Nonlinear Photonics

2022 ◽  
Author(s):  
Jia-Ming Liu
Keyword(s):  
Undergraduate Students ◽  
Teaching Experience ◽  
Practical Applications ◽  
Years Of Teaching Experience ◽  
Hands On ◽  
Key Concepts ◽  
Worked Problems ◽  
Complete Solutions ◽  
The Ideal ◽  
Nonlinear Photonics

Suitable for both graduate and senior undergraduate students, this textbook offers a logical progression through the underlying principles and practical applications of nonlinear photonics. Building up from essential physics, general concepts, and fundamental mathematical formulations, it provides a robust introduction to nonlinear optical processes and phenomena, and their practical applications in real-world devices and systems. Over 45 worked problems illustrate key concepts and provide hands-on models for students, and over 160 end-of-chapter exercises supply students with plenty of scope to master the material. Accompanied by a complete solutions manual for instructors, including detailed explanations of each result, and drawing on the author's 35 years of teaching experience, this is the ideal introduction to nonlinear photonics for students in electrical engineering.

Influence of Clinical Expertise Between Clinician-Instructors Versus Student-Instructors on the Effectiveness of Ultrasound Courses

2020 ◽  
Author(s):  
Matthias Hofer ◽  
Lars Kamper ◽  
Nicole Heussen ◽  
Ole Martin ◽  
Johannes Heverhagen
Keyword(s):  
Teaching Experience ◽  
Objective Structured Clinical Examination ◽  
Clinical Expertise ◽  
Healthy Individuals ◽  
Resource Saving ◽  
Instructor Training ◽  
Skill Levels ◽  
Years Of Teaching Experience ◽  
Hands On ◽  
Didactic Skills

Abstract Purpose To investigate how the extent of an ultrasound instructor’s clinical expertise influences the level of hands-on ultrasound competency achieved by clinicians after three-day ultrasound courses in abdominal and emergency ultrasound. The second goal was to determine how physicians in residency rate the sonographic and didactic skills of student instructors compared to medical staff instructors. Method A total of N = 100 residents participating in a 3-day ultrasound workshop were randomly trained either by 15 student instructors or by clinical staff physicians, both with > 2 years of teaching experience. Both instructor groups had previously completed 120 hours of didactic instructor training. Ultrasound competencies were assessed by a standardized objective structured clinical examination (OSCE) of healthy individuals. The sonographic and didactic skills of both instructor groups were rated by questionnaires with six-step Likert items (1 = excellent, 6 = poor). Results The cohort, trained by student instructors, achieved the same scoring level as the second cohort, trained by physician instructors (mean score 76.4, versus 73.7 of max. 100 points, p = 0.28) in the final OSCE. The sonographic qualification was rated for student educators as 1.44 (mean) [1.1–1.62], versus residents 1.46 [1.26–1.61], versus attendings 1.29 [1.05–1.61]. Didactic skill levels were rated without significant differences with means of 1.53, 1.57 and 1.53, respectively. Discussion & Conclusion The didactic competence of student instructors does not differ statistically from the competency levels of experienced physicians. In terms of the acquired ultrasound skills of trainees, our data indicate that student instructors can be as efficient as staff instructors. Therefore, student instructors can be employed as resource-saving ultrasound educators without decreasing the skills level achieved by course participants, provided that they previously underwent a comprehensive didactic and sonographic training program.

Faculty Perceptions of Undergraduate Students' Participation in Regional Psychology Conferences

2008 ◽  
Vol 103 (2) ◽  
pp. 426-430 ◽  
Author(s):  
Courtney Haines ◽  
R. Eric Landrum
Keyword(s):  
Decision Making ◽  
Undergraduate Students ◽  
Faculty Perceptions ◽  
Teaching Experience ◽  
Evaluative Criteria ◽  
Submission Process ◽  
Years Of Teaching Experience ◽  
Decision Making Processes

Faculty responded to a survey regarding submission guidelines and decision making processes to regional psychology conferences for undergraduate students. Respondents' mean age was 52.2 yr. ( SD= 10.8), mean years of teaching experience was 22.5 ( SD= 10.7), and 49.7% were women. Analyses indicated that students should know submission guidelines and evaluative criteria prior to submission, but may not. Results are presented to provide feedback for faculty about the conference submission process.

scholarly journals John Hopcroft's views on China's education

2020 ◽  
Vol 7 (3) ◽  
pp. 713-717 ◽  
Author(s):  
By Weijie Zhao ◽  
Zhenjiang Hu
Keyword(s):  
Computer Science ◽  
Undergraduate Students ◽  
Undergraduate Education ◽  
Teaching Experience ◽  
Cornell University ◽  
The Past ◽  
Years Of Teaching Experience ◽  
Peking University ◽  
Education In China

Abstract Professor John Hopcroft at Cornell University is a Turing Prize winner (1986) and an educator with more than 55 years of teaching experience. For the past 10 years, Hopcroft has been coming to China to give courses to undergraduate students at Shanghai Jiaotong University (SJTU) and has helped SJTU to improve the quality of computer-science education. He also chairs the Center on Frontiers of Computing Studies at Peking University (PKU), the Turing Class at PKU and the Hopcroft Center at Huazhong University of Science and Technology (HUST) in Wuhan, and is engaged in many other projects aiming to upgrade China's computer-science undergraduate education. Recently, NSR talked with Professor Hopcroft to learn his views on education in China.

Integrating Disciplines in a Plant Chemistry Laboratory Module to Enhance Interdisciplinary and Scientific Thinking in Undergraduate Students

2019 ◽  
Author(s):  
Lucas Busta ◽  
Sabrina E. Russo
Keyword(s):  
Critical Thinking ◽  
Medicinal Plant ◽  
Systems Thinking ◽  
Undergraduate Students ◽  
Core Competencies ◽  
Chemistry Laboratory ◽  
Scientific Thinking ◽  
Written Communication ◽  
Plant Chemistry ◽  
Hands On

Here, we describe a hands-on medicinal plant chemistry laboratory module (Phytochemical Laboratory Activities for iNtegrative Thinking and Enhanced Competencies; PLANTEC) for undergraduates that targets the development of core competencies in (i) critical thinking and analysis of text and data, (ii) interdisciplinary and systems thinking, (iii) oral and written communication of science, and (iv) teamwork and collaboration.<br>

History Teacher Readiness in Applying Historical Thinking Skills in Secondary School

2017 ◽  
Vol 1 (2) ◽  
pp. 113
Author(s):  
Khairunnajwa Binti Samsudin ◽  
Mohd Mahzan Bin Awang ◽  
Anuar Bin Ahmad
Keyword(s):  
Secondary School ◽  
Quantitative Methods ◽  
Procedural Knowledge ◽  
Teaching Experience ◽  
Historical Thinking ◽  
Thinking Skills ◽  
Pedagogical Knowledge ◽  
History Teachers ◽  
Significant Difference ◽  
Years Of Teaching Experience

This article aims to study on the readiness of history teachers to inculcate historical thinking skills among students. This study focused on four aspects which includes 1) Procedural Knowledge, and 2) Pedagogical Knowledge. Thus, to achieve the purpose of the study, quantitative methods are used. Questionnaires were distributed to 30 history teachers in a secondary school in Batu Pahat district. The results showed that there were no significant differences between teachers who were trained to teach History and those who are not. However, there was a significant difference between teachers with ten years of teaching experience with the readiness of history teachers.

Science Teachers’ Beliefs about Teaching and Learning Implementing Inquiery-based Learning - A Case in Qatar Government Primary Schools

2020 ◽  
Author(s):  
Alshaima Saleh Alyafei
Keyword(s):  
Science Teachers ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Traditional Approach ◽  
Teaching Experience ◽  
Web Based ◽  
Years Of Teaching Experience ◽  
Teachers Beliefs ◽  
Beliefs About Teaching ◽  
Voluntary Basis

The current study investigates the beliefs held by science teachers on constructivism and a traditional approach in Qatar government primary schools. More specifically, it aims to investigate the challenges that science teachers experience during inquiry-based learning implementation. A web-based survey was conducted in order to collect data from grades 4 to 6 science teachers. A total of 112 science teachers responded and completed the survey on a voluntary basis. The results indicate that science teachers hold a higher beliefs in constructivism than traditional approach. A T-test and ANOVA analysis have showed that there is no significant differences between the beliefs of science teachers’ and their gender, level of education, and years of teaching experience. In addition, science teachers faced challenges in lesson planning, assessment, and teacher support.

Thermodynamics in Geochemistry

1993 ◽  
Author(s):  
Greg M. Anderson ◽  
David A. Crerar
Keyword(s):  
Teaching Experience ◽  
Graduate Level ◽  
Years Of Teaching Experience ◽  
The Subject ◽  
First Time

This textbook and reference outlines the fundamental principles of thermodynamics, emphasizing applications in geochemistry. The work is distinguished by its comprehensive, balanced coverage and its rigorous presentation. The authors bring years of teaching experience to the work, and have attempted to particularly address those areas where other texts on the subject have provided inadequate coverage. A thorough review of the necessary mathematics is presented early on, both as a refresher for those with a background in university calculus, and for the benefit of those coming to the subject for the first time. The text is written for students in advanced undergraduate or graduate-level geochemistry as well as for all researchers in this field.

scholarly journals Breakout Group Allocation Schedules and the Social Golfer Problem with Adjacent Group Sizes

Symmetry ◽  
2020 ◽  
Vol 13 (1) ◽  
pp. 13
Author(s):  
Alice Miller ◽  
Matthew Barr ◽  
William Kavanagh ◽  
Ivaylo Valkov ◽  
Helen C. Purchase
Keyword(s):  
Design Theory ◽  
Teaching Experience ◽  
Combinatorial Design ◽  
Breakout Group ◽  
Online Resource ◽  
The Social ◽  
Adjacent Group ◽  
Group Allocation ◽  
Novel Variation ◽  
The Ideal

The current pandemic has led schools and universities to turn to online meeting software solutions such as Zoom and Microsoft Teams. The teaching experience can be enhanced via the use of breakout rooms for small group interaction. Over the course of a class (or over several classes), the class will be allocated to breakout groups multiple times over several rounds. It is desirable to mix the groups as much as possible, the ideal being that no two students appear in the same group in more than one round. In this paper, we discuss how the problem of scheduling balanced allocations of students to sequential breakout rooms directly corresponds to a novel variation of a well-known problem in combinatorics (the social golfer problem), which we call the social golfer problem with adjacent group sizes. We explain how solutions to this problem can be obtained using constructions from combinatorial design theory and how they can be used to obtain good, balanced breakout room allocation schedules. We present our solutions for up to 50 students and introduce an online resource that educators can access to immediately generate suitable allocation schedules.

scholarly journals Mapping Instructional Barriers during COVID-19 Outbreak: Islamic Education Context

Religions ◽  
2021 ◽  
Vol 12 (1) ◽  
pp. 50
Author(s):  
Akhmad Habibi ◽  
Amirul Mukminin ◽  
Lalu Nurul Yaqin ◽  
Lalu Parhanuddin ◽  
Rafiza Abdul Razak ◽  
...  
Keyword(s):  
Mother Tongue ◽  
Teaching Experience ◽  
Islamic Education ◽  
Educational Systems ◽  
Structured Interviews ◽  
Financial Barriers ◽  
Instructional Activities ◽  
Years Of Teaching Experience ◽  
Technological Barriers

Coronavirus disease 2019 (COVID-19) is currently the most potent threat to educational systems, a crisis that may become disastrous. For the current study, a qualitative design within a case study tradition was implemented to investigate instructional barriers during COVID-19 faced by Indonesian teachers in Islamic boarding schools (Pesantren). Within this study, we applied a purposeful convenient sampling in which the access was obtained through communication with the principals of two Pesantren. Seven invited participants with more than ten years of teaching experience agreed to participate. Semi-structured interviews were addressed for data collection; each interview lasted from 40 to 50 min. The interviews were conducted in the participants’ mother tongue to provide an in-depth understanding of their perceptions, ideas, and arguments regarding instructional barriers during the COVID-19 outbreak. The thematic analysis revealed three major findings regarding the barriers; technological barriers, financial barriers, and pedagogical barriers affecting instructional activities in the two Pesantren. Based on the three themes, the development of a qualitative conceptual map of teachers’ instructional barriers was finalized. Recommendations are also proposed by the participants and the study for the betterment of Indonesian Islamic education facing future similar outbreaks.

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