Eugene Rally Speech

Speech for campaign rally at the University of Oregon in Eugene, October 26, 1984.https://ir.lawnet.fordham.edu/vice_presidential_campaign_speeches_1984/1070/thumbnail.jp

Sideband generation of transient lasing without population inversion

We suggest a method to generate coherent short pulses by generating a frequency comb using lasing without inversion in the transient regime. We use a universal method to study the propagation of a pulse in various spectral regions through an active medium that is strongly driven on a low-frequency transition on a time scale shorter than the decoherence time. The results show gain on the sidebands at different modes can be produced even if there is no initial population inversion prepared. Besides the production of ultra-short pulse this frequency comb may have applications towards making short-wavelength or Tera-hertz lasers

An empirical study of the “prototype walkthrough”: a studio-based activity for HCI education

For over a century, studio-based instruction has served as an effective pedagogical model in architecture and fine arts education. Because of its design orientation, human-computer interaction (HCI) education is an excellent venue for studio-based instruction. In an HCI course, we have been exploring a studio-based learning activity called the prototype walkthrough, in which a student project team simulates its evolving user interface prototype while a student audience member acts as a test user. The audience is encouraged to ask questions and provide feedback. We have observed that prototype walkthroughs create excellent conditions for learning about user interface design. In order to better understand the educational value of the activity, we performed a content analysis of a video corpus of 16 prototype walkthroughs held in two HCI courses. We found that the prototype walkthrough discussions were dominated by relevant design issues. Moreover, mirroring the justification behavior of the expert instructor, students justified over 80 percent of their design statements and critiques, with nearly one-quarter of those justifications having a theoretical or empirical basis. Our findings suggest that PWs provide valuable opportunities for students to actively learn HCI design by participating in authentic practice, and provide insight into how such opportunities can be best promoted

Spartan Daily, April 24, 2018

Volume 150, Issue 35https://scholarworks.sjsu.edu/spartan_daily_2018/1034/thumbnail.jp

EIT ground-state cooling of long ion strings

Electromagnetically-induced-transparency (EIT) cooling is a ground-state cooling technique for trapped particles. EIT offers a broader cooling range in frequency space compared to more established methods. In this work, we experimentally investigate EIT cooling in strings of trapped atomic ions. In strings of up to 18 ions, we demonstrate simultaneous ground state cooling of all radial modes in under 1 ms. This is a particularly important capability in view of emerging quantum simulation experiments with large numbers of trapped ions. Our analysis of the EIT cooling dynamics is based on a novel technique enabling single-shot measurements of phonon numbers, by rapid adiabatic passage on a vibrational sideband of a narrow transition

Adult beginner distance language learner perceptions and use of assignment feedback

This qualitative study examines perceptions and use of assignment feedback among adult beginner modern foreign language learners on higher education distance learning courses. A survey of responses to feedback on assignments by 43 Open University students on beginner language courses in Spanish, French, and German indicated that respondents can be classified into three groups: those who use feedback strategically by integrating it into the learning process and comparing it with, for example, informal feedback from interaction with native speakers, those who take note of feedback, but seem not to use it strategically, and those who appear to take little account of either marks or feedback. The first group proved to be the most confident and most likely to maintain their motivation in the longer term. The conclusion discusses some of the pedagogical and policy implications of the findings