Maximizing total job value on a single machine with job selection

This paper describes a single machine scheduling problem of maximizing total job value with a machine availability constraint. The value of each job decreases over time in a stepwise fashion. Several solution properties of the problem are developed. Based on the properties, a branch-and-bound algorithm and a heuristic algorithm are derived. These algorithms are evaluated in the computational study and the results show that the heuristic algorithm provides effective solutions within short computation times

Effect of Rossby and Alfv\'{e}n waves on the dynamics of the tachocline

To understand magnetic diffusion, momentum transport, and mixing in the interior of the sun, we consider an idealized model of the tachocline, namely magnetohydrodynamics (MHD) turbulence on a $\beta$ plane subject to a large scale shear (provided by the latitudinal differential rotation). This model enables us to self-consistently derive the influence of shear, Rossby and Alfv\'{e}n waves on the transport properties of turbulence. In the strong magnetic field regime, we find that the turbulent viscosity and diffusivity are reduced by magnetic fields only, similarly to the two-dimensional MHD case (without Rossby waves). In the weak magnetic field regime, we find a crossover scale ($L\_R$) from a Alfv\'{e}n dominated regime (on small scales) to a Rossby dominated regime (on large scales). For parameter values typical of the tachocline, $L\_R$ is larger that the solar radius so that Rossby waves are unlikely to play an important role in the transport of magnetic field and angular momentum. This is mainly due to the enhancement of magnetic back-reaction by shearing which efficiently generates small scales, thus strong currents

Recruiting, Training, and Engaging Virtual Faculty via an Award-Winning Online Pedagogy Institute -- #NSWM30

Columbia University School of Social Work’s (CSSW) five-week Institute on Pedagogy and Technology for Online Courses prepares social work professionals to become excellent educators with our Online Campus, which offers a fully online MSW degree. 152 participants from 31 US states have passed in the first four cohorts, and they have led about 100 online courses so far. The award-winning Online Pedagogy Institute includes weekly live virtual class sessions and homework each week in our learning management system, and now offers CEUs. This session will share the details of this innovative training institute and the impact on talent management. The Online Pedagogy Institute is for social workers who want to explore pedagogy and technology for online courses and trains social work professionals to become excellent educators with CSSW’s Online Campus. The institute is designed to be highly engaging, with homework that includes relevant readings, realistic scenarios, quizzes and flashcards to reinforce learning, and weekly live virtual class sessions and discussion forums that build community and enable participants to share their thoughts and expertise. Participants learn how to establish a virtual classroom environment that is welcoming and reflective of social work values, and plan interactive and engaging lessons for an Adobe Connect virtual classroom using web conferencing tools. Participants see the Instructor and Teaching Associate roles modeled, and think about ways they can develop their online teaching skills and personas at a high level of quality. The institute was recognized with an 2018 International E-Learning Award from the International E-Learning Association and a 2019 International Distance Learning Award from the United States Distance Learning Association. The institute attracts a variety of social workers from across the country, creating a diverse and supportive community of professionals who care about providing the next generation of social workers with a high quality education. When the institute concludes, the top participants are recruited for positions as instructors and TAs. As a case study, the institute has high ratings on feedback surveys from graduates. When asked “On a scale of one to ten, how would you rate the overall quality of this Institute?” the average score from our last two cohorts was 9.72. Comments from graduates have included, “The Institute set a golden standard for online education. The live sessions, along with the assignments, modeled holistic learning opportunities and effective teaching strategies. It was incredibly well-rounded and of high quality!” Further, social justice, diversity, and inclusion themes are interwoven throughout the institute’s curriculum in line with social work values. Discussions are held on Universal Design for Learning to support accessibility for all learners and how to address current events, including those impacting social justice. The institute focuses on teaching and modeling pedagogy that is inclusive and accounts for diverse experiences, including have a range of diverse guest faculty discuss their innovative approaches to teaching online

Evidence for the Coexistence of Anisotropic Superconducting Gap and Nonlocal Effects in the Non-magnetic Superconductor LuNi2B2C

A study of the dependence of the heat capacity Cp(alpha) on field angle in LuNi2B2C reveals an anomalous disorder effect. For pure samples, Cp(alpha) exhibits a fourfold variation as the field H < Hc2 is rotated in the [001] plane, with minima along (alpha = 0). A slightly disordered sample, however, develops anomalous secondary minima along for H > 1 T, leading to an 8-fold pattern. The anomalous pattern is discussed in terms of coexisting superconducting gap anisotropy and non-local effects.Comment: 5 pages, 4 figure

The Spitzer c2d Survey of Nearby Dense Cores: III: Low Mass Star Formation in a Small Group, L1251B

We present a comprehensive study of a low-mass star-forming region,L1251B, at wavelengths from the near-infrared to the millimeter. L1251B, where only one protostar, IRAS 22376+7455, was known previously, is confirmed to be a small group of protostars based on observations with the Spitzer Space Telescope. The most luminous source of L1251B is located 5" north of the IRAS position. A near-infrared bipolar nebula, which is not associated with the brightest object and is located at the southeast corner of L1251B, has been detected in the IRAC bands. OVRO and SMA interferometric observations indicate that the brightest source and the bipolar nebula source in the IRAC bands are deeply embedded disk sources.Submillimeter continuum observations with single-dish telescopes and the SMA interferometric observations suggest two possible prestellar objects with very high column densities. Outside of the small group, many young stellar object candidates have been detected over a larger region of 12' x 12'. Extended emission to the east of L1251B has been detected at 850 micron; this "east core" may be a site for future star formation since no point source has been detected with IRAC or MIPS. This region is therefore a possible example of low-mass cluster formation, where a small group of pre- and protostellar objects (L1251B) is currently forming, alongside a large starless core (the east core).Comment: 35 pages, 15 figures, accepted for publication in ApJ, for the full resolution paper, visit "http://peggysue.as.utexas.edu/SIRTF/PAPERS/pap27.pub.pdf

Increasing Faculty Satisfaction and Student Access to Online Education via Dedicated Technical Support Specialists

It is critical to have high-quality technical support and knowledge in synchronous social work classes (Marquart, Fleming, Rosenthal, & Hibbert, 2016; Marquart & Fleming, 2014). As many seasoned or novice online social work instructors have discovered, technology is not always predictable and technological disruptions or challenges are inevitable (Pardasani, Goldkind, Heyman, & Cross-Denny, 2012). To support the technological preparedness of both students and instructors, a closer look at technology support is needed for online social work courses (Levin, Fulginiti, & Moore, 2018). This poster overviews our School’s practice of having a dedicated technical support specialist for each course, called a Live Support Specialist (LSS)

Recruiting, Training, and Engaging Virtual Faculty via an Award-Winning Online Pedagogy Institute -- #SWDE2019

Columbia University School of Social Work's five-week Institute on Pedagogy and Technology for Online Courses prepares future instructors and teaching assistants (TAs) to become excellent educators with our Online Campus, which offers a fully online MSW degree. 151 participants from 31 US states have passed in the first four cohorts, and they have led about 100 online courses so far. The award-winning Institute includes weekly two-hour live virtual class sessions and about three hours of homework each week in our learning management system, and now offers CEUs. This session will share the details of this institute, and its social justice approach to online education

Electronic and Magnetic Phase Diagram of a Superconductor, SmFeAsO1-xFx

A crystallographic and magnetic phase diagram of SmFeAsO1-xFx is determined as a function of x in terms of temperature based on electrical transport and magnetization, synchrotron powder x-ray diffraction, 57Fe Mossbauer spectra (MS), and 149Sm nuclear resonant forward scattering (NRFS) measurements. MS revealed that the magnetic moments of Fe were aligned antiferromagnetically at ~144 K (TN(Fe)). The magnetic moment of Fe (MFe) is estimated to be 0.34 myuB/Fe at 4.2 K for undoped SmFeAsO; MFe is quenched in superconducting F-doped SmFeAsO. 149Sm NRFS spectra revealed that the magnetic moments of Sm start to order antiferromagnetically at 5.6 K (undoped) and 4.4 K (TN(Sm)) (x = 0.069). Results clearly indicate that the antiferromagnetic Sm sublattice coexists with the superconducting phase in SmFeAsO1-xFx below TN(Sm), while antiferromagnetic Fe sublattice does not coexist with the superconducting phase.Comment: Accepted in New Journal of Physic