We study the complex nonlinear dynamics of the two-photon Dicke model in the semiclassical limit by considering cavity and qubit dissipation. In addition to the normal and superradiant phases, another phase that contains abundant chaos-related phenomena is found under balanced rotating and counter-rotating couplings. In particular, chaos may manifest itself through period-doubling bifurcation, intermittent chaos, or quasi-periodic oscillation, depending on the value of qubit frequency. Transition mechanisms that exist in these three distinct routes are investigated through the system's long-time evolution and bifurcation diagram. Additionally, we provide a comprehensive phase diagram detailing both the existence of stable fixed points and the aforementioned chaos-related dynamics.

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When knowledge and skills are lacking, the help of another person in one degree or another is usually needed. Those who perform the latter function are operationally described variously-according to different sub-cultural and occupational traditions-as trainers, supervisors, coaches, instructors, tutors, and teachers. Schooling is such a collaborative activity. It requires the constant effort of teachers to carry young people ever further forward in the development of their knowledge and skills. The effects of schooling, however, have always been more a matter of being able to make assumptions about them than being able to draw precise conclusions about their nature. The most comfortable assumption made is that, however abstrusely, schooling bestows a benefit. It is a good rather than a bad. Yet there is evidence, as judged by autobiographical and verbal testimony, that schooling can have negative, as well as positive, effects on individuals. These effects in both good and bad categories are most likely to derive in part from attitudes and memories resulting from such variables as the experience of learning, the image formed of particular subject fields, relating to authority, peer ranking, and the treatment of and by peers. But the predominant factor to be taken into account when formulating and assessing the perceived product or outcome of schooling is the impact made by each individual teacher upon the child, young person, or student. Whilst it is possible for a succession of teachers to make seemingly little impression on a particular young person at the time, it is the typical case that every adult in later years can remember at least some of his or her teachers and can attribute positive or negative influences to each. The extent of a teacher's own knowledge and skills is clearly an important variable affecting the outcomes of schooling (Calder and Grieve, 2004). The subject knowledge and presentational skills of a teacher clearly can excite or disappoint a pupil. Yet the level of the teacher's own learning and specific delivery of it do not necessarily correlate positively with the pupil's attainment level in the same subject. Teaching is more than knowing something yourself and putting it over very cleverly to a young person. The true focus of the teacher's work is learning. Learning is partly a voli-Behavioural strategies of teachers in Japan

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