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PROFESSOR: Levinson's theorem, in terms of derivations, that we do in this course, this is probably the most subtle derivation of the semester. It's not difficult, but it's kind of interesting and a little subtle. And it's curious, because it relates to things that seem to be fairly unrelated. But the key thing that one has to do is you have to use something. How all of the sudden are you going to relate phase shifts to bound states? The one thing you have to imagine is that if you have a potential and you have states of a potential, if the potential changes, the states change. But here comes something very nice. They never appear or disappear. And this is something probably you haven't thought about this all that much. Because you had, for example, a square, finite square well. If you made this more deep, you've got more bound states. If you made it less deep, the bound states disappear. What does it mean the bound states disappear? Nothing, reall...

GRACE TEO: In terms of choosing our clients there were a few criteria that we were looking for. Other then the fact that they had a disability, you had to have been pretty stable, so it wasn't going to be fluctuating too much over the semester. And that is to make the design constraints a little bit more simple for the students. Apart from a stable disability, I think what we loved about the clients this semester is their motivation to educate our students. Having that intrinsic quality of being an educator was important for us. They had to be able to articulate their challenges really well for the students, and be able to be patient with the students, because they're all learning through this process. And they might not get the design process right the first time. But having clients that were adventurous, willing to try out new things with the students, that was very important. The third piece was purely logistical. So, our students are going to want to interact ...