On the semiclassical treatment of anharmonic quantum oscillators via coherent states - The Toda chain revisited

We use coherent states as a time-dependent variational ansatz for a semiclassical treatment of the dynamics of anharmonic quantum oscillators. In this approach the square variance of the Hamiltonian within coherent states is of particular interest. This quantity turns out to have natural interpretation with respect to time-dependent solutions of the semiclassical equations of motion. Moreover, our approach allows for an estimate of the decoherence time of a classical object due to quantum fluctuations. We illustrate our findings at the example of the Toda chain.Comment: 12 pages, some remarks added. Version to be published in J. Phys. A: Math. Ge

What works? Sustainability grand challenges in engineering curricula via experiential learning

Today’s complex global problems necessitate engineering solutions that not only consider sustainability, but include elements of design and creativity. Unfortunately, many engineering programs do not train students to think in terms of multiple contexts and at various scales. We often constrain students’ creativity to think within the narrow parameters of their specialization. Engineering educators face a difficult task of training students with both technical competencies and sustainability consciousness to tackle 21st century challenges. If we are to positively contribute to society, then we need to fundamentally change the way scientists, social scientists, and engineers are educated (Bielefeldt 2013). Two successful models for implementing sustainability grand challenges into engineering curricula have emerged in practice and in literature: stand-alone courses versus modules that are integrated into many courses. Engineering programs implement the stand-alone course-based model by establishing one to two distinct courses designed to address sustainability grand challenges and design in depth. One example of this is senior design. Conversely, engineering programs implement the modular-based model by integrating sustainability grand challenges and design throughout a host of existing courses and weave student exposure throughout the curriculum. These modules can be via ready-made modules, but more often than not faculty develop their own modules. The goal of this research was to evaluate the two models for implementing sustainability and to provide succinct recommendations and lessons learned for engineering programs tasked with integrating sustainability into their curricula. We review the implementation results of three sustainability courses, fourteen sustainability-themed modules, and senior design. We track progress towards responding to ABET Program Criterion related to sustainability and Civil Engineering Body of Knowledge 2nd edition (BOK2) Outcome 10: Sustainability. Results compare outcomes of students’ senior design project from universities implementing the two different approaches. And finally, we present the results of a formative and summative surveys of hundreds of students who participated in classes implemented throughout the project as well as faculty perceptions and barriers to implementation

Electron pairing in one-dimensional anharmonic crystal lattices

We show that when anharmonicity is added to the electron–phonon interaction it facilitates electron pairing in a localized state. Such localized state appears as singlet state of two electrons bound with the traveling local lattice soliton distortion, which survives when Coulomb repulsion is included

Tanulásfejlesztés a múzeumban

Napjainkban egyre nagyobb szerepet kapnak az oktatási és nevelési programok részeként a múzeumpedagógiai foglalkozások. A múzeumok felismerték a kiállítások és gyűjtemények adta lehetőségeket és egyre több olyan programot terveznek, melyek kifejezetten gyerekeket vagy fiatalokat szólítanak meg, az ő nyelvükön mesélnek a múzeum vagy kiállítás témájáról vagy éppen általánosságban a múzeumokról. Ezek a foglalkozások szinte minden esetben az élménypedagógia módszereit alkalmazzák, így kifejezetten élvezetesek tudnak lenni a fiatalok számára. Felismerve a múzeumpedagógia oktatásban betöltött szerepét, kutatásunkban arra keressük a választ, hogy a múzeumok milyen szerepet tudnak betölteni a tanulásfejlesztésben. Ehhez diákokkal készítettünk kérdőívet, melyben a múzeumpedagógiai tapasztalatikat, múzeumi foglalkozásokkal kapcsolatos véleményüket kérdeztük, annak tükrében, hogy a múzeumi tér alkalmas-e olyan tevékenységek megvalósítására, melyek tanulási képességeket fejlesztenek. Ehhez egy előzetes szakirodalmi kutatás során feltérképeztük, melyek lehetnek ezek a fejlesztési területek. Kutatásunk eredménye azt igazolta, hogy a múzeumi tér, a múzeumpedagógus megfelelő felkészültségével alkalmas lehet tanulásfejlesztő programok megvalósítására. A kutatásban résztvevő diákok többsége szívesen vesz részt múzeumi foglalkozáson, tehát az ez irányú motiváció is segítheti a múzeumi tanulásfejlesztés sikerességét.szakirányú továbbképzésFejlesztőpedagógu

Accounting Standards and Convergence

Investors rely on comparative and accurate financial statements in order to make educated decisions regarding their investments. Accounting standards are the foundation of this comparability between companies. In short, accounting standards are codes that guide the preparation and presentation of financial statements as well as the measurement and disclosure of accounting transactions. All businesses are required to follow certain standards, which result in the harmonization of accounting practices across all companies and, in turn, the enhancement of an investor’s ability to make educated decisions. These standards are not consistent across borders for various reasons, culture being a large factor. Some countries following rules-based and others follow principles-based systems. There are two prominent methods are the United States Generally Accepted Accounting Principles (U.S. GAAP) and the International Financial Reporting Standards (IFRS). As the world experiences globalization, businesses expand their markets across borders and investors look to invest in international companies. This new global mindset and the need for more consistent accounting practices around the world fuels the need for one global set of accounting standards. This composition will serve as an objective analysis on accounting standards: what they are, where they are used, and how they are affected by culture. It will explore the potential convergence of U.S. GAAP and IFRS: the history of the discussion as well as the effects it may have if implemented. Additionally, I will note my opinion regarding convergence

A hazai személyszállítási közszolgáltatáshoz kapcsolódó kedvezményrendszer modernizációs lehetőségei

Cél a személyszállítási közszolgáltatások keretében megvalósuló utazásokhoz kapcsolódó kedvezményrendszer felülvizsgálata. Ennek keretében áttekintik a hatályos kedvezményrendszert, ezen belül is a kedvezménykulcsokat és a kedvezményeket biztosító jogcímeket. A cikk szerzői törekednek annak feltárása, hogy milyen módosítások válhatnak szükségessé a hatályos kedvezményrendszerben ahhoz, hogy az hatékonyabban működjön. Megfontolandók azok a javaslatok, amelyek arra fókuszálnak, hogy valóban a rászorult társadalmi rétegek részesüljenek a kedvezményekben

Addressing Community Engagement through a Grand Challenge Service-Learning MOOC

To prepare the next generation of students to tackle 21st century challenges, education must commit to deepening student’s social consciousness and community engagement through exposure to societal problems in addition to teaching technical competencies. The National Academy of Engineering Grand Challenges (GCs) for Engineering and United Nation’s Millennium Development Goals (MDGs) offer context for exposing students to complex global challenges that require multidisciplinary solutions. In response to these challenges, many instructors have adopted the GCs and MDGs to educate a new generation of students equipped to tackle society’s most imminent problems. Online platforms, such as massive open online courses (MOOCs), provide the unique opportunity to engage a wide array of students using minimal resources. MOOCs are often categorized as cMOOCs or xMOOCs; cMOOCs focus on creation, autonomy, and social networked learning, whereas xMOOCs take a more traditional approach to learning. xMOOCs have the benefit of mass exposure, but they are commonly criticized for limiting interaction and being rigid. Conversely, cMOOCs are fluid and encourage creativity, but they are criticized as lacking direction and vision. The course discussed in this presentation combines cMOOCs and xMOOCs, attempting to eliminate common shortcomings, while amplifying the positive aspects using an active learning pedagogical medium. This provides the structured foundation and common ground for students to acquire technical skills, but allows the flexibility for the students to build collaboratively in a direction that is most engaging to them while obtaining a deep understanding of the topic and interacting with community that will benefit from their collaborations. To provide opportunities for diverse interactions, students from all backgrounds are welcome to enroll in “Creatively Applying Science for Sustainability” course. The course teaches students the basics of sustainable design, the design process, and introductory business principles through a series of 6 structured themes. In tandem with learning these concepts, students work collaboratively in teams to address a societal challenge of their choosing. Students are encouraged to practice the technical skills and business principles they learned in a social atmosphere. By the end of the 6 themes, students have demonstrated course competencies through identifying their challenge, engaging stakeholders, evaluating potential solutions, performing conceptual and detailed design, prototyping, defining a business model, and plotting a path for delivery. This presentation will share MOOC development and implementation at Clemson University during the Fall 2015 and Spring 2016 semesters. The authors are piloting a rubric to assess key competencies related to community-engaged scholarship. The rubric builds on best practices in assessment and evaluation of the five key GC scholar components, including research experience, interdisciplinary knowledge, entrepreneurial spirit, global perspective, and learning through service. Rubric assessment of student projects indicates that few teams excel in all five key competencies; illustrating areas where instructor involvement can help connect diverse skill sets, spur innovation, and provide increased opportunities for community engagement at local, national, and global scales