Noise resilience and entanglement evolution in two nonequivalent classes of quantum algorithms

The speedup provided by quantum algorithms with respect to their classical counterparts is at the origin of scientific interest in quantum computation. However, the fundamental reasons for such a speedup are not yet completely understood and deserve further attention. In this context, the classical simulation of quantum algorithms is a useful tool that can help us in gaining insight. Starting from the study of general conditions for classical simulation, we highlight several important differences between two nonequivalent classes of quantum algorithms. We investigate their performance under realistic conditions by quantitatively studying their resilience with respect to static noise. This latter refers to errors affecting the initial preparation of the register used to run an algorithm. We also compare the evolution of the entanglement involved in the different computational processes.

Novel linkage to chromosome 20p using latent classes of psychotic illness in 270 Irish high-density families

Background: Several lines of evidence suggest that the clinical heterogeneity of schizophrenia is due to genetic heterogeneity. Genetic heterogeneity may decrease the signal-to-noise ratio in linkage and association studies. Therefore, linkage studies of clinically homogeneous classes of psychotic illness may result in greater power to detect at least some loci.

Sharing Classes between Separate Schools: a mechanism for improving inter-group relations in Northern Ireland?

One manifestation of division and the history of conflict in Northern Ireland is the parallel education system that exists for Protestants and Catholics. Although recent decades have seen some advances in the promotion of integrated education, around 95% of children continue to attend schools separated on ethno-religious lines. In 2007 a programme for sharing education was established. Underpinned by intergroup contact theory, and reflecting educational priorities shared by all school sectors, the programme seeks to offer children from different denominational schools an opportunity to engage with each other on a sustained basis. In this article the authors adopt a quantitative approach to examining the impact of participation in the Sharing Education Programme on a range of outcomes (out-group attitudes, positive action tendencies and out-group trust) via, first, intergroup contact (cross-group friendships) and, second, intergroup anxiety. Their findings confirm the value of contact as a mechanism for promoting more harmonious relationships, and affirm the Sharing Education Programme as an initiative that can help promote social cohesion in a society that remains deeply divided.