Repeat-until-success distributed quantum computation by using single-photon interference at a beam splitter

A repeat-until-success (RUS) measurement-based scheme for the implementation of the distributed quantum computation by using single-photon interference at a 50:50 beam splitter is proposed. It is shown that the 50:50 beam splitter can naturally project a suitably encoded matter-photon state to either a desired entangling gate-operated state of the matter qubits or to their initial state when the photon is detected. The recurrence of the initial state permits us to implement the desired entangling gate in a RUS way. To implement a distributed quantum computation we suggest an encoding method by means of the effect of dipole-induced transparency proposed recently [E. Waks and J. Vuckovic, Phys. Rev. Lett. 96, 153601 (2006)]. The effects of the unfavorable factors on our scheme are also discussed.

Cryopreservation of rhesus macaque (Macaca mulatta) spermatozoa and their functional assessment by in vitro fertilization

Although spermatozoa from several species of nonhuman primates have been cryopreserved, there has been no report of success with rhesus macaque spermatozoa as judged by functional assays. Two Tris-egg yolk freezing media. TEST and TTE. which have: been successfully used for cynomolgus macaque (Macaca fascicularis) spermatozoa, were compared for cryopreservation of spermatozoa From four rhesus macaques (Macaca mulatta). The postthaw motility (percentage and duration) of spermatozoa cryopreserved in TTE was much higher than that for spermatozoa cryopreserved in TEST. The function of sperm cryopreserved in TTE was evaluated by in vitro fertilization or oocytes collected from gonadotropin-stimulated prepubertal rhesus macaques. Of the inseminated oocytes. 82 +/- 13% were fertilized and 63 +/- 22 and 39 +/- 21% of the resulting zygotes developed into morulae and blastocysts. respectively. These results indicate that rhesus macaque spermatozoa can be effectively cryopreserved in TTE medium. This finding will facilitate the application of in vivo and in vitro assisted reproductive technologies in this species. (C) 2001 Academic Press.

Inhibition of egg hatching success and larvae survival of the scallop, Chlamys farreri, associated with exposure to cells and cell fragments of the dinoflagellate Alexandrium tamarense

We report an apparently novel toxic effect of the dinoflagellate Alexandrium tamarense, manifested by inhibition of the egg hatching success of the scallop, Chlamys farreri. The hatching rate of C. farreri approached only 30% of controls when its fertilised eggs were exposed for 36 h to A. tamarense cells or cellular fragments at a concentration of 100 cells/ml, and the hatching rate was just 5% after exposure to A. tamarense of 500 cells/ml. Similar exposures of the fertilised scallop eggs to two other algal species, the diatom Phaeodactylum tricornutum and the raphidophyte Heterosigma carterae, resulted in no such toxicity or inhibitory effects.. Likewise, exposure of eggs to standard STX toxin. as well as to A. tamarense cell contents (supernant of re-suspended algal cells following ultrasonication and centrifugation), did not elicit this inhibitory response. However, exposure of the scallop eggs to cell cultures, intact algal cells, or cell fragments of A. tamarense produced marked toxicity. The alga also influenced larvae at early D-shape stage of scallop. The survival rates began to decrease significantly after exposed for 6 days at concentration of 3000 cells/ml and above: no larvae could survive after 14-day exposure to A. tamarense at 10,000 cells/ml or 20-day at 5000 cells/ml. The results indicated the production of novel substances from A. tamarense which can cause adverse effects on egg hatching and survival of the scallop larvae, The experiment also found that the developmental stages before blastula was the developmental period most sensitive to the A. tamarense toxin(s) and the alga at early exponential stage had the strongest effect on egg hatching comparing with other growth phases. The adverse effect of A. tamarense on early development of scallops may cause decline of shellfish population and may have further impact on marine ecosystem. (C) 2001 Elsevier Science Ltd. All rights reserved.

Viewing DVM via general behaviors of zooplankton: A way bridging the success of individual and population

In this paper, we viewed the diel vertical migration (DVM) of copepod in the context of the animal's immediate behaviors of everyday concerns and constructed an instantaneous behavioral criterion effective for DVM and non-DVM behaviors. This criterion employed the function of 'venturous revenue' (VR), which is the product of the food intake and probability of the survival, to evaluate the gains and losses of the behaviors that the copepod could trade-off. The optimal behaviors are to find the optimal habitats to maximize VR. Two types of VRs are formulated and tested by the theoretical analysis and simulations. The sensed VR, monitoring the real-time changes of trade-offs and thereby determining the optimum habitat, is validated to be the effective objective function for the optimization of the behavior; whereas, the realized VR, quantifying the actual profit obtained by an optimal copepod in the sensed-VR-determined habitat, defines the life history of a specific age cohort. The achievement of a robust copepod overwintering stock through integrating the dynamics of the constituent age cohorts subjected to the instantaneous behavioral criterion for DVM clearly exemplified a possible way bridging the immediate pursuit of an individual and the end success of the population. (c) 2005 Published by Elsevier Ltd.

中学生的性别—理科刻板印象及其影响因素

Gender stereotype has a great effect on an individual’s cognition and behavior. Notably, stereotyped cognition about gender and science exerts an influence on an individual’s academic or career choice. In order to weaken the negative effect of gender-science stereotype and facilitate girls’ participation in science, this study examined the development of implicit gender-science stereotype and influence factors with implicit association test and questionnaires in a sample of secondary school students. The present work showed that: Firstly, there were no gender differences and gender predominance in performance of math and physics during secondary school years. However, girls tended to attribute success in math and physics to unstable factors, or the failure to stable factors. The reverse was true for boys’ attribution. This gender difference in attribution was especially evident in their study of physics. Secondly, 7th to 11th grade students implicitly regarded science as male domain, with the exception of 7th grade boys, who thought both boys and girls can study science well. On the whole, this gender-science stereotype was more and more evident as the specialization of science subjects’ progresses through secondary school, and this inclination decreased with increasing grade. Thirdly, the negative correlation between explicit and implicit stereotype which appeared in girls from 8th grade grew stronger with increasing grade and became significant in 10th grade. On the contrary, the significantly positive correlation existed in 7th -11th boys. Fourthly, the experience including attitude toward science, science interests and self –efficacy in math and physics had significantly negative effect on girls’ implicit gender-science stereotype, and significantly positive effect on boys’. It was showed that gender moderated the effect of experience in the study of science and implicit gender-science stereotype, and the attitude toward science mediated the relationship between science interests, self-efficacy and implicit gender-science stereotype. Fifthly, the perceived teacher’s class behaviours by students and the perceived parents’ gender stereotype by children had strong predictive power on students’ implicit gender-science stereotype. And the perceived teachers’ and parents’ performance expectancies can influence gender-science stereotype indirectly through self-efficacy in related subjects and attitude toward science. In conclusion, the present study showed that cognitive bias about gender and science existed in Chinese secondary school students. The information conveyed from teachers and parents interacting with students’ experience in the study of science affect the formation of stereotyped cognition.