HIEN-LO: An experiment for charge determination of cosmic rays of interplanetary and solar origin

The experiment is designed to measure the heavy ion environment at low altitude (HIEN-LO) in the energy range 0.3 to 100 MeV/nucleon. In order to cover this wide energy range a complement of three sensors is used. A large area ion drift chamber and a time-of-flight telescope are used to determine the mass and energy of the incoming cosmic rays. A third omnidirectional counter serves as a proton monitor. The analysis of mass, energy and incoming direction in combination with the directional geomagnetic cut-off allows the determination of the ionic charge of the cosmic rays. The ionic charge in this energy range is of particular interest because it provides clues to the origin of these particles and to the plasma conditions at the acceleration site. The experiment is expected to be flown in 1988/1989

Information Dissemination and Aggregation in Asset Markets with Simple Intelligent Traders

Various studies of asset markets have shown that traders are capable of learning and transmitting information through prices in many situations. In this paper we replace human traders with intelligent software agents in a series of simulated markets. Using these simple learning agents, we are able to replicate several features of the experiments with human subjects, regarding (1) dissemination of information from informed to uninformed traders, and (2) aggregation of information spread over different traders

Identifying Factors that Impact the Educational Success of Veterans at IUPUI

poster abstractIncreased post-secondary enrollment among US military veterans using benefits from the Post-9/11 Veterans Educational Assistance Act of 2008 has led to a newfound emphasis on expanded student services on college campuses. We examined academic performance, social support, and mental health through a cross-sectional survey of 101 Veterans who were enrolled in at least one course at IUPUI in the last 12 months in order to identify barriers and facilitators to academic success. In addition to educational outcomes, we also assessed a variety of measures related to community reintegration, quality of life, and resilience. We conceptualized academic success as higher GPA, student status, and lower levels of reported difficulty in reintegration, concentrating in the classroom, and completing coursework. We hypothesized that use of student services and financial aid, involvement with student affairs, perceived social support, encountered barriers, and completion of transition assistance programs were expected to influence success variables. More than half of participants reported experiencing educational barriers unique to their Veteran status, including moderate difficulties with concentration and completing tasks for school. Although high mean scores of grit, resilience, and perceived social support were recorded, high scores of reintegration difficulty suggest that the sample may be at probable risk for post-traumatic stress disorder and substance abuse. Despite these difficulties, most student Veterans did not report using Veteran specific resources, with only one in ten participants reporting any use of campus-based adaptive education services and psychological services. No significant difference was found between groups utilizing or failing to utilize 6 separate sources of financial aid, 6 services, and 9 types of student affairs. Our findings suggest potential ways to enhance current support programs. Future research that tracks longitudinal change and explores student experience in-depth may help explore mechanisms related to the academic success of military Veterans

Science-teacher education advanced methods national workshop for Scotland report

The first phase of the S-TEAM project at the University of Strathclyde - evaluating the state of the art of inquiry-based science teaching and education in teacher education institutions and schools in Scotland - is now well advanced. Phase one identifies the opportunities for and the constraints facing either the implementation or increase of inquiry-based science teaching activity in schools, in the process investigating impressions from current practice in classrooms, from teacher education courses, the policymaking context, as well as the implications for the S-TEAM project itself. All teacher education institutions within Scotland were invited to take part in a one-day workshop at the University of Strathclyde in Glasgow; representatives from the Scottish Government, Her Majesty's Inspectorate of education, a leading science centre, the Early Professional Learning project, and of course the teaching profession itself were also in attendance, giving a total of 19 participants. Key Findings The curriculum and assessment background to promoting advanced methods in science education in Scotland comprises the Curriculum for Excellence (CfE) initiative. The conference participants generally framed their contributions with this in mind. The findings suggested that the CfE, while still in its infancy, is generally supportive and encouraging of investigative science lessons, the range of possible activities that could count as investigative, and in the diversity of the ways in which scientists work. There was however some concern about the relationship between the CfE and Scotland's portfolio of upper-secondary school examinations, as yet unspecified in policy, and thus leaving open to question the degree to which the new curriculum will continue to support investigations as it currently is. Over emphasis on summative assessment through grading and examinations tend to work against the spirit of investigative activity in the science classroom, a practice that depends on a more sophisticated formative approach. There is the associated danger that schools may continue to garner exam success with more traditional teaching methods with the consequence that CfE, though clear enough in its intention to promote investigation / inquiry and creativity, could 'crystallise' into typical assessment styles. Teaching would then be guided by this and genuine investigative activity would be unlikely to develop in the face of the relative certainty (for teachers) of more 'direct' methods. The experience of the workshop delegates suggests that there are current examples of investigative science work in schools, and that these tend to be enjoyable for learners - exciting, good fun, etc. This affective dimension of learning is important and points to the need for S-TEAM to develop indicators that can accommodate affective engagement. Other 'harder' indicators could also be developed as discussion revealed that examination results and pupil uptake of science (girls in this case, helping to change possible preconceptions) could benefit from inquiry based activity. The efficacy of investigative activity in the classroom, however, is unlikely to be fully caught by the strictly quantitative. A further consideration is that S-TEAM could develop indicators that go beyond an immediate research function to operate in such a way as to contribute to the learning of teachers in the classroom through the capacity for practitioner self-evaluation. For example, the critical evaluation of investigative activity that a cohort of initial science-teacher education students have already completed for the project, as part of their professional portfolios, has since been commended by teacher educators as being an effective intervention in its own right. The early results from this indicator confirm the existence of a number of implicit components of developing confidence in undertaking investigative activity - for example, knowledge of the subject curriculum, class, resources, and so on - and teaching methods, from structured additions to the more opportunistic and ad hoc, that practitioners employ. While arguing that teachers could and ought to accommodate a degree of inquiry in their teaching, a critical caveat is that beginners benefit from protected exploratory practice prior to their full teaching post and need space themselves to investigate and explore; it is reasonable for them to exercise restraint in their first year until their confidence is fairly secure. Implications 1. Promote inquiry in teaching by using examples of existing good practice and by working with experienced teachers in order to take lessons back from them to beginners. 2. Develop purpose specific indicators of inquiry and reflection that go beyond an immediate research function to contribute to the learning of (new) teachers through a capacity for the self-evaluation of the use of innovative methods in the classroom. 3. Collate video examples of inquiry as it happens in the classrooms of student and practising teachers, as well as stories and reflective discussion about how it happened, so as to learn how teachers solve the problems of introducing more investigative approaches into lessons. 4. For the development of teachers' knowledge base in science, create a typology of investigative knowledge and experience, upon which the project's activities might draw, of the following levels of scientific perspective: The socio-historical nature of science. Contemporary research activity in science. Initial teacher education in science. Experienced teaching of science. Beginning teaching of science. The child's classroom experience of science. 5. For the ongoing practical application of inquiry-based research, S-TEAM will continue to pursue, interrogate and engage with existing examples of inquiry and resources in the months ahead

Path following of an underactuated AUV based on fuzzy backstepping sliding mode control

This paper addresses the path following problem of an underactuated autonomous underwater vehicle (AUV) with the aim of dealing with parameter uncertainties and current disturbances. An adaptive robust control system was proposed by employing fuzzy logic, backstepping and sliding mode control theory. Fuzzy logic theory is adopted to approximate unknown system function, and the controller was designed by combining sliding mode control with backstepping thought. Firstly, the longitudinal speed was controlled, then the yaw angle was made as input of path following error to design the calm function and the change rate of path parameters. The controller stability was proved by Lyapunov stable theory. Simulation and outfield tests were conducted and the results showed that the controller is of excellent adaptability and robustness in the presence of parameter uncertainties and external disturbances. It is also shown to be able to avoid the chattering of AUV actuator

Perceptions and Reflections of a Professional Pianist: A Case Report on Learning Human Anatomy through Cadaveric Dissection

Anatomical knowledge of the human body is a prerequisite for effortless and expressive movement for musicians.  A 35-year-old professional pianist, with no prior experience in the medical field, voluntarily completed a cadaveric dissection module of the upper extremity and spine.  The pianist was able to explore the intricate connections between human anatomy and the performance of piano music, gaining knowledge to enhance music quality and to manage and prevent injuries.  This case describes the pianist’s perceptions and reflections and highlights the potential value of anatomical education for individuals in non-medical fields.  This is, to our knowledge, the first documented case of a musician learning anatomy through cadaveric dissection

Stretching the Duck's Neck: The effect of climate change on future electricity demand

This paper examines how climate change will affect both the level and timing of future electricity demand across Canada. Using an original dataset of hourly electricity demand across all Canadian provinces combined with household-level microdata on air conditioner ownership, we estimate temperature responsiveness including both the direct effect of temperature on demand for cooling services, as well as the indirect effect of increasing the stock of temperature-sensitive durables, such as air conditioners. We find only a small increase in total demand by end-century, although the result differs across provinces. The small aggregate result reflects the mitigating effect of rising temperature in a cold country such as Canada, whereby increases in electricity demand for air conditioning as summer temperatures rise is largely offset by reduced winter heating demand. Although we project limited change in overall electricity demand, we do project changes in the timing of demand, both seasonally and diurnally. In particular, we find seasonal peaks shift from winter to summer in most regions, as well as a large increase in intraday ramping requirements—the difference between minimum and maximum demand within a day—suggesting electricity systems of the future will place an even greater value on storage and flexibility

Quantifying the loss of processed natural gas within California's South Coast Air Basin using long-term measurements of ethane and methane

Abstract. Methane emissions inventories for Southern California's South Coast Air Basin (SoCAB) have underestimated emissions from atmospheric measurements. To provide insight into the sources of the discrepancy, we analyze records of atmospheric trace gas total column abundances in the SoCAB starting in the late 1980s to produce annual estimates of the ethane emissions from 1989 to 2015 and methane emissions from 2007 to 2015. The first decade of measurements shows a rapid decline in ethane emissions coincident with decreasing natural gas and crude oil production in the basin. Between 2010 and 2015, however, ethane emissions have grown gradually from about 13 ± 5 to about 23 ± 3 Gg yr−1, despite the steady production of natural gas and oil over that time period. The methane emissions record begins with 1 year of measurements in 2007 and continuous measurements from 2011 to 2016 and shows little trend over time, with an average emission rate of 413 ± 86 Gg yr−1. Since 2012, ethane to methane ratios in the natural gas withdrawn from a storage facility within the SoCAB have been increasing by 0.62 ± 0.05 % yr−1, consistent with the ratios measured in the delivered gas. Our atmospheric measurements also show an increase in these ratios but with a slope of 0.36 ± 0.08 % yr−1, or 58 ± 13 % of the slope calculated from the withdrawn gas. From this, we infer that more than half of the excess methane in the SoCAB between 2012 and 2015 is attributable to losses from the natural gas infrastructure