The Productivity Slowdown, Measurement Issues, and the Explosion of Computer Power

macroeconomics, Productivity Slowdown, Measurement Issues, Computer Power

Energy deposition in microscopic volumes by high-energy protons

Microscopic energy deposition from passing protons in tissue spher

Simple computer method provides contours for radiological images

Computer is provided with information concerning boundaries in total image. Gradient of each point in digitized image is calculated with aid of threshold technique; then there is invoked set of algorithms designed to reduce number of gradient elements and to retain only major ones for definition of contour

Changes in the frequency distribution of energy deposited in short pathlengths as a function of energy degradation of the primary beam

Frequency distributions of event size in deposition of energy over small pathlengths measured after penetration of 44.3 MeV protons through thicknesses of tissue-like materia

Downsizing and Productivity Growth: Myth or Reality?

The conventional wisdom is that the rising productivity in the U.S. manufacturing sector in the 1980s has been driven by the apparently pervasive downsizing over this period. Aggregate evidence clearly shows falling employment accompanying the rise in productivity. In this paper, we examine the microeconomic evidence using the plant level data from the Longitudinal Research Database (LRD). In contrast to the conventional wisdom, we find that plants that increased employment as well as productivity contribute almost as much to overall productivity growth in the 1980s as the plants that increased productivity at the expense of employment. Further, there are striking differences by sector (defined by industry, size, region, wages, and ownership type) in the allocation of plants in terms of whether they upsize or downsize and whether they increase or decrease productivity. Nevertheless, in spite of the striking differences across sectors defined in a variety of ways, most of the variance of productivity and employment growth is accounted for by idiosyncratic factors.

Teaching and understanding of quantum interpretations in modern physics courses

Just as expert physicists vary in their personal stances on interpretation in quantum mechanics, instructors vary on whether and how to teach interpretations of quantum phenomena in introductory modern physics courses. In this paper, we document variations in instructional approaches with respect to interpretation in two similar modern physics courses recently taught at the University of Colorado, and examine associated impacts on student perspectives regarding quantum physics. We find students are more likely to prefer realist interpretations of quantum-mechanical systems when instructors are less explicit in addressing student ontologies. We also observe contextual variations in student beliefs about quantum systems, indicating that instructors who choose to address questions of ontology in quantum mechanics should do so explicitly across a range of topics.Comment: 18 pages, references, plus 2 pages supplemental materials. 8 figures. PACS: 01.40.Fk, 03.65.-

Berry's phase contribution to the anomalous Hall effect of gadolinium

When conduction electrons are forced to follow the local spin texture, the resulting Berry phase can induce an anomalous Hall effect (AHE). In gadolinium, as in double-exchange magnets, the exchange interaction is mediated by the conduction electrons and the AHE may therefore resemble that of chromium dioxide and other metallic double-exchange ferromagnets. The Hall resistivity, magnetoresistance, and magnetization of single crystal gadolinium were measured in fields up to 30 T. Measurements between 2 K and 400 K are consistent with previously reported data. A scaling analysis for the Hall resistivity as a function of the magnetization suggests the presence of a Berry's-phase contribution to the anomalous Hall effect.Comment: 6 pages, 7 figures, submitted to Phys. Rev.

Development of quantum perspectives in modern physics

Introductory undergraduate courses in classical physics stress a perspective that can be characterized as realist; from this perspective, all physical properties of a classical system can be simultaneously specified and thus determined at all future times. Such a perspective can be problematic for introductory quantum physics students, who must develop new perspectives in order to properly interpret what it means to have knowledge of quantum systems. We document this evolution in student thinking in part through pre- and post-instruction evaluations using the Colorado Learning Attitudes about Science Survey. We further characterize variations in student epistemic and ontological commitments by examining responses to two essay questions, coupled with responses to supplemental quantum attitude statements. We find that, after instruction in modern physics, many students are still exhibiting a realist perspective in contexts where a quantum-mechanical perspective is needed. We further find that this effect can be significantly influenced by instruction, where we observe variations for courses with differing learning goals. We also note that students generally do not employ either a realist or a quantum perspective in a consistent manner.Comment: 18 pages, plus references; 3 figures; 9 tables. PACS: 01.40.Fk, 03.65._

Development and Uses of Upper-division Conceptual Assessment

The use of validated conceptual assessments alongside more standard course exams has become standard practice for the introductory courses in many physics departments. These assessments provide a more standard measure of certain learning goals, allowing for comparisons of student learning across instructors, semesters, and institutions. Researchers at the University of Colorado Boulder have developed several similar assessments designed to target the more advanced physics content of upper-division classical mechanics, electrostatics, quantum mechanics, and electrodynamics. Here, we synthesize the existing research on our upper-division assessments and discuss some of the barriers and challenges associated with developing, validating, and implementing these assessments as well as some of the strategies we have used to overcome these barriers.Comment: 12 pages, 5 figures, submitted to the Phys. Rev. ST - PER Focused collection on Upper-division PE

The memory space: Exploring future uses of Web 2.0 and mobile internet through design interventions.

The QuVis Quantum Mechanics Visualization project aims to address challenges of quantum mechanics instruction through the development of interactive simulations for the learning and teaching of quantum mechanics. In this article, we describe evaluation of simulations focusing on two-level systems developed as part of the Institute of Physics Quantum Physics resources. Simulations are research-based and have been iteratively refined using student feedback in individual observation sessions and in-class trials. We give evidence that these simulations are helping students learn quantum mechanics concepts at both the introductory and advanced undergraduate level, and that students perceive simulations to be beneficial to their learning.Comment: 15 pages, 5 figures, 1 table; accepted for publication in the American Journal of Physic