Superconducting charge qubits: The roles of self and mutual inductances

We study the essential roles of self and mutual inductances in superconducting charge qubits and propose a scheme to couple charge qubits by means of mutual inductance. We also show that the Hamiltonians can be exactly formulated in compact forms in the spin-1/2 representation for both single- and double-qubit structures.

Electrochemical measurement of hydrogen peroxide in plasma: Evaluation of freshwater prawn (Macrobrachium rosenbergii) and crucian carp (Cyprinus carpio) phagocytes under natural conditions

An electrochemical technique for the real-time detection of hydrogen peroxide (H2O2) was employed to describe respiratory burst activity (RBA) of phagocytes in plasma which can be used to evaluate the ability of immune system and disease resistance. The method is based upon the electric current changes, by redox reaction on platinum electrode of extracellular hydrogen peroxide (H2O2) released from phagocytes stimulated by the zymosan at 680 mV direct current (d.c.). Compared with the control, activation of respiratory burst by zymosan particles results in a high amperometric response, and a current peak was obtained during the whole monitoring process. The peak current was proved by addition Of Cu2+ and other controls, to be the result of intense release of H2O2 from phagocytes. The peak area was calculated and used to evaluate the quantity of effective H2O2, which represents the quantity of H2O2 beyond the clearance of related enzymes in plasma. According to Faraday's law, the phagocytes' ability of prawns to generate effective H2O2 was evaluated from 1.253 x 10(-14) mol/cell to 6.146 x 10(-14) mol/cell, and carp from 1.689 x 10(-15) Mol/Cell to 7.873 x 10(-1)5 mol/cell. This method is an acute and quick detection of extracellular effective H2O2 in plasma and reflects the capacity of phagocytes under natural conditions, which could be applied for selecting species and parents with high immunity for breeding in aquaculture. (c) 2007 Elsevier Ltd. All rights reserved.

学习不良少年的自我意识情绪研究

Self-conscious emotions (guilt, shame, embarrassment, pride, etc) are social emotions, and involve complex appraisals of how one’s behavior has been evaluated by the self and other people according to some value standards. Self-conscious emotions play an important role in human life by arousing and regulating human action tendencies, feeling and thoughts, which can promote people to work hard in achievement and task fields, maintain good interpersonal relationship according with social morality and expectation. The present study aimed to examine complex self-conscious emotional understanding capabilities in junior middle school students with and without learning disabilities, how the self-conscious emotions generate, and relationship between self-conscious emotions and self-representation in academic and interpersonal fields. Situational experimental methods were used in this research, and the results would give further supports for learning disabilities intervention. The main results of present research are as follows. 1. The study included 4 parts and 6 experiments. The aim of study 1 was to explore whether juveniles with learning disabilities understood complex self-conscious emotions differently from juveniles without learning disabilities. We surveyed the self-conscious emotions understanding of 37 learning disabilities and 45 non-learning disabilities with the emotional situation stories. The results indicated that the self-conscious emotional recognition in others for learning disabilities was lower than that of non-learning disabilities in different emotional recognition tasks. Moreover, children with learning disabilities were more inclined to recognize emotions in themselves as elemental emotions, however, children without learning disabilities were more inclined to recognize emotions in themselves as self-conscious emotions. 2. The aim of study 2 was to explore the generative mechanism of self-conscious emotions in academic and interpersonal fields with the method of situational experiments, namely to examine whether the self-discrepancy could cause self-conscious emotions for learning disabilities. 84 learning disabilities (in experiment 1) and 80 learning disabilities (in experiment 2) participated in the research, and the results were as follows. (1) Self discrepancy caused participants’ self-conscious emotions effectively in academic and interpersonal fields. One’s own and parents’ perspercive on the actual-ideal self-discrepancy both produced dejection-related emotions (shame、embarrassment) and agitation-related emotions (guilt). （2）In academic fields, children with learning disabilities caused higher level negative self-conscious emotions (embarrassment, shame, and guilt) and lower level positive self-conscious emotion (pride). However, there were no differences of self-conscious emotions for children with and without learning disabilities in non-academic fields. 3. The aim of study 3 was to explore what influence had self-conscious emotions on self-representation for learning disabilities with the method of situational experiments. 57 learning disabilities (in experiment 1) and 67 learning disabilities (in experiment 2) participated in the research, and the results were as follows. （1）The negative self-conscious for learning disabilities could influence their positive or negative academic and positive interpersonal self-representation stability, the ways in which self-evaluation of ability mediate these effects. However, there was no significant effect for the negative self-conscious and self-evaluation of ability predicting negative interpersonal self-representation stability. （2）The stability level of positive academic and interpersonal self-representation for learning disabilities was lower than that of non-learning disabilities. There was no significant difference of the negative interpersonal self-representation stability for children with and without learning disabilities in the positive self-conscious valence condition. However, the stability level of negative interpersonal self-representation for learning disabilities was lower than that of non-learning disabilities in the negative self-conscious valence condition. 4. The aim of study 4 was to explore the intervention effects for self-conscious emotions training course on emotional comprehension cability. 65 learning disabilities (34 in experimental group, and 31 in control group) participated in the research. The results showed that self-conscious emotions course boosted the self-conscious emotions apprehensive level for children with learning disabilities.

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.

Spin-dependent current noises in transport through coupled quantum dots

Current fluctuations can provide additional insight into quantum transport in mesoscopic systems. The present work is carried out for the fluctuation properties of transport through a pair of coupled quantum dots which are connected with ferromagnetic electrodes. Based on an efficient particle-number-resolved master equation approach, we are concerned with not only fluctuations of the total charge and spin currents, but also of each individual spin-dependent component. As a result of competition among the spin polarization, Coulomb interaction, and dot-dot tunnel coupling, rich behaviors are found for the self- and mutual-correlation functions of the spin-dependent currents.

大学生现实自我与理想自我差异的特点、产生机制和效应

The arguments on self discrepancy can be traced back to the old ages, but the systematic investigations were started by Higgins et al. at 1985.Compared to the large number of foreign studies, only a few ones have been conducted in our own country. Numerous characteristics of undergruaduate’s actual-ideal discrepancy and a great many determinative factors have been found as well as many of its negative effects—especially the greater the actual-ideal discrepancy, the more negative on the mind and behavior. Nevertheless, there are still many issues to be solved, such as the extend of the undergruaduate’s actual-ideal discrepancy level in own country. On the other hand, although there are a great many internal and external determinative factors of actual-ideal discrepancy, how they overally influence the discrepancy of the same individual is still unknown; to what extent does actual-ideal discrepancy influence the human mind and behavior and whether the influence is positive or negtive? This research collected a sample consisting of 4 undergraduate grades and 5 majors from a middle-ranked university. We adopted questionnaires in the study, and analyzed the data using correlation analysis, regression analysis, variances analysis, and path analysis. Our aim focused on the general characteristics of the undergruaduate’s actual-ideal discrepancy in own country, the overall working mechanism of the determinative factors including environmental and personal factors on the actual-ideal discrepancy of the same individual, and the effects of the actual-ideal discrepancy on psychological adaption, motivation, and behavior. The main results are as following: (1)The improved measurement instrument possesses good validity and reliability, and can be used in future research. (2) The actual-ideal discrepancy level among undergraduates is slightly bellow medium. The proportion of undergraduates who have a higher actual-ideal discrepancy level is small. There is significant gender difference in actual-ideal discrepancy level, but no significant difference across different majors and grades. (3)This research probed the overall working mechanism of the parenting style(environmental factors) and the personality factors(personal factors) including stability, flexibility, cleverness, and esteem on the undergruaduate’s actual-ideal discrepancy. The results shows that the parenting style of warmth and understanding, stability, flexibility, and esteem influence the actual-ideal discrepancy. Esteem entirely moderate the relationship between the parenting style of warmth and understanding and actual-ideal discrepancy, partially moderate the relationship between the flexibility, stability and actual-ideal discrepancy. Furthermore, the above factors can be order as stability, flexibility, and parenting style of warmth and understanding in terms of decreasing impact on the actual-ideal discrepancy. No significant effect of cleverness and other parenting style was found. The parenting style of warmth and understanding, stability, and flexibility interactively influence the actual-ideal discrepancy in the following manner: the stability and flexibility, both of which have independent influence on the actual-ideal discrepancy, entirely moderate the relationship between the parenting style of warmth and understanding and actual-ideal discrepancy. (4) Actual-ideal discrepancy plays a negative role in adaption indices, including self-efficacy, self-identity, self-actualization. Actual-ideal discrepancy also has negative effects on the 9 symptoms measured by SCL-90, vitality, approach motivation, avoidance motivation, and performance goals. No significant influence on mastering goals was found. Actual-ideal discrepancy uniquely correlates with depression symptom. The above results contribute from the point of self-discrepancy to the understanding of self-identity of undergraduates, and they enrich the knowledge of the development of self and contribute to the understanding of the development of human personality.This research advances on the two key problems of the developmental mechanism of actual-ideal discrepancy and that promotes the knowledge of the developmental mechanism of actual-ideal discrepancy. The research probed the relationship between the actual-ideal discrepancy and motivation which is an important phenomenon and this enlarges the domain of the actual-ideal discrepancy research. The results make sure that actual-ideal discrepancy is one of the important factors influencing undergruaduate’s mind and behavior. The conclusions can provide reference and guidance in the diagnosis and intervension strategies for mental health education and counseling practice in university.

影响生育价值观因素的研究－传统回归分析与多层线性模型分析结果的比较

Based on the research of predictors of VOC, this study explores the predictive effect of factors, such as generation, urban/rural context, collectivism/individualism orientation, family value, independent/interdependent self, adult attachment, on the Emotional and Traditional factors of VOC. Considering the hierarchical data structure of the VOC study, which resulted from the original research design, this dissertation applies Hierarchical Linear Model (HLM) after using traditional regression. A comparison between the results from the tow statistical methods is made, and the results are as follows: 1) Reliability coefficients of questionnaires used in this study are satisfactory, and most of them can be used in further research. 2) Samples from different generation and urban/rural context show significant differences on the score of collectivism/individualism orientation, family value, independent/interdependent self, adult attachment, and VOC. 3) Regression equations with VOC as outcome variable differ from each other when using data from sample with restricted generation or urban/rural context. 4) Results by HLM shows that interdependent self and mother identity have positive effect on emotional factor of VOC. Emotional factor’s variation on family level is not significant. 5) Results by HLM shows that Individualism, Interdependent Self and Grandmother Identity can predict Traditional factor of VOC. Traditional factor’s variation is significant on family level, which can be explained by family income and it’s area-urban or rural. Based on the results above, the researcher concludes that a) generation identity and urban/rural context have important effect on VOC; b) Interdependent Self is an important predictive factor of VOC’s Emotional factor, which is nearly subjective to other factors; d) VOC’s traditional factor varies with other factors, which show its strong relation with culture and tradition; e) more exact results can be gotten from HLM analysis, which beyond tradition regression.

中美大学生归因偏差的跨文化研究

This research systematically compared Chinese undergraduates with American undergraduates on four kinds of attributional bias: correspondent bias, siuational overattribution, intergroup attributional bias and self-serving attributional bias, and examined the effect of the implicit theories reflecting the cultures on attributional bias. First is analyzed three pairs of opposite implicit theories: dispositionalist theory and situationalist theory, generality and particularity, stressing the positive evaluation of self and despising the positive evaluation of self. It developed the Modern Implicit Theories Inventory and Traditional Implicit Theories Inventory to measure these implicit theories, and the results showed these inventories had satisfactory validity and reliability, and they were suitable for the group comparison of Chinese implicit theories with European-American. At the same time through the test it found Chinese undergraduates agreed all these opposite implicit theories more than American undergraduates. Second, it studied Chinese and American undergraduates' attributional accuracy on locus of causality. The results showed: Chinese and American undergraduates both had the correspondent bias under the different salient situational constraints, and the degree of Chinese and American undergraduates' correspondent bias under the different salient situational constraints had no significant difference' Chinese and American undergraduates both showed the situational overattribution; Chinese undergraduates had more the correspondent bias and situational overattribution than American undergraduates. Third, on the research of Chinese and American undergraduates' intergroup attributional bias, it found Chinese and American undergraduates both had no intergroup attributional bias among kin, friends and strangers, while they both show some favorable outcome effects for these three group actors. The favorable outcome effects were significant on the attributional dimensions of locus of causality and controllability for strangers' behavior, and stability for kin and friends' behavior rating by Chinese undergraduates, and stability for friends' behavior rating by American undergraduates. Fourth, it explored Chinese and American undergraduates' self-serving attributional bias, and the result indicated that Chinese and American undergraduates both showed significant self-serving attributional bias: for outcome effects, Chinese undergraduates' self-serving attributional bias were reflected on the attributional dimensions of locus of causality, stability, controllability and globality, and American undergraduates were reflected on the attributional dimensions of locus of causality, stability and globality; for categorization effects, both Chinese and American undergraduates' self-serving attributional bias were reflected on attributional difference between self's negative behavior and others', but Chinese undergraduates were embodied on the attributional dimensions of locus of causality, stability and globality while American undergraduates were reflected on the attributional dimensions of stability and globality. It also found Chinese undergraduates had more self-serving attributional bias than American undergraduates. This was reflected on the attributional dimensions of locus of causality, stability and controllability for outcome effects, and for categorization effects, locus of causality, stability and globality rating for self and others' negative behavior. All studies indicated that Chinese and American undergraduates' implicit theories had no significant effects on all their four attributional bias. These findings' potentially important implications were discussed and the further research was suggested.