Electron-Nuclear Correlation in Laser-Driven Diatomic Molecules

The interaction of short intense laser pulses with atoms/molecules produces a multitude of highly nonlinear processes requiring a non-perturbative treatment. Detailed study of these highly nonlinear processes by numerically solving the time-dependent Schrodinger equation becomes a daunting task when the number of degrees of freedom is large. Also the coupling between the electronic and nuclear degrees of freedom further aggravates the computational problems. In the present work we show that the time-dependent Hartree (TDH) approximation, which neglects the correlation effects, gives unreliable description of the system dynamics both in the absence and presence of an external field. A theoretical framework is required that treats the electrons and nuclei on equal footing and fully quantum mechanically. To address this issue we discuss two approaches, namely the multicomponent density functional theory (MCDFT) and the multiconfiguration time-dependent Hartree (MCTDH) method, that go beyond the TDH approximation and describe the correlated electron-nuclear dynamics accurately. In the MCDFT framework, where the time-dependent electronic and nuclear densities are the basic variables, we discuss an algorithm to calculate the exact Kohn-Sham (KS) potentials for small model systems. By simulating the photodissociation process in a model hydrogen molecular ion, we show that the exact KS potentials contain all the many-body effects and give an insight into the system dynamics. In the MCTDH approach, the wave function is expanded as a sum of products of single-particle functions (SPFs). The MCTDH method is able to describe the electron-nuclear correlation effects as the SPFs and the expansion coefficients evolve in time and give an accurate description of the system dynamics. We show that the MCTDH method is suitable to study a variety of processes such as the fragmentation of molecules, high-order harmonic generation, the two-center interference effect, and the lochfrass effect. We discuss these phenomena in a model hydrogen molecular ion and a model hydrogen molecule. Inclusion of absorbing boundaries in the mean-field approximation and its consequences are discussed using the model hydrogen molecular ion. To this end, two types of calculations are considered: (i) a variational approach with a complex absorbing potential included in the full many-particle Hamiltonian and (ii) an approach in the spirit of time-dependent density functional theory (TDDFT), including complex absorbing potentials in the single-particle equations. It is elucidated that for small grids the TDDFT approach is superior to the variational approach.

Root parametrized differential equations

The present thesis is about the inverse problem in differential Galois Theory. Given a differential field, the inverse  problem asks which linear algebraic groups can be realized as differential Galois groups of Picard-Vessiot extensions of this field.   In this thesis we will concentrate on the realization of the classical groups as differential Galois groups. We introduce a method for a very general realization of these groups. This means that we present for the classical groups of Lie rank $l$ explicit linear differential equations where the coefficients are differential polynomials in $l$ differential indeterminates over an algebraically closed field of constants $C$, i.e. our differential ground field is purely differential transcendental over the constants.   For the groups of type $A_l$, $B_l$, $C_l$, $D_l$ and $G_2$ we managed to do these realizations at the same time in terms of Abhyankar's program 'Nice Equations for Nice Groups'. Here the choice of the defining matrix is important. We found out that an educated choice of $l$ negative roots for the parametrization together with the positive simple roots leads to a nice differential equation and at the same time defines a sufficiently general element of the Lie algebra. Unfortunately for the groups of type $F_4$ and $E_6$ the linear differential equations for such elements are of enormous length. Therefore we keep in the case of $F_4$ and $E_6$ the defining matrix differential equation which has also an easy and nice shape.   The basic idea for the realization is the application of an upper and lower bound criterion for the differential Galois group to our parameter equations and to show that both bounds coincide. An upper and lower bound criterion can be found in literature. Here we will only use the upper bound, since for the application of the lower bound criterion an important condition has to be satisfied. If the differential ground field is $C_1$, e.g., $C(z)$ with standard derivation, this condition is automatically satisfied. Since our differential ground field is purely differential transcendental over $C$, we have no information whether this condition holds or not.   The main part of this thesis is the development of an alternative lower bound criterion and its application. We introduce the specialization bound. It states that the differential Galois group of a specialization of the parameter equation is contained in the differential Galois group of the parameter equation. Thus for its application we need a differential equation over $C(z)$ with given differential Galois group. A modification of a result from Mitschi and Singer yields such an equation over $C(z)$ up to differential conjugation, i.e. up to transformation to the required shape. The transformation of their equation to a specialization of our parameter equation is done for each of the above groups in the respective transformation lemma.

Identification of Problem-based learning components and their effects on graduates' competencies

This study investigated the relationship between higher education and the requirement of the world of work with an emphasis on the effect of problem-based learning (PBL) on graduates' competencies. The implementation of full PBL method is costly (Albanese & Mitchell, 1993; Berkson, 1993; Finucane, Shannon, & McGrath, 2009). However, the implementation of PBL in a less than curriculum-wide mode is more achievable in a broader context (Albanese, 2000). This means higher education institutions implement only a few PBL components in the curriculum. Or a teacher implements a few PBL components at the courses level. For this kind of implementation there is a need to identify PBL components and their effects on particular educational outputs (Hmelo-Silver, 2004; Newman, 2003). So far, however there has been little research about this topic. The main aims of this study were: (1) to identify each of PBL components which were manifested in the development of a valid and reliable PBL implementation questionnaire and (2) to determine the effect of each identified PBL component to specific graduates' competencies. The analysis was based on quantitative data collected in the survey of medicine graduates of Gadjah Mada University, Indonesia. A total of 225 graduates responded to the survey. The result of confirmatory factor analysis (CFA) showed that all individual constructs of PBL and graduates' competencies had acceptable GOFs (Goodness-of-fit). Additionally, the values of the factor loadings (standardize loading estimates), the AVEs (average variance extracted), CRs (construct reliability), and ASVs (average shared squared variance) showed the proof of convergent and discriminant validity. All values indicated valid and reliable measurements. The investigation of the effects of PBL showed that each PBL component had specific effects on graduates' competencies. Interpersonal competencies were affected by Student-centred learning (β = .137; p < .05) and Small group components (β = .078; p < .05). Problem as stimulus affected Leadership (β = .182; p < .01). Real-world problems affected Personal and organisational competencies (β = .140; p < .01) and Interpersonal competencies (β = .114; p < .05). Teacher as facilitator affected Leadership (β = 142; p < .05). Self-directed learning affected Field-related competencies (β = .080; p < .05). These results can help higher education institution and educator to have informed choice about the implementation of PBL components. With this information higher education institutions and educators could fulfil their educational goals and in the same time meet their limited resources. This study seeks to improve prior studies' research method in four major ways: (1) by indentifying PBL components based on theory and empirical data; (2) by using latent variables in the structural equation modelling instead of using a variable as a proxy of a construct; (3) by using CFA to validate the latent structure of the measurement, thus providing better evidence of validity; and (4) by using graduate survey data which is suitable for analysing PBL effects in the frame work of the relationship between higher education and the world of work.