Collaboration in photonics training

Purpose: The fundamental objective of the current comprehensible research article is to dwell on the developmental and historical process, theoretical approaches and foundations, along with technological improvements of newly emerging trends in distance education. Furthermore, the study puts a great deal of emphasis on the most significant psychological theories such as behaviorism, cognitivism, and constructivism and in what ways they can contribute to the effectiveness of distance education platforms. The study also explores the theoretical foundations such as systems theory, communication theory and media theory along with a focus on connectivism to comprehend distance education with a careful assessment on the integration of the emerging technological advancements such as artificial intelligence, virtual reality, and augmented reality by revealing their transformative impacts and the potential on distance education. Henceforth, to accomplish such an aim, the current article provides a comprehensive analysis of distance education and offers a collection of insights into distance education for teachers, policymakers and other researchers in the relevant field. Design/Methodology/Approach: The current article employs a literature review as a research method to assess and evaluate the essential existing research body and to obtain definitive, evidence-based, practical, compelling and persuasive data within the relevant field of distance education from a constructivist perspective to find a clear answer to the research questions. Findings: The current study accentuates and finds that the improvements in technology, particularly, the Internet and fiber optics, have a transformative impact on distance education by improving interactivity and accessibility. Distance education seems to have evolved from corresponding with letters to sophisticated online platforms, enhancing global accessibility and overcoming challenges and obstacles. Psychological theories such as behaviorism, cognitivism, and constructivism are of high importance in optimizing learning experiences in this technological era. Highlights: The study highlights that the emerging trends in technology, comprising virtual reality (VR), augmented reality (AR), and artificial intelligence (AI), have a profound transformative effect on distance education by improving interactivity, visualization, and individualized learning experiences. VR and AR offer immersive, 3D settings that enhance involvement, engagement and understanding, whereas AI grands individualized learning and assessments, reshaping traditional educational methods and enhancing access to effective and productive learning opportunities.

Changes to Training Practices during a Pandemic - The Experience of the Irish National Trauma & Orthopaedic Training Scheme

Service Performance Monitoring and Control Toolset

By learning about the principles of optics, Connecticut high school students will be able to produce high quality photographs using pinhole cameras. In this project, a class of photography students has partnered with a class of physics students to learn about optics, build pinhole cameras, use commercially available pinhole cameras and produce quality photographs. In this paper, the results of this student partnership under the guidance of the Laser and Fiber Optic Technology program at Three Rivers Community College and EASTCONN, a regional education service center will be explained.

New formulations and solution procedures for the hop constrained network design problem

For several decades silica-based optical fibres have been used for telecommunication and sensor purposes. The single-mode fibre is frequently employed in long-distance networks, whereas the multi-mode fibre is the preferred means of signal transport in campus and in-building networks. Because of the huge bandwidth of optical fibres in comparison to its electrical wireless and copper-based counterparts, the demand for optical fibres keeps increasing. In a competitive market, fibre manufacturers aim to produce ever better fibres that are as cheap and easy to employ as possible. As fibre research, development and manufacturing is a mature discipline, improvements in fibre design can only be achieved through the construction of robust, accurate and efficient numerical fibre models for the computation of those quantities that determine the behaviour of the fibre. We have developed a modular software code, based on Maxwell’s equations, to compute these quantities in a vectorial full-wave way for both single-mode and multi-mode optical fibres. Key is the refractive-index profile, or, more specifically, the dopant profile, as it defines the propagation, splicing and bending-loss characteristics of the fibre. For the single-mode fibre, the fibre quantities that we have concentrated on are dispersion, dispersion slope, mode-field diameter, effective area, bending loss, effective and theoretical cut-off wavelength and MAC-value. We highlight one fibre quantity in particular, viz. the computation of the bending loss in a single-mode fibre. Many approximate modelling techniques have been developed to estimate this loss in a fast way. Our numerical scheme, however, is the first rigorous one, as we have performed a vectorial full-wave analysis of the bent optical fibre. In this context, triple integrals involving products of Bessel functions with large, complex order and argument appear. Due to cancellations in the pertaining computation, a high relative accuracy is needed for the computation of each product. As a result, it takes weeks on a contemporary computer to compute the bending loss as a function of the radius of curvature. We have used the vectorial full-wave bending-loss results to determine the most appropriate approximate method. Subsequently, we have extended that approximate method to compute the bending losses of higher-order modes, since the required effective cut-off wavelength depends on the bending loss of the first higher-order mode. The selected approximate method has been used in the ensuing bending-loss calculations. Since the fibre properties are often conflicting, it is a challenging task to adapt the radial dopant profile to meet a set of predefined design goals. A design goal is a combination of desired values for (some of) the aforementioned fibre quantities, and can mathematically be translated into a cost function. The minimisation of this cost function provides us with the optimal dopant profile for that specific set. For the single-mode fibre, we have performed this minimisation for piecewise-linear profiles, by employing various global and gradient-based local optimisation strategies to speed up the design step considerably. Frequently,these optimisation strategies lead to counter-intuitive dopant profile designs that could not have been contrived otherwise. We have selected a deliberate mix of several optimisation routines and have compared their performances. Perhaps the most important conclusion is that there still appears to be room for improvement in the design of the radial dopant profile of commercially available fibres. For the multi-mode fibre, vectorial full-wave optimisation is not feasible yet because of the long computation times for the large number of propagating modes. Still, our numerical scheme allows for a manual fine-tuning of the popular power-law profile to minimise differential mode delay. Further, we have included mode coupling and differential mode attenuation in our model to obtain intensity patterns that match closely with measurements. We have also analysed the influence of profile variations, e.g. on-axis dips and kinks, on the intensity pattern. A selective excitation of different mode groups in a multi-mode fibre, offers the possibility to create several independent transmission channels, and thus a higher information capacity. Recently, the feasibility of this so-called mode group diversity multiplexing technique has been demonstrated. Simulations provide us with a means to better understand its operation and possibly increase its efficiency. The channel separation may be enhanced by employing a lens between the fibre and the detector, which is called mode-selective spatial filtering. Our numerical simulations of a mode group diversity multiplexing link, with and without mode-selective spatial filtering, are in agreement with the measurements. The above discussion makes clear that the developed software code has a wide range of applicability. Moreover, it is built in a modular way and thus extensions, like the inclusion of more fibre quantities or different profile dopants, are straightforward.

Under the Geriatric Initiatives of the Bureau of Health Professions, Health Resources and Services Administration, USDHHS, Geriatric Education Centers (GEC) are established to ensure quality health care for older adults through geriatric and gerontology education. Distance Learning (DL) technology is an approach GECs are using to keep up with the demands for training and other resources. A questionnaire was distributed to 44 GECs to determine use of DL methods. Based on 33 responses, a return rate of 69%, 15 GECs offer a range of DL geriatric training programs. Eighty-five percent intend to have training programs using DL technology by the year 2000. GECs also use DL technology to conduct meetings, plan conferences, hold clinical consultations, conduct research, and disseminate information. Formal faculty training on DL is offered at six Centers; however, 15% are unable to access advanced technology. Results show a range of available DL geriatric educational resources and a strong interest to expand resources using DL technology. Financial support and sustainabil-ity of programs are important concerns. Recommendations are discussed, and the findings provide a beginning database on DL activities among GECs.

Accessible public-health education: a potential growth area?

Contents: Preface. The Handbook in Brief: An Overview. Part I: Historical and Conceptual Foundations. L.M. Black, A History of Scholarship. C. Feasley, E.L. Bunker, A History of National and Regional Organizations and the ICDE. Y. Lee, M.P. Driscoll, D.W. Nelson, Trends in Research: A Content Analysis of Major Journals. F. Saba, A Systems Approach in Theory Building. O. Peters, The Most Industrialized Form of Education. B. Holmberg, A Theory of Teaching-Learning Conversations. D.R. Garrison, W. Archer, A Theory of Community of Inquiry. M.G. Moore, The Theory of Transactional Distance. Part II: Learners, Learning, and Learner Support. B. Anderson, Independent Learning. M.J. Hannafin, J.R. Hill, L. Song, R. West, Cognitive Perspectives on Technology-Enhanced Distance Learning Environments. K. Carabajal, D. LaPointe, C.N. Gunawardena, Group Development in Online Distance Learning Groups. M. Allen, N. Burrell, J. Bourhis, E. Timmerman, Literature of Satisfaction. C. Cavanaugh, Student Achievement in Elementary and High School. C. Kramarae, Gender Matters in Online Learning. R.F. Curry, Academic Advising in Degree Programs. S. Kinash, S. Crichton, Supporting the Disabled Student. S.H. Dew, The Role of Academic Libraries. Part III: Design and Teaching. R. Shearer, Instructional Design and the Technologies: An Overview. C.J. Bonk, V.P. Dennen, Frameworks for Design and Instruction. S. Naidu, Instructional Design for Optimal Learning. P. Sharma, K.M. Oliver, M.J. Hannafin, Teaching and Learning in Directed Environments. J.R. Hill, D.P. Domizi, M. Kim, H. Kim, M.J. Hannafin, Teaching and Learning in Negotiated and Informal Environments. D.J. Davis, Developing Text for Web-Based Instruction. T. Anderson, A. Kuskis, Modes of Interaction. M. Sammons, Collaborative Interaction. S. Moisey, M. Ally, Fulfilling the Promise of Learning Objects. C. Dede, E. Dieterle, J. Clarke, D.J. Ketelhut, B. Nelson, Media-Based Learning Styles. Part IV: Policies, Administration, and Management. M. Simonson, Institutional Policy Issues. R. Watkins, R. Kaufman, Strategic Planning. L.L. Wolcott, K. Shattuck, Faculty Participation: Motivations, Incentives, and Rewards. M.F. Beaudoin, Institutional Leadership. A.K. Lezberg, Accreditation: Quality Control in Higher Distance Education. M.M. Thompson, M.E. Irele, Evaluating Distance Education Programs. A. Inglis, Comparing Costs of Alternative Delivery Methods. T.A. Lipinski, Legal Issues in the Development and Use of Copyrighted Material. Part V: Audiences and Providers. T. Clark, Virtual and Distance Education in North American Schools. C. Mullins, Community Colleges. D.E. Hanna, Organizational Change in Higher Distance Education. Z.L. Berge, Training in the Corporate Sector. G.W. Kuhne, G.E. Krauss, Continuing Professional Education. P.J.-L. Westfall, Distance Education in the Armed Forces: Air Force. W.R. Schumm, D.E. Turek, G.E. Ballard, F.J. Webb, Distance Education in the Armed Forces: Army. A. Woudstra, M. Adria, Network and Virtual Forms of Distance Education. Part VI: Global Perspectives. R. Mason, Internationalizing Education. C.N. Gunawardena, D. LaPointe, Cultural Dynamics of Online Learning. J. Daniel, W. Mackintosh, W.C. Diehl, The Mega-University Response to the Moral Challenge of Our Age. M. Foley, A World Bank Initiative in Distance Education for Development. J. Visser, Learning in a Global Society. T. Evans, D. Nation, Globalization and Emerging Technologies.

Contemporary challenges in cartographic education

Sustainable Innovation in the Dutch Construction Industry: Entrepreneurs as Agents of Change

O ensino a distância e os avanços para a pesquisa em enfermagem

ABSTRACTThe discrepancy in the empirical literature surrounding distance education (DE) coursetaking among community college students has led to the online paradox, where short-term or more proximal academic outcomes associated with DE coursetaking are negative, but the long-term or distal academic outcomes are positive. Importantly, no previous study has yet examined the relationship between DE enrollment and the time it takes community college students to complete their degree programs or succeed in transferring to a four-year school. This gap in the research literature is unfortunate, as understanding the relationship between DE and time-to-completion may shed light on mechanisms underlying the online paradox. Consequently, the current study looks at the relationship between DE coursetaking and time-to-completion among first-time community college students. The study uses large, nationally representative data and propensity score matching (PSM) to mitigate the impact of self-selection into DE courses. Results indicate that students who completed at least one DE course during their first year of study finished their BA degrees, on average, two to three months sooner than similar students who did not take a DE course. Policy implications for DE and community college leadership are discussed.

The article considers the advantages and disadvantages of implementing distance learning for medical students’ training in quarantine. The issues of using e-learning methods in distance learning have been analysed. In the teaching methodology, the questions of determining the feasibility, advantages and disadvantages of implementing distance learning in the educational space and distinguishing between the concepts of “distance learning” and “e-learning” appear. The term “e-learning” is often interpreted as synonymous with “distance learning”, but the authors of this article note that this is not entirely correct. E-learning is only one of the forms used in combination with other forms of learning. Distance learning at the modern level involves the implementation of the educational process only by the network. Distance learning is a method of attending class even if students cannot be there physically. According to the Regulation “On distance learning” in Poltava State Medical University, “distance learning is a set of educational services provided through modern psychological, pedagogical, information and communication technologies”. The purpose of distance learning at the university is to introduce modern information and communication technologies to train the specialists at the educational and qualification levels “bachelor” and “master”, training programmes for interns, and advanced training of doctors according to national educational standards. The article analyses the modern pedagogical research of Ukrainian and foreign schools and presents the results of the analysis of students’ and teachers’ opinions on the introduction of distance learning in the educational process. The article also presents the results of implementing distance education at the Poltava State Medical University in the disciplines “Medical Physics” and “Medical Informatics”. The result of the study proved that distance learning has only advantages theoretically. In practice, many problems need to be solved.

Educational hub refers to centres of excellence in higher education and research whose aims are to provide high-quality education for both national and international students to enhance the competitiveness of the country. These educational hubs provide an opportunity for knowledge exchanges and innovation in local regions through education and training. In response to the COVID-19 pandemic, rapid shifts were made towards online learning in education around the world. Although the lockdown is over, remote learning will likely play an increasingly prominent role in education. The adoption of scaled remote learning during the pandemic provided evidence of the importance of online learning. They offer an insight into global society, helping prepare students for an increasingly interconnected world by facilitating links between different regions. Educational hubs can be tied to distance learning and are successful in attracting international students when offering a combination of distance learning methods and innovative programs. This paper examines the phenomenon of educational hubs in higher education for international education through online learning with digital technology. New opportunities for online and distance learning within the definition of educational hubs are analyzed, and three online and blended learning models that reflect the development of educational hubs based on COVID-19 conditions of education are offered. In addition, the successful cases and experiences of distance learning hubs in China and Iran in recent years are described.