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Photons are the physical system of choice for performing experimental tests of the foundations of quantum mechanics. Furthermore, photonic quantum technology is a main player in the second quantum revolution, promising the development of better sensors, secure communications, and quantum-enhanced computation. These endeavors require generating specific quantum states or efficiently performing quantum tasks. The design of the corresponding optical experiments was historically powered by human creativity but is recently being automated with advanced computer algorithms and artificial intelligence. While several computer-designed experiments have been experimentally realized, this approach has not yet been widely adopted by the broader photonic quantum optics community. The main roadblocks consist of most systems being closed-source, inefficient, or targeted to very specific use-cases that are difficult to generalize. Here, we overcome these problems with a highly-efficient, open-source digital discovery framework PyTheus, which can employ a wide range of experimental devices from modern quantum labs to solve various tasks. This includes the discovery of highly entangled quantum states, quantum measurement schemes, quantum communication protocols, multi-particle quantum gates, as well as the optimization of continuous and discrete properties of quantum experiments or quantum states. PyTheus produces interpretable designs for complex experimental problems which human researchers can often readily conceptualize. PyTheus is an example of a powerful framework that can lead to scientific discoveries -- one of the core goals of artificial intelligence in science. We hope it will help accelerate the development of quantum optics and provide new ideas in quantum hardware and technology.

Entanglement is a crucial resource for quantum technologies ranging from quantum communication to quantum-enhanced measurements and computation. Finding experimental setups for these tasks is a conceptual challenge for human scientists due to the counterintuitive behavior of multiparticle interference and the enormously large combinatorial search space. Recently, new possibilities have been opened by artificial discovery where artificial intelligence proposes experimental setups for the creation and manipulation of high-dimensional multi-particle entanglement. While digitally discovered experiments go beyond what has been conceived by human experts, a crucial goal is to understand the underlying concepts which enable these new useful experimental blueprints. Here, we present Halo (Hyperedge Assembly by Linear Optics), a new form of multiphoton quantum interference with surprising properties. Halos were used by our digital discovery framework to solve previously open questions. We -- the human part of this collaboration -- were then able to conceptualize the idea behind the computer discovery and describe them in terms of effective probabilistic multi-photon emitters. We then demonstrate its usefulness as a core of new experiments for highly entangled states, communication in quantum networks, and photonic quantum gates. Our manuscript has two conclusions. First, we introduce and explain the physics of a new practically useful multi-photon interference phenomenon that can readily be realized in advanced setups such as integrated photonic circuits. Second, our manuscript demonstrates how artificial intelligence can act as a source of inspiration for the scientific discoveries of new actionable concepts in physics.

A process demonstration unit for a novel aqueous phase reforming (APR) process was built and scaled up by factor 666. The set-up of this demonstration unit was supported by virtual commissioning using a virtual test bed. By using virtual commissioning, it was possible to speed-up the commissioning and to support stable, reliable and continuous plant operation for 100h., Proceedings of the 30th European Biomass Conference and Exhibition, 9-12 May 2022, Online, pp. 948-950

© 2017 Elsevier B.V. Thermochemical investigation of the series of 1-alkyl-3-methylimidazolium ionic liquids with B(CN) 4 and PF 2 (CN) 4 anions is presented. Absolute vapor pressures and vaporization enthalpies have been measured by using quartz-crystal microbalance. Gas-phase enthalpies of formation of ILs were calculated by using the high-level quantum-chemical method G3MP2. From a combination of experimental and theoretical results, the enthalpy of formation of aqueous B(CN) 4 ion was derived for the first time.

The use of oral rehydration solutions (ORS) is well established as an effective treatment to correct water-, electrolyte-, and acid-base balance in diarrheic calves. The main ingredients of a commercial ORS are Na, glucose, and alkalinizing agents, such as NaHCO 3 . Particular importance is attributed to the combination of glucose and Na at a specific ratio to optimize intestinal sodium, and thereby water uptake, through the sodium-glucose co-transport. Enhancing intestinal Na absorption by combining glucose and Na in an ORS has the potential to improve the alkalinizing effect of an ORS according the strong ion theory. The objective of this study was to investigate the effect of glucose on the alkalinizing effect of NaHCO 3 when administered orally. Nine healthy neonatal Holstein-Friesian calves underwent 3 oral treatments with 2-L solutions of NaHCO 3 (150mmol/L), glucose (300mmol/L), and glucose + NaHCO 3 (300mmol/L + 150mmol/L, respectively) in randomized order. Arterial and venous blood was obtained before treatment and in 30-min intervals thereafter for blood gas analysis and determination of plasma protein and electrolyte concentrations. Urine was collected volumetrically to determine urine volume, osmolality, pH, net acid excretion, and renal Na excretion after treatment. Plasma volume changes were extrapolated from plasma protein concentration changes. Treatment and time effects were tested with repeated measures ANOVA. Only subtle differences between oral administration of NaHCO 3 , with and without glucose, were observed for the change of the standard HCO 3 concentration relative to baseline. No differences in plasma Na, plasma volume expansion, renal Na, net base excretion, urine volume, or pH could be identified between animals treated orally with NaHCO 3 with and without glucose. Similarly, no differences in blood glucose concentration, plasma volume expansion, urine volume, or renal glucose excretion were observed in the 8h after treatment when comparing oral glucose treatment with and without NaHCO 3 . Our results indicate that combination of NaHCO 3 with glucose in a hypertonic ORS only had a minor effect on the alkalinizing effect of NaHCO 3 , which is unlikely to be of clinical relevance. The combination of NaHCO 3 and glucose neither improved Na, glucose, nor water absorption in euhydrated neonatal dairy calves, questioning the relevance of a specific ratio between Na and glucose in ORS for calves.

Objectives: Wiki systems are becoming increasingly important in university teaching. Not much is known about the opinion of lecturers of veterinary medicine regarding the active participation of students in teaching, their opinion on wiki systems and their motivation to use them in courses and to improve the quality of information. The objective of the present study was to evaluate how lecturers of veterinary medicine estimate learning management systems and the production of text or material by students in courses, if they rate wiki systems as an appropriate tool for teaching, if they would use wiki systems for their courses and if they are willing to improve the quality of information. Methods: The data collection was carried out as an online survey using a five-point Likert scale. Lecturers of veterinary medicine in Germany, Austria and Switzerland were contacted (n=approx. 1700) out of which 139 completed (8.2%) the survey. Results: Most lecturers use LMS and consider it to be suitable for providing course material. Half of all respondents indicated that they believe that students achieve greater learning success by developing their own learning material. In courses 23.0% of their students develop own materials. The majority of lecturers considered wiki systems as an appropriate and complementary tool for teaching (53.6%). A collection of wiki articles is seen as useful (56.6%), particularly when experts review the contents. One third of the lecturers would use wiki systems for the creation of material by students, but 82.5% have not yet used them in teaching. One third is willing to participate in the review of articles with regard to their quality. Conclusion: The results show that many lecturers are willing to use veterinary wiki systems and that they regard them useful for teaching. According to the opinion of the majority of lecturers, the creation of material by students can lead to greater learning success and wiki systems are suitable for this purpose. We are about to develop strategies to support the implementation of wiki systems into veterinary education and a peer review system supported by lecturers. In a further project the actual learning success provided by the active use of wiki-systems by students will be evaluated., Zielsetzung: Wiki-Systeme gewinnen in der universitären Lehre zunehmend an Bedeutung. Jedoch sind die Ansichten von Dozierenden der Veterinärmedizin in Bezug auf eine aktive Beteiligung der Studierenden in der Lehre, zu Wiki-Systemen und deren Nutzung im Rahmen von Lehrveranstaltungen und zur Qualität der Informationen in Wiki-Systemen wenig bekannt. Das Ziel der vorliegenden Studie war es zu bewerten, wie Dozierende der Veterinärmedizin Lernplattformen (learning management systems, LMS) und die Erstellung von Texten oder anderen Materialien durch Studierende einschätzen. Weiterhin wollten wir erfragen, ob sie Wiki-Systeme für ein geeignetes Instrument für den Unterricht halten, ob sie diese in ihren Kursen nutzen würden und ob sie bereit wären, die Qualität von Informationen in Wiki-Systemen zu verbessern. Methodik: Die Datenerhebung wurde anhand einer Online-Umfrage mit einer Fünf Punkte Likert-Skala durchgeführt. Dozierende der Veterinärmedizin in Deutschland, Österreich und der Schweiz wurden kontaktiert (n=ca. 1700), von denen 139 (8.2%) an der Umfrage teilnahmen. Ergebnisse: Die meisten Dozierenden nutzten LMS und hielten sie für geeignet, um Kursmaterial bereitzustellen. Die Hälfte der Befragten glaubte, dass die Studierenden einen größeren Lernerfolg durch die Entwicklung ihrer eigenen Lernmaterialien erzielen. Insgesamt gaben 23.0% an, dass Studierende eigene Materialien in ihren Kursen erstellen. Die Mehrzahl der Dozierenden betrachtete Wiki-Systeme als ein geeignetes und ergänzendes Instrument für den Unterricht (53.6%). Eine Sammlung von Wiki-Artikeln wurde als nützlich angesehen (56.6%), vor allem, wenn Experten den Inhalt begutachtet haben. Ein Drittel der Dozierenden würde Wiki-Systeme für die Erstellung von Materialien durch Studierende verwenden, aber 82.5% haben sie noch nicht in der Lehre verwendet. Ein Drittel wäre bereit, sich bei der Begutachtung der Artikel im Hinblick auf ihre Qualität zu beteiligen. Schlussfolgerung: Die Ergebnisse zeigen, dass viele Dozierende bereit sind, veterinärmedizinische Wiki-Systeme zu verwenden und dass sie diese für die Lehre als nützlich und geeignet betrachten. Nach der Meinung der Mehrheit der Dozierenden kann die Erstellung von Materialien durch die Studierenden zu einem größeren Lernerfolg führen. Derzeit werden Strategien entwickelt, um die Implementierung von Wiki-Systemen in der tierärztlichen Ausbildung und ein Begutachtungs-System durch Dozierende zu unterstützen. In einem weiteren Projekt soll der tatsächliche Lernerfolg durch die aktive Nutzung von Wiki-Systemen durch Studierende ausgewertet werden., GMS Zeitschrift für Medizinische Ausbildung; 32(5):Doc54

Das Web 2.0 bietet zahlreiche neue Möglichkeiten für den Einsatz des Internet in der universitären Lehre. Waren Studierende bisher meist nur Nutzer vorgegebener Inhalte, werden sie nun selbst Akteure. Insbesondere durch Wiki-Systeme (Beispiel: [link:http://wikipedia.org#http://wikipedia.org])[for full text, please go to the a.m. URL], Jahrestagung der Gesellschaft für Medizinische Ausbildung - GMA

The Free University's Veterinary Clinic of Reproduction in the Department of Veterinary Medicine, Berlin, has been offering courses on alternative and complementary veterinary medicine to its students for several years. Due to time constraints and shortages in teaching staff, it has not been possible to satisfy student demand for instruction in these areas. To provide more detailed information as well as more opportunities for discussion and practica, subject area courses were modified in two steps. Initially, blended learning was implemented to include e-learning and in-class formats of instruction. Subsequently, an entire block of courses offered were transferred to e-learning format. Students may now voluntarily register for the e-learning course entitled "Introduction of alternative and complementary veterinary medicine" via the Internet and learn the basic principles of homoeopathy, herbal medicine, acupuncture and other alternative methods in veterinary medicine. After passing this basic course, blended learning courses enable advanced students to learn more about fundamentals of methods in greater detail as well as to perform practica with animal subjects. The evaluation of these courses showed that students rated e-learning to be a reasonable addendum to in-class instruction. More than two thirds of the students recommended an increased integration of e-learning into veterinary education. Die Tierklinik für Fortpflanzung in Berlin bietet den Studierenden der Veterinärmedizin seit einigen Semestern Wahlpflichtkurse zu den Naturheilverfahren an. Der enormen Nachfrage seitens der Studierenden standen personelle und zeitliche Begrenzungen des Lehrpersonals gegenüber. Um den Interessenten dennoch umfangreiche Informationen zu bieten sowie Freiräume für Diskussionen und praktische Übungen zu schaffen, wurde das Ausbildungsangebot in zwei Projektphasen ausgebaut. Zunächst wurde dabei die Methode des Blended-Learning genutzt. Anschließend wurde ein Teil des Kursangebotes komplett auf E-Learning umgestellt. Der Wahlpflichtkurs "Einführung in die Naturheilverfahren" kann seither von den Studierenden vollständig über das Internet bearbeitet werden. Dieser Kurs behandelt die theoretischen Grundlagen von Homöopathie, Phytotherapie, Akupunktur und einigen weiteren Methoden. In Aufbaukursen werden neben einer Vertiefung der Grundlagen umfangreiche praktische Übungen durchgeführt. Die Evaluationsergebnisse belegen, dass die Studierenden E-Learning als sinnvolle Ergänzung der herkömmlichen Lehrmethoden betrachten. Zudem befürworten mehr als zwei Drittel der Studierenden eine vermehrte Einbindung von E-Learning in die Ausbildung.