title: Polarization tunable selective polariton generator

authors: Sedoglavich, Nemanya

subjects: selective polariton generator

abstract: A selective polariton generator (SPG) design, based on surface plasmon antennae principles, is demonstrated to provide a selective light transmission peak. The polarization-sensitive structure selectively generates and transports polaritons of a desired wavelength through a circular subwavelength aperture. By varying the SPG structure around a central nanohole, we are able to control the peak optical transmission wavelengths via the polarization state of the incident photons. We find good agreement between simulations and experimental results.

text: Polarization tunable selective polariton generator A selective polariton generator (SPG) design, based on surface plasmon antennae principles, is demonstrated to provide a selective light transmission peak. The polarization-sensitive structure selectively generates and transports polaritons of a desired wavelength through a circular subwavelength aperture. By varying the SPG structure around a central nanohole, we are able to control the peak optical transmission wavelengths via the polarization state of the incident photons. We find good agreement between simulations and experimental results.

year: 2009-03

title: From confounded to common ground: misunderstandings between tertiary teachers and students ‎in online discussions

authors: Forbes, Dianne Leslie

abstract: Drawing on findings from two studies, this article focuses on the expectations of students and teachers in higher education, when learning via asynchronous online discussions. In particular, this synthesis highlights a divergence of expectations. The first study investigated how students and teachers experienced asynchronous online discussion within initial teacher education at undergraduate level. The second study examined factors that affect learner engagement within asynchronous online discussions at a postgraduate level. A synthesis of key findings proposes that learning and teaching in higher education can be enhanced by awareness of how participants experience the situation. Common misunderstandings between students and teachers in online classes revolve around presence, formative/summative dimensions, language, and literature. Highlighting misunderstandings enables possibilities for negotiation, change, and improvement. While discussing the common ground for negotiation, this article suggests pedagogical strategies for effective communication and enhancement of online learning in higher education.

text: From confounded to common ground: misunderstandings between tertiary teachers and students ‎in online discussions Drawing on findings from two studies, this article focuses on the expectations of students and teachers in higher education, when learning via asynchronous online discussions. In particular, this synthesis highlights a divergence of expectations. The first study investigated how students and teachers experienced asynchronous online discussion within initial teacher education at undergraduate level. The second study examined factors that affect learner engagement within asynchronous online discussions at a postgraduate level. A synthesis of key findings proposes that learning and teaching in higher education can be enhanced by awareness of how participants experience the situation. Common misunderstandings between students and teachers in online classes revolve around presence, formative/summative dimensions, language, and literature. Highlighting misunderstandings enables possibilities for negotiation, change, and improvement. While discussing the common ground for negotiation, this article suggests pedagogical strategies for effective communication and enhancement of online learning in higher education.

year: 2019

title: Bucking the Trends: Increasing retention rates of Māori students enrolled in Faculty of Arts and Social Sciences courses at the University of Waikato

authors: Levy, Michelle Patricia

subjects: Maori

abstract: Reports on the success of the Faculty of Arts and Social Sciences at the University of Waikato’s monitoring and support for Maori students initiative. The aim of the initative was to implement a support system in the FASS that would enhance retention rates for
Māori students in the Faculty.

text: Bucking the Trends: Increasing retention rates of Māori students enrolled in Faculty of Arts and Social Sciences courses at the University of Waikato Reports on the success of the Faculty of Arts and Social Sciences at the University of Waikato’s monitoring and support for Maori students initiative. The aim of the initative was to implement a support system in the FASS that would enhance retention rates for
Māori students in the Faculty.

year: 2003