One thing that I have recently become very interested in is – “stay interviews”.
These types of interviews are very beneficial because they determine which factors keep a current employee engaged and which ones do not.
Think about it. Why do you decide to remain at your current job? What would entice you to leave? Perhaps a better offer?
This information is perfect for employers and who wish to attract millennials to their workplace.
Stay interviews are informal conversations
What to ask in a stay interview
Ask what would make your employee leave
How managers can stay accountable
Question 1 – What do you look forward to each day when you commute to work?
Question 2 -What are you learning here, and what do you want to learn?
Question 3 – Why do you stay here?
Question 4 – When is the last time you thought about leaving us, and what prompted it?
Question 5 – What can I do to make your job better for you?
This is especially important for rural workplaces where they struggle to attract and retain employees. It is especially difficult for rural employers. Let’s support them in any possible way we can.
Now, I do not have any direct reports at this time, but I have had a wealth of organizational leadership experiences throughout my 20 years in higher education. As a employee, i would not like to answer these questions. I would suggest that leaders determine which questions are most appropriate for their teams.
We do not want these “stay interviews” to be the first interview on a short journey to an “exit interview”.
In the comment box, let us know which questions you would add and which questions you would delete.
If you’re writing a book and you want people to read it, watch this. Dr. Jane Jones invited me to talk about how to share your book on social media for academic authors.
Who is your reader? Who’s interested in reading your monograph, edited collection, or academic book? How do you get a bigger audience for your book as an academic? You deserve a stronger online presence for your book. Let’s talk about finding your book’s audience on social media.
It can be shown Einstein may have been able to derive the internal structure of protons and neutrons if he was aware they had one before he died. This is because he was the first to define the flexibility of the spatial dimensions when he defined the force of gravity in terms of a curvature in them.
Observations of hadrons such as protons and neutrons confirmed they are made up of distinct components called quarks of which there are six types, the UP/Down, Charm/Strange and Top/Bottom. The Up, Charm and Top have a fractional charge of 2/3. While the Down, Strange and Bottom have a fractional charge of -1/3. However, no one has been able to define their internal structure in terms of observations.
However, another property of quarks defined by Quantum Chromodynamics (QCD), is their color charge which are red, green, and blue. It assumes each one is made up of three different colors of quarks red, blue and green and only the combinations of the colors that produce “white” can be found in a stable particle.
It will be shown the color charge of each quark represents orientation of three two-dimensional plane (xy, yz, xz) of three-dimensional space responsible of its charge.
For example, red would represent the xy plane green, the yz, and blue xz. The fact that three-dimensional space contains only one of each explains why particle must be composed of one each color to be stable.
However, before we begin, we must first define how and why the color charge of a quark is related to the two-dimensional planes mentioned earlier
As was shown in Article 12 (page 61) the alternating charge of an electromagnetic wave are the result of displacement in the two-dimensional planes of space that it is moving on. .
Briefly it showed the electric and magnetic components of an electromagnetic wave are the result of a spatial displacement in the two-dimensional “surface” of three-dimension space.
One can understand the mechanism responsible by using the analogy of how a wave on the two-dimensional surface of water causes a point on that surface to become displaced or rise above or below the equilibrium point that existed before the wave was present.
The science of wave mechanics tells us a force would be developed by these displacements which would result in the elevated and depressed portions of the water moving towards or becoming “attracted” to each other and the surface of the water.
Similarly, an energy wave on the “surface” of the two spatial dimensions that are perpendicular to the axis of gravitational forces would cause a point on that “surface” to become displaced or rise above and below the equilibrium point that existed before the wave was present.
Therefore, classical wave mechanics, if extrapolated to the properties of two of the three spatial dimensions of our universe tell us a force will be developed by the differential displacements caused by an energy wave on it which will result in its elevated and depressed portions moving towards or become “attracted” to each other as the wave moves through space.
This would define the causality of the attractive electrical fields associated with an electromagnetic wave in terms of a force caused by the alternating displacements of a wave moving with respect to time on a “surface” of the two spatial dimensions which are perpendicular to the axis of gravitational forces.
However, it also provides a classical mechanism for understanding why similar electrical fields repel each other. This is because observations of waves show there is a direct relationship between the magnitude of a displacement in its “surface” to the magnitude of the force resisting that displacement.
Similarly, the magnitude of a displacement in a “surface” of the two spatial dimensions will be greater than that caused by a single one. Therefore, they will repel each other because the magnitude of the force resisting the displacement will be greater than it would be for a single one.
One can also derive the magnetic component of an electromagnetic wave in terms of the horizontal force developed along the axis that is perpendicular to the displacement caused by its peaks and troughs associated with the electric fields. This would be analogous to how the perpendicular displacement of a mountain generates a horizontal force on the surface of the earth, which pulls matter horizontally towards the apex of that displacement.
Even though the above explanation of how a charge is related to an alternating displacement in the “surface” of three-dimensional space it also can explain a static one in terms of their relative positions in.
For example, Einstein showed us if a two-dimensional plane is displaced with respect to another in three-dimensional space a force responsible for static charge would be developed similar as was shown earlier to how the peaks and valleys of an electromagnetic did.
As was mentioned earlier Einstein define forces such as gravity in terms of the flexibility of the spatial dimensions.
However, one can derive the internal structure of protons and neutrons if one assumes orientation of the color charges of quarks are the result of the flexibility of the two-dimensional planes which earlier were defined as being responsible for them.
This is because for a proton or neutron to be stable in three-dimension space the orientation of the xy, yz, and xz dimensional planes must perpendicular to each other
If they are not, they will be unstable.
For examine the two up quarks of proton each with a color charge of two would contain 4 two-dimensional planes (one for each charge). However, according to Einstein each dimensional plane has the flexibility to orient itself to oppose or cancel the charge of another one. Therefore, when up quark combines with a down quark the two-dimensional plane that define its charge can orient itself to oppose or cancel one of the charges of the up quarks. This means it will have forces only 3 of 4 dimensional planes associated with the 2 up quarks
This will form a stable structure in three-dimensional space because it contains the (xy, yz, xz) planes which can be perpendicular to each other.
Neutrons on the other hand contains one up quark and two down quarks. It is neutral because the 1/3 charge on each of the two down quarks cancel the 2/3 charge of the up quark.
But it also consists four two dimensional planes which means it cannot exist in three-dimensional space.
However, when close enough to a proton it can borrow enough binding energy required to cause its two down quarks to line up along the same two-dimensional plane of three-dimension space. This will result in that plane having the opposite color charge of two down quarks which will result in a neutron having no charge when it interacts with the two charges of the up quark This also means the xy, yz, xz planes would define the three-dimensional volume of a neutron it because they do not have any of the forces that define it color charge. This is true even though one may have twice the color charge of the other two. This will result in it being stable when near enough to borrow some binding energy from proton
However. when a neutron it is not the two two-dimensional planes that define the color charges of the down quarks will not line up resulting in it having 4 dimensional planes resulting in it being unstable and decaying in a proton electron and neutrino.
As was mentioned earlier a stable electric charge is the result of a static spatial displacement in a two-dimensional plain of the three-dimensional space.
This suggests one could describe their geometry in terms of how those planes are oriented.
For example, if a proton is made up two up quarks each with a positive charge of 2/3 and its charge is the result of a displacement in dimensional plane of three-dimensional space each one would contain 2 and combined would contain 4.
However, this means a proton would consist of four spatial dimensions which could not exist in our three-dimensional universe. Therefore, to correct that it attracts a down quark which has a negative or opposite spatial displacement with respect to one of those dimensional planes. This would reduce its spatial properties to three allowing it to exist in our universe.
However, it also would change their orientation with respect each other. Instead of being perpendicular it would be 60-degree. This is because as was just mentioned the 2 up quarks of a proton would contain 4 dimensional planes creating four-dimensional spatial object which cannot exist in three-dimensional space. However, when it combines with the negative dimensional energy Einstein would have associated a down quark it cancels out one of the four dimensional planes associated with the 2 up quarks of a proton leaving only three which can exist in three-dimensional space.
But when one removes one side of a square it allows one of three sides to connect to one of the others to form an equilateral triangle This suggest the energy associated with the rearraigning the orientation of dimensional planes from 90 degrees to 60 creating the object which is responsible for both the positive charge and stability of a proton. I believe Einstein would have come to this conclusion if he as was mentioned earlier, he had known protons had an internal structure.
Issue 26 (2) of the Journal of Open, Flexible and Distance Learning (JOFDL) is now available to the world. It begins with an editorial looking at readership and research trends in the journal post-COVID, followed by a thought-provoking Invited Article about the nature of distance learning by Professor Jon Dron. This general issue follows with 7 articles on different aspects of research after COVID-19. Alison Fields and Simon Paul Atkinson, JOFDL Joint Editors.
I’m sitting in my office with a cup of tea thinking about how many of the academics I work with experience anxiety when it comes to talking about themselves. When I sat down to write this episode, I realized I was having some of that anxiety myself.
Today’s episode of The Social Academic is all about me, Jennifer van Alstyne. But, it almost didn’t get recorded.
I thought talking about myself and why I started my business, The Academic Designer LLC, was something you wouldn’t want to hear. I don’t know why I felt that way. I’m always asked about my origin story when I go on podcasts as a guest. I tell most of my clients how I got started.
I had a lot of hesitancy when it came publishing on The Social Academic about myself.
You probably noticed that most of my content is focused on educational how-to’s about how to have an online presence as a professor. When I went back to my very 1st blog post, called Welcome to The Social Academic, I realized that I don’t share a lot about myself with you.
When I told a friend I was going to record this episode, she said, “I’ve always been curious about you!” Getting that kind of response made me feel warm, and helped me get ready to record my story for you. My friend is probably excited that this episode will finally come out. Thank you for encouraging me!
Have you ever worried about bragging or self promotion? Professors tell me that it brings them anxiety to talk about themselves. They don’t want other people to feel like they’re bragging. They don’t want to come across as narcissistic.
But telling your story, sharing why you do the research you do, will make a difference to the people in your life. And the people who care about your research. The people you want to help most.
It’s been 5 years since I started my business The Academic Designer LLC working with professors to build personal websites and social media so you have a strong online presence you can feel confident about.
5 years into my business, I realize I am personally struggling with the same thing that stops my clients from talking about themselves online.
It’s a great reminder that our feelings about what we share, how we share it, and why change over time. I knew that it was time for me to push past my comfort zone and share this episode, my story, with you.
I’m Jennifer van Alstyne. Welcome to The Social Academic blog, podcast, and YouTube channel. Before we dive into today’s episode please subscribe to The Social Academic. Stick around for the whole episode because I’m going to share about my online presence program for professors where we work together 1:1 to create the digital footprint you need. Get support from me on your personal website,social media, and a new bio that shares who you are with the world.
I remember the moment I had the idea for my business so clearly. I was sitting in my professor’s office at the university, her desk with an old desktop computer and even older books. My bag on the floor was leaning against my leg. My professor and I finished up a meeting about the online course we designed together. I packed up my things, placing the cap back on my pen. I slipped it into my bag and stood to leave.
My professor asked me, “Do you know anyone who would be great for this role? We really want someone who wants to grow and learn for their future career.”
You see, my academic department was hiring a graduate student assistant to do professional writing and communication. They were putting together a team to handle things like the website and social media.
I sat back down. “You want me for this job. I’m perfect.”
I already knew I wasn’t interested in moving on to a PhD, despite all the encouragement of my mentors and peers. This? This role would give me an opportunity to gain valuable skills and experience. But I only had one semester left before I was done. My professor was looking for a person on behalf of the supervisor of this role. And they had discussed someone who could stay on for a year or more.
So I argued for myself. And told her why I was the best. It was the first time I felt so sure I was the right person for a project.
I pitched myself then because I knew I was the best person to help. My professor’s disappointment that I didn’t want to continue in academia didn’t deter me from sticking up for myself. It didn’t lessen the excitement I felt when talking because I knew in that moment I had a path forward perfect for me.
I didn’t know at the time that my business, The Academic Designer LLC would help professors increase their confidence talking about themselves. That I would love empowering academics to build an online presence so they can help more people with their research and teaching. That specificity about my business came later.
It was in my professor’s office that I discovered that spark, and knew that I would own my own business after graduate school.
Thinking back on it, my professor impacted my feelings about working with academics. You see, she didn’t have a strong online presence. The 1st thing that came up when you Googled my professor’s name was her faculty profile. But her faculty profile hadn’t been updated in years! It didn’t reflect her promotion or current research interests.
You may have noticed that your faculty profile on your university website doesn’t really reflect who you are now. Maybe it hasn’t been updated in a while. Oftentimes it’s limited. Many faculty members, just like my professor, weren’t sure what information made the most sense to include on their faculty profile.
Universities often put the responsibility on professors to write their own faculty profiles. Universities don’t offer the kind of support professors need to keep your profile updated as your research and teaching interests change over time. Universities also don’t offer the kind of staff that is needed to support the technical side of updates, actually making those changes on the website. And if your university does provide staff support, they’re likely overworked and might not get to update your faculty profile because of the many responsibilities they have.
Writing a new faculty profile for my professor was the most impactful thing I could do. Before I graduated, my professor had a new faculty profile that reflected who she was and the research and teaching that were important to her.
I knew then that even small changes to your online presence could make a big impact for professors. A new faculty profile can bring you new opportunities.
Imagine what a personal website could do. A space online that you control. Something separate from the university. A website of your own where you can share your research in creative ways. Where you can invite people around the world at any time to explore what you care about.
A couple weeks after graduating with my 2nd master’s degree, I became a small business owner.
I’ve been interviewing people here on The Social Academic and talking with them about their online presence. It’s fun because we get to talk about their research and also about social media.
Today I’m going to tell you a bit about my experience with social media. I’m going to talk about some of the things I like to ask my guests.
My name is Jennifer van Alstyne. I am a Latina woman. I’m an immigrant. I’m the owner of The Academic Designer LLC.
I’m also a poet. One of my very 1st interview guests here on The Social Academic asked me how poetry impacted my work today, and I said, “It’s so much like social media.” I told him that I love form and constraint, the kind of rules that help you be more creative. That gives you a box to focus your energy.
Social media is the same way for me. Each platform whether it’s Twitter, LinkedIn, or YouTube which I’ve been experimenting more with recently, has its own rules. Its own constraints. I love that!
In grad school, my research focused on representations of nature in poetry. When I think about it now…Looking back, I dedicated a lot of my time studying the writing of old white men. Don’t get me wrong, I loved my research. It just didn’t help people the way I wanted. I knew I couldn’t make the kind of impact I wanted for professors if I stayed in the academy. Especially as a woman of color.
I feel much more aligned with the work I do in my company, The Academic Designer LLC, helping professors around the world share their research online. As a latina woman, I love that I get to work with professors who are making massive impact in their respective fields. And that I get to work with professors at all types of universities whether you’re at an ivy league school or a community college. I’m not limited to any single campus, which means I get to help you too!
There is one story about grad school I want to share with you. I wanted to share it with you because it’s about an award I got, one that made me feel seen. It’s something I’m so proud of. The award was from the grad student association for my academic department. 6 years ago they got together and organized personalized awards for each grad student in the program.
What was my award you ask?
I got the award for Person You Most Want To Stick Up For You In A Meeting.
I love that. That’s so meaningful to me. My graduate student association saw me as someone who will support you, stand up for you, protect you if I am able. It makes me smile, because that’s how I see myself too.
Being named Person You Most Want To Stick Up For You In A Meeting by my fellow grad students is more meaningful to me than academic and research awards. It matters more to me now than my publications. My peers saw me as someone who will stick up for you. Someone you want to stick up for you.
I feel like that’s what I do for my clients when we work together 1:1. I know we can build an amazing online presence for you together.
Actually, this was a good story to share with you because some of that anxiety when it comes to talking about yourself? I experienced that then too. And it stopped me from saying anything on social media.
I should have posted about my award then, because it made me smile.
But I was too anxious to post about myself all the time on social media. I didn’t want to come across as narcissistic. I didn’t want to make anyone feel bad.
I remember writing a post and then feeling like I had to apologize, and be like “Don’t worry – EVERYONE got an award.” Which was true. Yes.
But what mattered was how much being a Person You Most Want To Stick Up For You In A Meeting mattered to me. How warm it made me feel to be seen. To want my voice in support of yours. I counted the posts I shared that semester that might seem like bragging…I decided to delete my post.
Don’t do that. If you’re in academia, celebrate the things you care about. Share what you’ve worked hard for. Don’t hit delete like I did.
Being open to sharing your accomplishments can be easier than being open about your struggles. Or about the things in your life that aren’t so positive. I’ve definitely dealt with that before.
I was sitting in a farm-to-table Italian restaurant in Cold Spring, New York over Thanksgiving with one of my mom’s best friends Barbara and her husband Peter. We spoke about the death of my mom, when I was 13, and her struggle with prescription pill addiction and bi-polar disorder. It had been almost 15 years since I had seen Barbara and Peter.
In that time, my father had died of pneumonia after a long battle with cancer. I had escaped a physically abusive ex-husband. I found myself a young undergraduate student alone in the world struggling to find a reason to live.
Barbara was totally engrossed as I talked about my life over an endive and pomegranate salad. She had questions about what I went through, about how I survived.
She was so curious without judgment, I even told her a dark secret about my mom, Kitty, her close friend. Kitty adopted me from Peru as an infant, told me, “I never should have adopted you. It was a horrible mistake.” Twice. I was 13 when she died.
Barbara leaned in to talk more, but Peter had a solemn look on his face, now well wrinkled in his 80s. He said, “Let’s change the subject. This is the saddest story I’ve ever heard.”
The saddest story he ever heard.
He actually repeated it because Barbara asked, “What?” in surprise. The saddest story he ever heard.
That was a whole new level of seen for me. I’ve heard sadder stories than mine, now. I mean it’s never a competition. But I did often feel like I was carrying around a heavy tapestry of sad. This weight I got used to, that’s become a part of me.
I’m grateful for the therapy that got me to a place where I can talk openly about my past, without overwhelm.
But I don’t want to overwhelm anyone else. It’s probably why I’ve given you a whole lot of sad in just a few sentences. When people ask me why don’t I talk about my past, I often say because it’s too sad. I don’t want to upset people. And that has kept me from opening up with the people I care about.
Yes, there was anxiety about what people would think. Fear of judgment. Fear of what you might say about me.
But that doesn’t change that it happened to me. That it’s my life. And I can’t change it. No amount of “not telling you” will make my sad history disappear.
Not telling you relieves my anxiety. But it doesn’t help me, or you.
What I went through helps me help you better. I’ve had fear about being online. Paralyzing fear. I deleted my social media accounts after leaving a physically abusive marriage. The idea of being seen by the person I feared most kept me awake each night. I was scared to sleep. I jumped every time the phone rang. Eventually, I moved on campus where I could feel safer.
As I began to heal, I started to recognize how small I’d let my world get. I missed the friendships and larger network I’d stopped communicating with. Staying off social media altogether was no longer right for me. So I started a new Facebook account and sent out friend requests one at a time. Baby steps.
I kept being surprised when people connected. I looked deeper into my past, reaching out to childhood friends. Having so many people connect in a short timeframe made me feel good about myself because they were real people that I knew.
I started connecting with my professors, visiting writers, or people I met at events. When I presented at my 1st conference in undergrad, I connected with my fellow panelists. I moved past my fear and allowed myself to be more connected with the world.
Now I help professors build deeper connections with people online in ways that impact their research. I help them feel less isolated in the academy.
Telling my story is powerful. It may help you, or others feel seen too. Even if you judge it. Even if you judge me.
I was adopted by people who regretted adopting me.
I am a survivor of domestic violence.
I am an orphan, who had no family.
Except that I did have family. And social media became so important in connecting with them. That’s what I want to share with you next.
Having an online presence has impacted my life in many ways. I’ve been invited to speak, publish, lead workshops. My poetry has been read by more people than I’d ever imagined. My blog The Social Academic has reached you in over 191 countries around the world so far in 2023.
What’s the weirdest thing to happen to me? I was invited to audition for a reality tv show!
But the most impactful thing that has happened to me since taking my social media profiles public was being found.
Both my adoptive parents died before I went to college. It was so easy to fall out of touch with friends when you moved around like I had.
I couldn’t even afford a phone in college. Seriously. I signed up for Google Voice because I felt like I was missing out. Each person who said, “Oh, I would have texted you to meet at the dining hall, I didn’t have your number,” weighed on me.
I often feel like people forget about me. Like if I’m not there talking with you, if we haven’t seen each other in a while, I’ve dropped off the face of the earth. Like I don’t exist to you anymore.
Social media was the easiest solution for me to communicate with my friends. To keep in touch with people so they wouldn’t forget about me. So as a person alone in the world, I could still have connection.
I’m someone who needs to remind myself that “people care more about you than you think.”
It was actually through social media that my birth sister, Patssy reached out to me. I have a sister. One who has been missing me and thinking about me much of her life.
I have lots of siblings: Patssy, Veronica, Andrea, Isabella, and Leonardo.
When my sister Patssy found me, I was scared. I was still in that space of fear, with anxiety about being seen. I remember literally saying, “How did you find me?” And not knowing what to say.
Sometimes Patssy sends me videos on Facebook of her with my nieces. I get to see my little brother Leonardo on Instagram stories. And my sister Andrea and I share a love for singing. I got to hear her perform at a concert at her college in Peru when the video was posted online.
What a gift it was to connect with my family. Imagine if I hadn’t had the strength to build my online presence. Imagine if I hadn’t taken the chance to be public again on social media. My family in Peru might not have found me. The feeling Patssy had, the timing of her search for me. I had moved 11 times across 3 states since I’d been adopted as an infant. But Patssy reached out through social media and found me 27 years later.
Social media has changed my life. I know it can change yours too.
OK so maybe a long lost sister isn’t going to reach out to you from across the world. But more people are going to care about you.
When you’re more open about yourself, you invite people to engage with what you care about too (like your teaching and research).
Having an online presence can help you connect with people around the world. More people care about you and your research than you think.
Help them by having an online presence that invites them to connect with you. When people Google your name, you want them to find a bit about you. Things like your bio, a photo of you. Can they learn about your research? Do you have a website that helps them explore it further?
I’m here to help you with your online presence. I have lots of free resources on The Social Academic blog to help you get started.
I’m here to help you, so don’t hesitate to reach out at [email protected] or on social media @HigherEdPR.
If this episode touched you, send me a direct message. Share The Social Academic on social media with your friends. Getting an email or DM from you just makes my day, so I would absolutely love a message. I’d love to hear from you.
When you’re a professor, you may feel unsure what path to take for your online presence.
Do you need a website? A LinkedIn profile (even when you’re not job searching)? A new bio for your faculty profile? Maybe you’ve been wanting to build your social media skills. But is that where you should start?
Let’s chat on Zoom if a stronger online presence is a goal you in 2024. I’m happy to see how we might work together. Professors, you deserve an online presence you’re confident in.
When Einstein defined the equivalence between mass and energy, he also defined what “support the geometry of space…
In his General Theory of Relativity, he defined the force of gravity in terms of the energy density of space. This implies the mass and energy associated with it supports the geometric structure space because the equation E=mc^2 tell us when energy is concentrated in the form of mass it causes the geometry of space to contract creating the curvature he associated with gravity.
Additionally, the Big Bang’s assumption the universe expansion is the result of the energy associated with its origin can only be explained by assuming it is pushing on its boundaries.
Additionally, we have observed that the CBM (cosmic background radiation) imparts the energy associated with its 2.725 Kelvin temperature to even perfectly “empty” space devoid of all gas, dust, and particular matter.
The fact that concentrating energy in the form of mass results in space contacting while increasing it by releasing the energy contained in mass cause it to expand support the assumption space that does not contain any particular mass is not empty but contains energy.
Therefore because, Einstein’s equation E=mc^2 tells us space without any particular matter is not empty but contains the mass equivalent of the CBM defined by that equation.
The mechanism responsible would be analogous to how the volume of a balloon is supported by the air inside of it.
For example, if the air pressure increases its volume will expand while if it decreases it will contract.
Yet it also tells us how one can explain the quantum properties of energy and mass in terms of it being an emergent property of space if it contains a continuous field of energy.
For example, by using the science of wave mechanics and the fact that Relativity tells us energy would move through space on a continuous field of energy such as the one provided by the cosmic background radiation unless it is prevented from doing so by someone or something interacting with it. This would result in it being confined to three-dimensional space. The science of wave mechanics also tells us the three-dimensional “walls” of this confinement will result in its energy being reflected back on itself thereby creating a resonant or standing wave in three-dimensional space. This would cause the energy of an energy wave to be concentrated at the point in space were a quantized particle would be found.
Additionally, wave mechanics also tells us the energy of a resonant system such as a standing wave can only take on the discrete or quantized values associated with its fundamental or a harmonic of its fundamental frequency.
This explanation of why mass and energy are quantized is consistent with the observations of the environment defined by quantum mechanics in that the mathematical properties associated with the wave function will continue to evolve as a wave moving through space and only reduces of “collapses” to a quantized packed of energy when it is observed or encounters an object.
This defines how Einstein could have explain what an “empty” volume of space contains AND the observations associated with its quantization in terms of it being an emergent property of the continuous energy field or space as defined by him.
This also answers the question of how an electromagnetic wave can propagate though seeming “empty space because as was shown above what appears to be empty space is not empty but contains continuous field of energy which, it can propagate similar to how wave propagates on water
Introducing a short guide entitled: “Writing Good Learning Outcomes and Objectives”, aimed at enhancing the learner experience through effective course design. Available at https://amazon.com/dp/0473657929
The book has sections on the function and purpose of intended learning outcomes as well as guidance on how to write them with validation in mind. Sections explore the use of different educational taxonomies as well as some things to avoid, and the importance of context. There is also a section on ensuring your intended learning outcomes are assessable. The final section deals with how you might go about designing an entire course structure based on well-structured outcomes, breaking these outcomes down into session-level objectives that are not going to be assessed.
The great thing about this #ChatGPT infographic “Make ANY Assignment resistant to ChatGPT,” is that it simply describes a great way to make your course and your assignments, regardless of #AI use, better by being more active and hands-on.
For specific help regarding essay writing and use of ChatGPT AI see the following infographic:
Another very important aspect that must always be developed by both instructors and students is AI Literacy:
I recently published a book to help all educators deal with the new technological phenomenon which came about on 30 November 2022 known as ChatGPT by OpenAI (https://chat.openai.com). My book, ChatGPT AI in Education: What it is and How to Use it in the Classroom, available as a paperback or ebook on Amazon at https://www.amazon.com/ChatGPT-AI-Education-What-Classroom-ebook/dp/B0BRWXPVB7 covers all of the main aspects of this AI as applied to education. Here is the book’s Table of Contents:
What is AI and ChatGPT
AI What is ChatGPT
Exactly What Can ChatGPT Do?
ChatGPT Limitations
How Can ChatGPT Be Used in Education
How to Use ChatGPT in the Classroom
Use ChatGPT as an Essay/Assignment
Creation Checker
Prompt Skill Development Competition
Reflect and Improve
In-Class Preparatory Process
Full Incorporation Option
Reflection of Why
Maximize the Localization and Personalization of the Assignment
