LHCb RICH Upgrade: an overview of the photon detector and electronics system

The LHCb experiment is one of the four large detectors operating at the LHC at CERN and it is mainly devoted to CP violation measurements and to the search for new physics in rare decays of beauty and charm hadrons. The data from the two Ring Image Cherenkov (RICH-1 and RICH-2) detectors are essential to identify particles in a wide momentum range. From 2019 onwards 14 TeV collisions with luminosities reaching up to $2\cdot10^{33}$ cm$^{-2}$ s$^{-1}$ with 25 ns bunch spacing are planned, with the goal of collecting 5 fb$^{-1}$ of data per year. In order to avoid degradation of the PID performance at such high rate (40 MHz), the RICH detector has to be upgraded. New photodetectors (Multi-anode photomultiplier tubes, MaPMTs) have been chosen and will be read out using a 8-channels chip, named CLARO, designed to sustain a photon counting rate up to 40 MHz, while minimizing the power consumption and the cross-talk. A 128-bit digital register allows selection of thresholds and attenuation values and provides features useful for testing and debugging. Photosensors and electronics are arranged in basic units, the first prototypes of which have been tested in charged particle beams in autumn 2014. An overview of the CLARO features and of the readout electronics is presented

Development of an Extended Product Lifecycle Management through Service Oriented Architecture.

Organised by: Cranfield UniversityThe aim of this work is to define new business opportunities through the concept of Extended Product Lifecycle Management (ExtPLM), analysing its potential implementation within a Service Oriented Architecture. ExtPLM merges the concepts of Extended Product, Avatar and PLM. It aims at allowing a closer interaction between enterprises and their customers, who are integrated in all phases of the life cycle, creating new technical functionalities and services, improving both the practical (e.g. improving usage, improving safety, allowing predictive maintenance) and the emotional side (e.g. extreme customization) of the product.Mori Seiki – The Machine Tool Company; BAE Systems; S4T – Support Service Solutions: Strategy and Transitio

Immersive 360° video for forensic education

Throughout the globe, training in the investigation of forensic crime scene work is a vital part of the overall training process within Police Academies and forensic programs throughout the world. However, the exposure of trainee forensic officers to real life scenes, by instructors, is minimal due to the delicate nature of information presented within them and the overall difficulty of Forensic investigations. Virtual Reality (VR) is computer technology utilising headsets, to produce lifelike imageries, sounds and perceptions simulating physical presence inside a virtual setting to a user. The user is able to look around the virtual world and often interact with virtual landscapes or objects. VR headsets are head‐mounted goggles with a screen in front of the eyes (Burdea & Coffet 2003). The use of VR varies widely from personal gaming to classroom learning. Uses also include computerised tools that are used solely online. The current use of VR within Forensic Science is that it is used widely in several capacities that include the training and examination of new forensic officers. However, there is minimal review and authentication of the efficiency of VR use for the teaching of forensic investigation. This is surprising, as the VR field has experienced rapid expansion in the educating of many varying fields over the past few years. Even though VR could enhance forensic training by offering another, perhaps more versatile, engaging way of learning, no devoted VR application has yet been commercially implemented for forensic examination education. Research into VR is a fairly young field, however the technology and use of it is still rapidly growing and the improvement of interactive tools is inevitably having an impact on all facets of learning and teaching

The actual effect of the representative role: a methodological clarification for representation studies

Previous studies on the representative role compare representatives’ behaviors with individuals’ behaviors. Nevertheless, since representatives are a particular type of group members, previous designs inevitably did not distinguish between in-group favoritism effects and the actual effect of the representative role. Carrying on this methodological criticism, the present thesis suggests a new experimental design aimed at disentangling the two effects. Specifically, this study’s aim is to causally determine the effect of the representative role on individuals’ cooperation and understand which mechanisms foster the representation effect. To do so, an online experiment was conducted on Amazon Mechanical Turk. The results show that neither the in-group favoritism effect nor the effect of the representative role alone seem to have any significant influence on participants’ cooperative behaviors, but by conducting the same analysis done by previous studies a decrease in cooperation for representatives can be detected. However, previous interpretations are criticized and the decrease in cooperation is attributed to the interaction between the representation effect and the in-group favoritism effect and not to the representation effect alone. Additionally, self-reported data collected in the post-experimental survey displays that representatives do feel accountable for the represented group mates and, therefore, are willing to equally share their payoff. Finally, for future studies, this research suggests the use of more efficient minimal group procedures to better understand the isolated representation effect and the use of actual behaviors to investigate the mechanisms that lie at the basis of the representative role