UOsaka’s Professor Keisuke Fujii recognized among the Quantum 100
Grant and Award Announcement
Updates every hour. Last Updated: 24-Dec-2025 17:12 ET (24-Dec-2025 22:12 GMT/UTC)
Professor Keisuke Fujii, a leading researcher in quantum science at The University of Osaka, has been named among the Quantum 100, a major global initiative celebrating the centennial of the development of quantum mechanics in 2025, proclaimed by the United Nations and led by UNESCO.
MIT theoretical physicists may have an explanation for the surprising observation that superconductivity and magnetism can co-exist in some materials. They propose that under certain conditions, a magnetic material’s electrons could splinter into quasiparticles known as “anyons,” some of which could flow together without friction — an entirely new form of superconductivity.
The Universitat Jaume I has joined the national STEAM Alliance for Female Talent, promoted by Spain’s Ministry of Education to encourage girls and young women to pursue studies in science, technology, engineering, the arts and mathematics, and to help close the gender gap in these fields. Membership requires submitting a project that promotes STEAM careers among girls and adolescents and passing a rigorous evaluation process.
The university’s application included three initiatives: "Sucre", which introduces computational thinking and programming in primary and secondary schools; "Ingeniera… ¿por qué no?", which raises awareness and provides resources to increase the presence of women in technical degrees; and "Connecta amb la ciència", a programme offering hands-on workshops and talks to secondary school students led by researchers from the university’s science and technology areas.
Teacher noticing refers to how teachers attend to, interpret, and respond to classroom events, which is known as a crucial skill of effective mathematics instruction. A new article synthesizes multinational research across five countries, finding that teacher noticing varies significantly across different cultural settings, and the frameworks for developing teacher noticing cannot be simply transplanted from one culture to another.