Analytical Approaches to Rate Processes and TimeResolved Spectroscopy in Condensed Phases June 18  June 30, 2000 Organized by 
With recent advances in computational techniques, many graduate students in theoretical chemical physics receive a good numerical training. However, connecting numerical modeling with experiment and the interpretation of numerical results requires developing models and solving them using old fashioned physicallymotivated approximations and using analytical techniques such as complex variables, Green's functions, path integral, semiclassical expansions, etc. It appears that these vital skills are now deemphasized in many graduate programs and many students are unable to use these powerful methods and concepts, which historically form the basis for many important advances in chemical physics. In many schools the graduate coursework requirements have been considerably reduced over the past decade. Students are typically encouraged to select advisors and start their research within three months of entering the graduate programs. A lack of an adequate mathematical and physics training for theorists as well as experimentalists is now a major problem. Some students' idea of theory are that one focuses on running programs which they or others have written, rather than on the formulation of ideas which lead to programs and to an insightful interpretation of the numerical and experimental results. Many colleagues whom we surveyed share this view. Summer schools (such as NATO's) are very common in Europe. Participants are exposed to a series of mini courses and get to interact with fellow students. Such opportunities rarely exist in the United States. The purpose of this summer school, is to provide a basic survey of current theoretical techniques for chemistry graduate students, post doctoral fellows and advanced senior undergraduate students. The lectures will emphasize and illustrate specific analytical techniques as well as. Physicallymotivated approximations and the connection with current experiments. Lecturers will discuss what aspects have made their work so insightful and influential. What part may be transferable to other quite different problems and so speak to a large body of students in various fields of theory. Schedule: 11 days, three to four lectures per day morning and evening, with afternoons left for discussions and work in small groups. Lecturers should be in residence for at least a full week to allow plenty of time for discussions.

Sunday, June 18  Wednesday, June 21
Thursday, June 22  Sunday, June 25
Monday, June 26  Thursday, June 29
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