Publications by authors named "E VERNIER"

It is a classic result that certain interacting integrable spin chains host robust edge modes known as strong zero modes (SZMs). In this Letter, we extend this result to the Floquet setting of local quantum circuits, focusing on a prototypical model providing an integrable Trotterization for the evolution of the XXZ Heisenberg spin chain. By exploiting the algebraic structures of integrability, we show that an exact SZM operator can be constructed for these integrable quantum circuits in certain regions of parameter space.

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The Trotter-Suzuki decomposition is a promising avenue for digital quantum simulation (DQS), approximating continuous-time dynamics by discrete Trotter steps of duration τ. Recent work suggested that DQS is typically characterized by a sharp Trotter transition: when τ is increased beyond a threshold value, approximation errors become uncontrolled at large times due to the onset of quantum chaos. Here, we contrast this picture with the case of integrable DQS.

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We revisit the so-called folded XXZ model, which was treated earlier by two independent research groups. We argue that this spin-1/2 chain is one of the simplest quantum integrable models, yet it has quite remarkable physical properties. The particles have constant scattering lengths, which leads to a simple treatment of the exact spectrum and the dynamics of the system.

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Slit ventricle syndrome is a rare condition whereby brain compliance is reduced and can be associated with intermittent intracranial hypertension. A 19-year-old male with a ventriculoperitoneal shunt for congenital hydrocephalus presented with a 1-day history of headache and drowsiness-symptoms from which he suffered in many recurrent episodes over the past 5 years. The improvement of headaches without surgical intervention led to the diagnosis of migraine.

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The purpose of this study was to investigate the contributions of domain-general cognitive resources and different forms of arithmetic development to individual differences in pre-algebraic knowledge. Children (n = 279, mean age = 7.59 years) were assessed on 7 domain-general cognitive resources as well as arithmetic calculations and word problems at start of 2nd grade and on calculations, word problems, and pre-algebraic knowledge at end of 3rd grade.

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