Complete framework for efficient characterisation of non-Markovian processes

A non-Markovian process is one that retains `memory' of its past. A systematic understanding of these processes is necessary to fully describe and harness a vast range of complex phenomena; however, no such general characterisation currently exists. This long-standing problem has hindered advances in understanding physical, chemical and biological processes, where often dubious theoretical assumptions are made to render a dynamical description tractable. Moreover, the methods currently available to treat non-Markovian quantum dynamics are plagued with unphysical results, like non-positive dynamics. Here we develop an operational framework to characterise arbitrary non-Markovian quantum processes. We demonstrate the universality of our framework and how the characterisation can be rendered efficient, before formulating a necessary and sufficient condition for quantum Markov processes. Finally, we stress how our framework enables the actual systematic analysis of non-Markovian processes, the understanding of their typicality, and the development of new master equations for the effective description of memory-bearing open-system evolution.

Pore structure characterisation of pillared clays using a modified MP method

The data of nitrogen adsorption on pillared clays (PILC) are converted to comparison plots (t-plots) to derive their pore size distribution (PSD). As in the MP method, the surface area of a group of pores having similar pore sizes is calculated from the slopes of tangent lines at two succeeding points on a comparison plot. By the modified MP method in this work, the tangent line is extrapolated to the adsorption axis on the t-plot, and the difference between intercepts is used to obtain the volume of the group of pores. From the information of surface area and pore volume, the average width of the pore group can be calculated and hence the PSDs of PILCs are obtained by carrying out such calculation procedures from high to low t. With this method, PSDs of several pillared clays are calculated over a wide pore size range, from micropores to mesopores. It is found that the modified MP method could result in the underestimation of the width of ultramicropores due to the enhancement in adsorption energy in these pores. Nevertheless, the method can be very useful in calculating the surface area and pore volume, as well as a mean width of these pores. For super-micropores and mesopores, pore size can also be underestimated, due to deviation of the pore shape from a slit. The principles of the improved MP method, as well as problems associated with it are thoroughly discussed in this paper. In general, this modified method provides practically meaningful results which are consistent with the pore dimension obtained from powder X-ray diffraction measurements, but involves no complicated theoretical treatment or assumptions.

Comparison between the reliability levels of manual palpation and pressure pain threshold in children who reported orofacial pain

The aim of this study was to compare the intra-and inter-rater reliability of pressure pain threshold (PPT) and manual palpation (MP) of orofacial structures in symptomatic and symptom-free children for temporomandibular disorders (TMD). Fourteen children reporting pain in masticatory muscles or the temporomandibular joint and 16 symptom-free children were randomly assessed on three different occasions: by rater-1 in the first and third session and by rater-2 in the second session. The trained raters applied algometry and MP as recommended by the Research Diagnostic Criteria for TMD. Intraclass correlation coefficients and the Kappa statistic were used to assess the levels of reliability of PPT and MP, respectively. Excellent intra-and inter-rater reliability levels were observed for PPT values at most of the examined sites for symptom-free children and excellent and moderate reliability levels for children reporting pain. For MP, moderate and poor intra-rater and inter-rater reliability levels were observed for most sites in both groups. Algometry showed higher reliability levels for both groups of children and is recommended for pain assessment in children in association with MP. (C) 2010 Elsevier Ltd. All rights reserved.

Peer Instruction method in introductory math courses

Learning is not a spectator’s sport. Students do not learn much by just sitting in class listening their teachers, memorizing pre-packaged assignments and spitting out answers. The teaching-learning process has been a constant target of studies, particularly in Higher Education, in consequence of the annual increase of new students. The concern with maintaining a desired quality level in the training of these students, conjugated with the will to widen the access to all of those who finish Secondary School Education, has triggered a greater intervention from the education specialists, in partnership with the teachers of all Higher Education areas, in the analysis of this problem. Considering the particular case of Engineering, it has been witnessed a rising concern with the active learning strategies and forms of assessment. Research has demonstrated that students learn more if they are actively engaged with the material they are studying. In this presentation we describe, present and discuss the techniques and the results of Peer Instruction method in an introductory Calculus courses of an Engineering Bach

188Re-PEI-MP as potential agent for metabolic radiotherapy

Introduction: 188Re is a promising radionuclide for metabolic therapy because of the emission of high energy beta-particles. The development of watersoluble bone-seeking polymers such as PEI-MP (polyethyleneimine, functionalised with methylphosphonate-groups) that might be labeled with 188Re are recent approaches, with a strong potential for bone cancer treatment. The aim of this study was to evaluate the efficacy of 188Re-PEI-MP, as therapeutic agent for osteosarcoma, through in vitro and in vivo models.

How to feel "in love" with Math - a MOOC experience

In the past few years we have witnessed the fast development of distance learning tools such as Open Educational Resources (OER) and Massive Open Online Courses (MOOCs). This paper presents the “Mathematics without STRESS” MOOC Project, which is a cooperation between four schools from the Polytechnic Institute of Oporto (IPP). The concepts of MOOC and their quickly growing popularity are presented and complemented by a discussion of some MOOC definitions. The process of the project development is demonstrated by focusing on used MOOC structure, as well as the several types of course materials produced. At last, is presented a short discussion about problems and challenges met throughout the project. It is also our goal to contribute for a change in the way as teaching and learning Mathematics is seen and practiced nowadays.

Math without stress – an open online learning project

MOOC (as an acronym for Massive Open Online Courses) are a quite new model for the delivery of online learning to students. As “Massive” and “Online”, these courses are proposed to be accessible to many more learners than would be possible through conventional teaching. As “Open” they are (frequently) free of charge and participation is not limited by the geographical situation of the learners, creating new learning opportunities in Higher Education Institutions (HEI). In this paper we describe a recently started project “Matemática 100 STRESS” (Math Without STRESS) integrated in the e-IPP project | e-Learning Unit of Porto’s Polytechnic Institute (IPP) which has created its own MOOC platform and launched its first course – Probabilities and Combinatorics – in early June/2014. In this MOOC development were involved several lecturers from four of the seven IPP schools.

Changing representations and practices in school mathematics: the case of Modern Math in Portugal

The curricular movement known as Modern Mathematics aimed at the transformation of representations and practices in school mathematics. Its study provides us with ways of understanding how these changes came about. The purpose of this paper is to contribute to the understanding of the ways in which representations of school mathematics gradually were influenced by ideas from the Modern Mathematics movement, how these new ideas merged into local educational traditions, and how they were transformed into meaningful practice. This work is centred on the Portuguese context from the middle 1950s to the middle 1960s, and builds on Chervel’s notion of school culture and Gruzinski’s discussion of connected histories.

How to feel “in love” with math – a MOOC experience

In the past few years we have witnessed the fast development of distance learning tools such as Open Educational Resources (OER) and Massive Open Online Courses (MOOCs). This paper presents the “Mathematics without STRESS” MOOC Project, which is a cooperation between four schools from the Polytechnic Institute of Oporto (IPP). The concepts of MOOC and their quickly growing popularity are presented and complemented by a discussion of some MOOC definitions. The process of the project development is demonstrated by focusing on used MOOC structure, as well as the several types of course materials produced. At last, is presented a short discussion about problems and challenges met throughout the project. It is also our goal to contribute for a change in the way as teaching and learning Mathematics is seen and practiced nowadays.

How to feel “in love" with math: a MOOC experience

In the past few years we have witnessed astonishing developments on distance learning tools, in particular on Open Educational Resources (OER) such as Massive Open Online Courses (MOOC). In this paper we present the “Mathematics without STRESS”, a MOOC Project, which has been a collaborative volunteer effort that brought together professors, from four schools of the Polytechnic Institute of Oporto (IPP), in Portugal. Some concepts directly associated with MOOC and their quickly growing popularity are complemented with a discussion of some particular MOOC characterizations. The design process of this project is revealed by focusing on the MOOC structure we used, as well as on the several types of course materials that were produced. At last, we undertake a short discussion about some of the problems, achievements and challenges met throughout this project development, giving a special attention to the motivational aim of this work - hoping to contribute to a change in the way of teaching and learning Mathematics is seen and practiced nowadays.

Math without stress: an open online learning project

MOOC (as an acronym for Massive Open Online Courses) are a quite new model for the delivery of online learning to students. As “Massive” and “Online”, these courses are proposed to be accessible to many more learners than would be possible through conventional teaching. As “Open” they are (frequently) free of charge and participation is not limited by the geographical situation of the learners, creating new learning opportunities in Higher Education Institutions (HEI). In this paper we describe a recently started project “Matemática 100 STRESS” (Math Without STRESS) integrated in the e-IPP project | e-Learning Unit of Porto’s Polytechnic Institute (IPP) which has created its own MOOC platform and launched its first course – Probabilities and Combinatorics – in early June/2014. In this MOOC development were involved several lecturers from four of the seven IPP schools.