In the ERC project ULPICC, a new type of optical amplifier was invented that is much more compact than existing optical amplifiers based on rare earth doping and much cheaper to fabricate than the ones based on III-V semiconductors. It is based on our discovery that HgTe colloidal quantum dots (QDs) exhibit a gain threshold several orders of magnitude lower than any other type of QDs studied before. Semiconductor QDs are fabricated using wet chemical synthesis procedures and can be deposited with cheap solution-based techniques such as printing which makes them competitive with traditional gain host media, with the additional advantage that the gain peak wavelength of colloidal QDs can be set freely by controlling the size of the QD, making them extremely versatile. An application (considered by big industrial players such as INTEL, IBM, NTT, …) particularly suffering from the lack of a compact optical amplifier is that of optical interconnects (OI) between chips to accommodate increasing data-transfer rates elusive for electronics. The OI market is expected to grow to $1 billion by 2021, where we expect the amplifier function can be valued anywhere up to 10% of the total OI value ! A heavily investigated approach to realize such an OI is that of ‘silicon photonics’, which has been shown to fulfil the requirements in terms of bandwidth and power consumption but lacks a native optical gain medium required to compensate the OI intrinsic losses. Therefore, the objective of INTERDOT is to assess the technical and commercial potential of optical amplifiers based on colloidal HgTe QDs, integrated on silicon photonics chips or in board-level OIs. We will validate their gain, specify their efficiency, initiate reliability and performance testing (through close industrial collaboration) and investigate how the knowhow involved can be protected and commercialized, either through licensing and/or spin-off creation.

Being bullied is a major stressor for many adolescents and it is recognized as a public health concern worldwide. Adolescents who are exposed to bullying are at increased risk for mental and physical health problems, which could even perpetuate into adulthood. Unfortunately, current understandings of how bullying can pose such deleterious effects remain poor, thus limiting our ability to inform prevention and intervention efforts. This project addresses this fundamental gap and substantially extends prior research in two unique ways. First, I will examine fine-grained processes as they occur within adolescents in real-time in their real-life as a crucial pathway for uncovering mechanisms underlying the negative effects of bullying. Second, I will adopt a multilevel perspective to examine the dynamic interplay between multiple psychological and biological processes and how they unfold over time. In this regard, I will examine the possibility that bullying influences gene expression processes resulting in a gene expression profile that increases risk for health problems. In a first study, I will use a longitudinal measurement burst design, allowing me to examine how bullying exposure can influence within-person processes over time at the daily level. I will assess psychological (e.g., emotional) and physiological (e.g., HPA-axis) functioning in situ, and I will use transcriptional profiling to examine how gene expression changes over adolescence as a function of bullying. In a second study, I will utilize data from the Netherlands Twin Register to identify monozygotic twins who differ from each other in their history of victimization in adolescence and examine their gene expression profiles in early adulthood, while accounting for genetic confounds. Together, this research will offer unprecedented insights about short- and long-term interplays between psychological, physiological and molecular processes through which bullying may get into the mind and under the skin.

Schedography is a Byzantine method of teaching Greek grammar that was popular from the eleventh century to the early modern period. The study of this method enables a better understanding of 1) which kind of Greek was taught and how its teaching was conducted in medieval schools; 2) the influence of school curriculum on writing and reading practices in Byzantium; 3) the purposes of Byzantine education and cultural politics. The existent studies offer sound, but general, overviews and several schedographic sources are unedited. Furthermore, there is the lack of a consistent approach to the study of the edited schedographic sources. My project addresses this issue by looking at the eleventh century, when this method began to spread. I will frame schedography within the context of eleventh-century Byzantine culture and of contemporary school practices. Furthermore, I will examine the most relevant source for this period, the handbook by Longibardos, to describe its teaching method through a linguistic and stylistic analysis. My project will also lead to a critical edition of Longibardos’ handbook and other unedited eleventh-century schedographic remnants. TeaGre will offer both the first study of schedography and its early evolution as well as a consistent linguistic and stylistic approach to schedographic sources. The simultaneous presence of the ERC-funded projects MELA and EVWRIT at Ghent University places my MSCA Fellowship within a context of substantial and innovative research on Classical, Late Antique and Medieval Greek language and education. The edition of Longibardos and eleventh-century schedographic texts will also expand the database for the study of Greek literature and language that is currently being developed at Ghent University. Through this fellowship, I will improve my professional profile into a more complete Greek scholar and my project will provide me with the proof of concept for my further research on this topic.