The effect of pulse rate on vacuum phototriodes response and the use of an LED pulser to improve stability

The official published version of this paper can be found at the link below.The Endcap Electromagnetic Calorimeter of the Compact Muon Solenoid detector (CMS) at the Large Hadron Collider (LHC) uses vacuum phototriodes (VPTs), which operate in the full 3.8T magnetic field of the experiment, to detect the scintillation light from the lead tungstate crystals. Initial measurements of the variation in response of VPTs, induced by sudden changes in the illuminating light pulse rate, prompted the inclusion of a dedicated stability pulser based on light emitting diodes (LEOs). The response of production VPTs, under simulated LHC operating conditions, has been investigated in three independent studies: in-situ tests with the installed endcaps at CERN, and separate VPT studies by groups at the University of Virginia, USA and Brunel University, UK. In this work, results are presented which illustrate the magnitude of the effect to demonstrate the expected stability of the VPTs during normal LHC operation, with a proposed regime for operating the stability pulser to minimise variations in response. It is demonstrated that a continuous signal at a rate of 100Hz is sufficient to reduce the change in the VPT response to <0.2%

Online learning and fun with databases

In this paper, we explore how online learning can support face-to-face teaching in fundamental database theory and the contributions it can make towards motivating and enhancing the student learning experience. We show how we have used WebCT for a third level database module and present student feedback to our approach. While online participation is high overall, motivation for self-learning is increased by the use of self-assessment exercises and summative assessment was also considered to be more fun online than using paper based equivalents. Evidence exists to link greater online participation of course materials to improved performance. We complement our feedback by presenting and discussing a number of software tools which help students practice important methods in database systems, including SQL. After evaluating these against known methods for improving student motivation, we suggest ideas for further development of more game-like learning tools

Contemporary database topics:learning by teaching

Passive learning is generally believed to be ineffectual in that it leads to a generally impoverished student experience manifested by poor attendance, engagement and motivation alike. A shift towards a more pro-active learning experience was therefore the main motivator for the proposed method outlined in this paper. The method adopted was applied to a single module for a cohort of postgraduate, mainly international students. In our method, each student is charged with delivering a specialist database topic as part of an allocated group. They self-organise their group into two sub-groups for lecture and tutorial delivery respectively. Staff support the process by delivering the teaching in the first half of the module. The second, student-led phase is staff-supported using preparatory meetings to discuss content and presentation issues prior to delivery. Feedback overall indicates that the method is effective, particularly in confidence building. We believe that the latter more than compensates for the one or two concerns raised about the quality of information being received. We conclude by discussing a number of changes based on two years’ experience and student feedback

Widening Participation in Golf: Barriers to Participation and GolfMark

This research was commissioned by the EGU and R&A in 2010. The aims of the research project were threefold: 1) To review the academic literature on barriers to participation in sport, especially golf; 2) To survey clubs, members and nomadic golfers to describe their perceptions of GolfMark and the issues it intends to address; 3) To gather in-depth data from a range of golf clubs to help understand how different club cultures may lead to the exclusion of underrepresented demographic groups

Bromegrass in Alaska. I.Winter Survival and Forage Productivity of Bromus Species, Types, and Cultivars as Related to Latitudinal Adaptation

This report summarizes seven separate field experiments, conducted over more than two decades at the University of Alaska’s Matanuska Research Farm, that compared strains within three bromegrass (Bromus) species for winter hardiness and forage production. Species were (a) smooth bromegrass (B. inermis Leyss.), (b) native Alaskan pumpelly bromegrass (B. pumpellianus Scribn.), and (c) meadow bromegrass (B. biebersteinii Roem. and Schult.), a species native to southwestern Asia

Timing performance of a vacuum phototriode

The official published version of the article can be found at the link below.The timing performance of a vacuum phototriode (VPT) has recently been simulated using SIMION 3D software [1] to develop an electron-optic model [2]. In this work, more precise treatment of the approximation is detailed and comparison is made with corresponding experimental data. The origin of the signals features is investigated and interpreted, affording a deeper understanding into the operation and timing potential of these devices

Relationship of Latitude-of-Origin to Winter Survival and to Forage and Seed Yields of Wheatgrass (Agropyron species) in Subarctic Alaska

Five field experiments evaluating and comparing numerous grasses were conducted over seven years at the Matanuska Research Farm (61.6°N) near Palmer in southcentral Alaska. Grasses were 34 strains within 14 species of wheatgrass (Agropyron) derived from various geographic areas spanning 32 degrees of latitude; also included were the intergeneric hybrid Agroelymus palmerensis Lepage, Siberian wildrye (Elymus sibiricus L.), two bromegrass (Bromus) cultivars, and one timothy (Phleum pratense L.) cultivar. They were grown in broadcast-seeded plots for forage (two cuts per year), in drilled rows for seed production, and as individual plants in rows for winter-survival determinations

Upper critical dimension of the KPZ equation

Numerical results for the Directed Polymer model in 1+4 dimensions in various types of disorder are presented. The results are obtained for system size considerably larger than that considered previously. For the extreme strong disorder case (Min-Max system), associated with the Directed Percolation model, the expected value of the meandering exponent, zeta = 0.5 is clearly revealed, with very week finite size effects. For the week disorder case, associated with the KPZ equation, finite size effects are stronger, but the value of seta is clearly seen in the vicinity of 0.57. In systems with "strong disorder" it is expected that the system will cross over sharply from Min-Max behavior at short chains to weak disorder behavior at long chains. This is indeed what we find. These results indicate that 1+4 is not the Upper Critical Dimension (UCD) in the week disorder case, and thus 4+1 does not seem to be the upper critical dimension for the KPZ equation

Visual Communications on the Road in Arkansas: Analysis of Secondary Students Videos

In the summer of 2010, the Visual Communications on the Road in Arkansas: Creative Photo and Video Projects to Promote Agriculture program was initiated. The program consisted of a two-week agricultural communications curriculum that would be taught by agricultural science teachers in Arkansas. The curriculum was composed of lessons about photography, writing, and videography, and the program introduced students to digital photography and videography equipment and the proper uses of equipment. Once the curriculum was taught in secondary schools, a mobile classroom unit—consisting of a travel trailer, photography and videography equipment, and laptop computers equipped with editing software—would visit the school to assist students with the creation of short promotional videos about agriculture. The student-created videos were used as a hands-on extension of the curriculum learned in the classroom. Completed videos were posted to YouTube and then analyzed to assess student application of competencies taught in the curriculum. The researchers created a coding sheet to systematically assess all posted videos and inter- and intrarater reliability was maintained. An analysis of data gathered from the video assessment showed that secondary students were able to effectively apply many of the techniques taught in the curriculum through the agricultural videos created. Additional findings and recommendations for application and future research are presented