Laser-induced thermal acoustics (LITA) signals from finite beams

Laser-induced thermal acoustics (LITA) is a four-wave mixing technique that may be employed to measure sound speeds, transport properties, velocities, and susceptibilities of fluids. It is particularly effective in high-pressure gases (>1 bar). An analytical expression for LITA signals is derived by the use of linearized equations of hydrodynamics and light scattering. This analysis, which includes full finite-beam-size effects and the optoacoustic effects of thermalization and electrostriction, predicts the amplitude and the time history of narrow-band time-resolved LITA and broadband spectrally resolved (multiplex) LITA signals. The time behavior of the detected LITA signal depends significantly on the detection solid angle, with implications for the measurement of diffusivities by the use of LITA and the proper physical picture of LITA scattering. This and other elements of the physics of LITA that emerge from the analysis are discussed. Theoretical signals are compared with experimental LITA data

Evaluation of teaching competences for professors with a degree in pre-school and primary education: mexican normal case

Considerando la concepción actual de la evaluación ligada a la mejora e innovación de la intervención educativa, se presenta la metodología y resultados del desarrollo de un modelo de evaluación docente acorde con el enfoque de enseñanza basada en competencias del plan de estudios 1997 de las licenciaturas de Educación Preescolar y de Educación Primaria, el cual se diseña con fines de mejora continua de las prácticas docentes en una escuela normal mexicana. Se incorporan algunas reflexiones acerca del potencial de la evaluación y la importancia de contar con un modelo de formación y evaluación de la docencia, en el contexto de un currículo basado en competencias, que opera desde hace más de diez años en las Escuelas Normales de México. Incorpora algunas reflexiones acerca de la autoevaluación como estrategia fundamental para el desarrollo de la autocrítica, la detección de necesidades y el desarrollo personal, a partir de los resultados de la aplicación de dos cuestionarios de autoevaluación del Modelo de Evaluación de Competencias Docentes (MECD): El de identificación del tipo de planeación, y el de autoevaluación de competencias docentes. Concluye con algunas reflexiones en torno a los beneficios del trabajo colegiado en el diseño del modelo evaluativo para que los resultados tengan potencial de cambio.Tendo em conta a concepção actual da avaliação ligada à melhoria e inovação de intervenção educativa, é apresentada a metodologia e os resultados do desenvolvimento de um modelo de avaliação em consonância com a abordagem do ensino de competências do currículo 1997 de diplomados do ensino pré-escolar e ensino primário, que é projetado para efeitos de melhoria contínua da prática de um mexicano na escola normal de ensino docente. Algumas reflexões sobre o potencial da avaliação e a importância de ter um modelo de formação e avaliação do ensino, no contexto de um currículo baseado em competências, que opera há mais de dez anos em escolas normais do México incorporaram. Inclui algumas reflexões sobre a auto-avaliação como uma estratégia fundamental para o desenvolvimento de autocrítica, a detecção de necessidades e desenvolvimento pessoal, com base nos resultados da aplicação de dois questionários de auto-avaliação do modelo de avaliação do ensino de competências (MECD): identificação do tipo de planejamento e auto-avaliação de habilidades de ensino. Ele conclui com algumas reflexões sobre as vantagens da mão-de-ponto no design do modelo de avaliação para que os resultados têm potencial para a mudança.In accord with the actual position to assessment for the improvement and innovation in teaching, this article presents an teaching assessment model for the higher education institution in Mexico. The model is congruent to the national curriculum designed in 1997, for the teachers to basic education, and with the new trends in competency based curriculum. Includes some analysis about the improvement potential to the assessment process, specifically presents the results to the self-assessment by means to two instruments of the MECD (Modelo de Evaluación de Competencias Docentes) how an opportunity for development to self-critical process about their teaching practices. After this application, the teaching assessment model was designed by means to participating of teachers in group discussion. The results to self-assessment are presented for each competence, the most relevant fact about this experience, is that the faculty values their teaching strategies very well, except the learning assessment strategies. Whit regard to teaching assessment model, the teachers classified the docent competences in accord to below, during and after classroom´s work. The paper ends with a reflection about the value to participative construction to this model for the teachers, in order to the assessment have a change potential

Assessment portfolios as a strategy of teacher training and evaluation

El presente seminario aborda el tema del portafolio docente como estrategia para la evaluación con fines de mejora continua e innovación educativa. El análisis inicia con una breve reflexión de los retos que enfrenta la educación superior para dar respuesta a los nuevos esquemas de formación profesional que tienen implicaciones directas en la práctica docente. Las tendencias actuales de formación profesional se orientan a promover la educación basada en competencias, enfoque que en la última década se ha venido generalizando en el ámbito de la educación superior a nivel internacional.Este seminário aborda a questão do portfólio de ensino como uma estratégia para a avaliação de melhoria contínua e inovação educativa. A análise começa com uma breve reflexão dos desafios que o ensino superior para responder aos novos esquemas de formação profissional que têm implicações directas para a prática de ensino. As tendências atuais de formação profissional destinadas a promover a educação, a abordagem baseada na competência que, na última década, tem sido difundida no domínio do ensino superior a nível internacional.This seminar addresses the issue of the portfolio teaching as a strategy for the evaluation for the purpose of continuous improvement and educational innovation. The analysis starts with a brief reflection of the challenges facing higher education to respond to the new vocational training schemes which have direct implications for teaching practice. Current trends in vocational training are aimed at promoting education, competency-based approach which in the last decade has been widespread in the field of higher education to international level

Highlighting the wider relevance of science centre evaluations: a reflection on the evaluation of a physics engagement programme

This paper reflects on the evaluation of and findings from a nationwide programme of physics engagement activities hosted by 10 science centres across the UK. We discuss our findings indicating the affordances of the programme with reference to the wider literature in order to draw out elements of the project that may be useful for other science learning and engagement initiatives. In particular, we discuss findings that relate to contemporary research and policy interests around the engagement of girls in science, the key ages at which young people’s views may best be influenced, the importance of explicating the nature of ‘real-world’ content and careers, and the value of collaborative partnerships