The Boston University Photonics Center annual report 2005-2006

This repository item contains an annual report that summarizes activities of the Boston University Photonics Center in the 2005-2006 academic year. The report provides quantitative and descriptive information regarding photonics programs in education, interdisciplinary research, business innovation, and technology development. The Boston University Photonics Center (BUPC) is an interdisciplinary hub for education, research, scholarship, innovation, and technology development associated with practical uses of light.This Annual Report is intended to serve as a synopsis of the Boston University Photonics Center’s wide-ranging activities for the period from July 2005 through June 2006, corresponding to the University’s fiscal year. It is my hope that the document is reflective of the Center’s core values in innovation, entrepreneurship, and education, and that it projects our shared vision, and our dedication to excellence in this exciting field. For further information, you may visit our new website at www.bu.edu/photonics. Though only recently appointed as Director, my involvement in Center activities dates back to the Center’s formation more than ten years ago. In the early years, I worked with a team of faculty and staff colleagues to design and construct the shared laboratories that now provide every Center member extraordinary capabilities for fabrication and testing of advanced photonic devices and systems. I helped launch the business incubator by forming a company around an idea that emerged from my research laboratory. While that company failed to realize its vision of transforming the compact disc industry, it did help us form a unique vision for our program of academically engaged business acceleration. I co-developed a course in optical microsystems for telecommunications that I taught to advanced undergraduates and graduate students in the new M.S. degree program in Photonics offered through the Electrical and Computer Engineering Department. And since the Center’s inception, I have contributed to its scholarly mission through my work in optical microsystem design and precision manufacturing at the Center’s core Precision Engineering Research Laboratory. Recently, I had the opportunity to lead the Provost’s Faculty Advisory Committee on Photonics, charged with broadening the Center’s mission to better integrate academic and educational programs with its more established programs for business incubation and prototype development. [TRUNCATED

Special Libraries, January 1969

Volume 60, Issue 1https://scholarworks.sjsu.edu/sla_sl_1969/1000/thumbnail.jp

RE:Learning

is project aims to visualize possible future scenarios for higher education learning and how it will be transformed through ubiquitous computing. The project draws on the theories of learning, a brief history of higher education, elements of ubiquitous computing and current trends in education, to build a foundation for possible learning changes. The project generated three scenarios that depicted parameters from a morphological analysis. These scenarios take readers to 2035 and give them a creative view of alternative learning landscapes. Three Fictional personas are introduced who live within each scenario. Readers are then exposed to possible curricula that encapsulate the changes and the ubiquity of computing in learning and higher education. The aim is to to view learning as a lifelong experience and the currency by which we survive

Legends of South African Science II

Cite: Academy of Science of South Africa (ASSAf), (2019). Legends of South African Science II. [Online] Available at: DOI http://dx.doi.org/10.17159/assaf.2018/0036After the overwhelming success of Legends of South African Science, published in 2017 as part of the 20 year celebrations of the Academy of Science of South Africa (ASSAf), this edition of Legends of South African Science II continues with profiling Members who were elected between 1993 – 2000. The 62 Members profiled in this edition represent some of the longest standing ASSAf Members. One of the strengths of a national Academy is the disciplinary diversity of its Membership. Collectively, the narratives of the Members profiled in this edition represent the apex of academic excellence and scholarship. All these Members have used their formal academic training in their specific fields and demonstrated how, through engagement with scholars in other fields, both locally and internationally, contributed to them becoming champions and leaders in advancing knowledge. Every narrative in this edition provides a unique perspective on contributions by accomplished South African scientists and scholars who, using an evidence-based approach have contributed significantly in growing the global knowledge production in their respective fields. Many of these scholars have held senior positions at academic institutions, been part of national and international committees, served at Governmental positions, and worked unstintingly in shaping the agendas of the post-apartheid South Africa. Their stories are fascinating, their contributions to science invaluable, and their service to society diverse and inspiring. It is also touching and inspiring to see how many scientists during this era were supported, inspired and uplifted by the late President Nelson Mandela. They were all committed to building a democratic South Africa, even in the face of many adversities. ASSAf strives in upholding its mandate of using evidence-based science in the service of society.Profiles: Miriam Adhikari, Lewis Ashwal, Saleem Badat, Ahmed Bawa, Solomon Benatar, Arvinkumar Bhana, Nigel Bishop, George Branch, Chris Brink, Peter Cleaton-Jones, Neville Raymond Comins, Richard Cowling, David Dewar, Anton Eberhard, Petra Engelbrecht, Michael Feast, Brian Figaji, Peter Folb, Richard Fuggle, Christoph Garbers, Richard Goldstone, Diane Grayson, Fritz Hahne, Raymond Haines, Manfred Hellberg, Eugene Julies, Johann Kirsten, Jan Malherbe, Vincent Maphai, Anthony Mbewu, Chabani Manganyi, Veronica McKay, Phil Mjwara, Vincent Moran, Johann Mouton, Daniel Ncayiyana, Mokubung Nkomo, Cyril O’Connor, Philip Onyebujoh, Iqbal Parker, Calie Pistorius, Bernard Prior, Mamphela Ramphele, Doug Rawlings, Terence Robinson, Justus Roux, Beric Skews, Hendrik (Hennie) Snyman, Rolf Stumpf, Chris Swanepoel, Nthoana Tau-Mzamane, Petro Terblanche, Jennifer Thomson, Peter Tyson, Annél van Aswegen, Anton van Niekerk, Johan van Zyl, Daan Verwoerd, Sibusiso Vil-Nkomo, David Walker, Patricia Whitelock, David Wood

Large-scale educational telecommunications systems for the US: An analysis of educational needs and technological opportunities

The needs to be served, the subsectors in which the system might be used, the technology employed, and the prospects for future utilization of an educational telecommunications delivery system are described and analyzed. Educational subsectors are analyzed with emphasis on the current status and trends within each subsector. Issues which affect future development, and prospects for future use of media, technology, and large-scale electronic delivery within each subsector are included. Information on technology utilization is presented. Educational telecommunications services are identified and grouped into categories: public television and radio, instructional television, computer aided instruction, computer resource sharing, and information resource sharing. Technology based services, their current utilization, and factors which affect future development are stressed. The role of communications satellites in providing these services is discussed. Efforts to analyze and estimate future utilization of large-scale educational telecommunications are summarized. Factors which affect future utilization are identified. Conclusions are presented

Reports to the President

A compilation of annual reports for the 1999-2000 academic year, including a report from the President of the Massachusetts Institute of Technology, as well as reports from the academic and administrative units of the Institute. The reports outline the year's goals, accomplishments, honors and awards, and future plans

Faculty of Engineering and Design. Research Review

STUDENTS AND ACADEMICS - This publication introduces you to the department or school and then each faculty member’s research areas, research applications, and their most recent activities. A comprehensive index can be found at the back of this publication to help guide you by specific areas of interest, as well as point out interdisciplinary topics and researchers. INDUSTRY LEADERS - This publication includes information regarding specific facilities, labs, and research areas of departments and schools as well as individual faculty members and researchers. A comprehensive index can be found at the back of this publication to help guide you by specific areas of interest, as well as point out interdisciplinary topics and researchers

Effect of Chemoscan Creation on High School Students\u27 Attitudes Toward Science

Whether the activity of creating digital art influences high school students\u27 attitudes toward science is unknown. The purpose of this study was to determine if the creation of artistic digital chemoscans by high school students influences their attitudes toward science. In this study, ninth grade high school students\u27 attitudes toward science were examined after participating in the creation of chemoscans in their science classroom. The theory of affective domain helped explain the process that leads to a person\u27s behavior toward a certain phenomenon in the educational setting. The research questions concerned the use of chemoscan creation in the physical science classroom and if and whether implementation effected a change in students\u27 attitudes toward science. Archival pre- and posttest data from the Test of Science Related Attitude was used to measure high school students\u27 attitudes toward science in 7 categories. Archived student pre- and posttest data were treated with multiple regression for analysis. Key findings of this study showed that creation of artistic digital chemoscans (a) impacted one of the seven subscales of science attitude from the Test of Science related Attitude entitled attitude toward the normality of scientists, (b) did not have an impact on the any of the other six subscales from the TOSRA and (c) was influenced by teacher effect. This study may contribute to social change by providing improved training for science teachers who implement digital art activities, which may lead to some students enjoying science more and then possibly going into science careers