000			03334nam a2200397 i 4500
005			20250919011746.0
008			160413t20142014fluda bi 001 0 eng
020			_a9781466582507 _qhardback _cRM492.10
039		9	_a201608161525 _bhaiyati _c201608161524 _dhaiyati _c201608020950 _dhamudah _y04-13-2016 _zhamudah
040			_aDLC _beng _cDLC _erda _dDLC _dUKM _erda
090			_aQC688.C745 3
090			_aQC688 _b.C745 3
100	1		_aCsele, Mark. _eauthor.
245	1	0	_aLaser modeling : _ba numerical approach with algebra and calculus / _cMark Steven Csele.
246	1	8	_ispine title : _aLaser modeling.
264		1	_aBoca Raton : _bCRC Press/Taylor & Francis, _c[2014].
264		1	_c©2014.
300			_axiii, 260 pages : _billustrations ; _c24 cm
336			_atext _2rdacontent
337			_aunmediated _2rdamedia
338			_avolume _2rdacarrier
504			_aIncludes bibliographical references and index.
520			_a'Preface The approach taken in this book is simple present laser theory in an understandable way and one that can be applied immediately, and numerically, to real laser systems. With that in mind, the approach in this text is to present each theory along with a real, solved example--in most cases, based on commercial lasers. As a professor of laser science, I am fortunate to have a lab equipped with many different types of lasers; many of those lasers are included here in examples. In making the theory'accessible,' both a calculus-based and an algebraic approach are shown in tandem; a prime example of this is the presentation of both the calculus-based Rigrod model and an algebra-based model for the prediction of various laser parameters in Chapters 3 and 4. Readers drawn to numerically grounded solutions to problems (dare we say'engineers'?) will find the algebraic approach a refreshing demonstration of how concepts actually work and are applied, while those with more mathematical thought processes will appreciate the complementary calculus-based models. Either way, the results are similar (and, as I tell my students, it doesn't matter how you learn it). As an educator, I appreciate the fact that we all learn in different ways. The actual use of algebra-based solutions originated with our four-year bachelor program at Niagara College. Although at the inception of the program we intended to use calculus-based theory exclusively, it became apparent that students were spending more time on the math than on the concepts (i.e., they were often'buried in the math,' with the mathematical rigor of solutions getting in the way of understanding the concepts)'-- _cProvided by publisher.
650		0	_aLasers _xMathematical models.
650		0	_aLaser beams _xMathematical models.
650		0	_aNumerical analysis.
856	4	2	_3Cover image _uhttp://images.tandf.co.uk/common/jackets/websmall/978146658/9781466582507.jpg
907			_a.b1630990x _b2019-11-12 _c2019-11-12
942			_c01 _n0 _kQC688.C745 3
914			_avtls003604396
990			_anh
991			_aFakulti Kejuruteraan dan Alam Bina
998			_al _b2016-01-04 _cm _da _feng _gflu _y0 _z.b1630990x
999			_c608522 _d608522