Multiport interferometers are an important tool in the emerging field of quantum information technologies. In theoretical work, we investigate implementing Haar-random unitary transformations in...Show moreMultiport interferometers are an important tool in the emerging field of quantum information technologies. In theoretical work, we investigate implementing Haar-random unitary transformations in increasingly large interferometers with realistic imperfections. We find that random matrices result in mostly low values of interferometer beam splitter reflectivities. We model production imperfections and we find that these severely limit the implementation of random matrices. We show the effects of the imperfection can be mitigated through optimisation of interferometer degrees of freedom and by adding additional beam splitters. In experimental work, we investigate the realisation of reconfigurable multiport interferometers in silica-on-silicon integrated photonics chips using a modular design. We show that individual modules are fully reconfigurable. We give a proof-of-principle of the design by connecting three modules for the first time and measure 5% transmission.Show less
Abstract Education has the social task to prepare children for an increasingly digital society. Therefore, the use of ICT in primary education is becoming increasingly important. Within this study...Show moreAbstract Education has the social task to prepare children for an increasingly digital society. Therefore, the use of ICT in primary education is becoming increasingly important. Within this study we analyzed the differences in the attitude towards ICT and the differences in the use of ICT between anthroposophic schools and mainstream schools. The quantitative analysis was conducted on data obtained through a questionnaire of 213 respondents and interviews with 10 teachers. The results show that teachers of anthroposophic schools have a less positive attitude towards the use of ICT in the classroom than teachers in mainstream schools. In addition, it is shown that there is a connection between this attitude towards ICT and the level of school’s ICT facilities and the use thereof in the classroom. Teachers in anthroposophic schools have fewer ICT facilities available to them than teachers in regular schools. The study also shows that, on average, teachers in anthroposophic schools use ICT less frequent in their classroom and use ICT in a different way than teachers in mainstream schools.Show less
