarios that enable students to achieve functional fidelity and to generate and maintain SA during training. This can further improve safety and reduce the risk of maritime disasters.publishedVersio

Das Projekt Q2P - Zentrale Unterstützungsangebote für den Medieneinsatz in der akademischen Weiterbildung

1 Ausgangspunkt und Zielstellungen des Projektes Q2P Von 2008 bis 2013 stellt das sächsische Staatsministerium für Wissenschaft und Kunst ein Budget von 27 Mio. Euro für die „Entwicklung von Konzepten, Auf- und Ausbau von Strukturen und Netzwerken postgradualer Bildung, insbesondere unter Nutzung neuer Medien“ ([1] S.6) aus den Mitteln des Europäischen Sozialfonds (ESF) zur Verfügung. Damit sollen digitale Medien zum immanenten Bestandteil von akademischen Weiterbildungsangeboten in Sachsen werden. Gegenwärtig laufen 14 Weiterbildungsprojekte in diesem Vorhabenbereich. Sechs weitere Projekte haben ihre Förderdauer bereits überschritten (Stand: August 2012). Die entwickelten Weiterbildungsangebote unterscheiden sich hinsichtlich Struktur und Methoden und reichen von einzelnen Onlinemodulen bis hin zu Masterstudiengängen. Innerhalb der laufenden und abgelaufenen Projekte (n=20) wurden in vier Projekten weiterbildende Masterstudiengänge entwickelt, in elf Projekten Weiterbildungskurse und in 5 Projekten digitale Bildungsmodule (Lernsoftware). Hinsichtlich der Bildungsinhalte wird ein breites Themenspektrum bearbeitet, von wirtschaftlichen über naturwissenschaftliche bis hin zu technischen Fragestellungen

Das Projekt Q2P - Zentrale Unterstützungsangebote für den Medieneinsatz in der akademischen Weiterbildung

1 Ausgangspunkt und Zielstellungen des Projektes Q2P Von 2008 bis 2013 stellt das sächsische Staatsministerium für Wissenschaft und Kunst ein Budget von 27 Mio. Euro für die „Entwicklung von Konzepten, Auf- und Ausbau von Strukturen und Netzwerken postgradualer Bildung, insbesondere unter Nutzung neuer Medien“ ([1] S.6) aus den Mitteln des Europäischen Sozialfonds (ESF) zur Verfügung. Damit sollen digitale Medien zum immanenten Bestandteil von akademischen Weiterbildungsangeboten in Sachsen werden. Gegenwärtig laufen 14 Weiterbildungsprojekte in diesem Vorhabenbereich. Sechs weitere Projekte haben ihre Förderdauer bereits überschritten (Stand: August 2012). Die entwickelten Weiterbildungsangebote unterscheiden sich hinsichtlich Struktur und Methoden und reichen von einzelnen Onlinemodulen bis hin zu Masterstudiengängen. Innerhalb der laufenden und abgelaufenen Projekte (n=20) wurden in vier Projekten weiterbildende Masterstudiengänge entwickelt, in elf Projekten Weiterbildungskurse und in 5 Projekten digitale Bildungsmodule (Lernsoftware). Hinsichtlich der Bildungsinhalte wird ein breites Themenspektrum bearbeitet, von wirtschaftlichen über naturwissenschaftliche bis hin zu technischen Fragestellungen