A Relational Database Model for Managing Accelerator Control System Software At Jefferson Lab

The operations software group at the Thomas Jefferson National Accelerator Facility faces a number of challenges common to facilities managing a large body of software developed in-house. Developers include members of the software group, operators, hardware engineers and accelerator physicists. One management problem has been ensuring that all software has an identified maintainer who is still working at the lab. In some cases, locating source code for 'orphaned' software has also proven to be difficult. Other challenges include enforcing minimal standards for versioning and documentation, segregating test software from operational software, encouraging better code reuse, consolidating input/output file storage and management, and tracking software dependencies. This paper will describe a relational database model for tracking the information necessary to solve the problems above. The instantiation of that database model provides the foundation for various productivity- and consistency- enhancing tools for automated (or at least assisted) building, versioning, documenting and installation of software.Comment: ICALEPCS, 2001 PSN#WEAP07

Understanding of the Retarded Oxidation Effects in Silicon Nanostructures

In-depth understanding of the retarded oxidation phenomenon observed during the oxidation of silicon nanostructures is proposed. The wet thermal oxidation of various silicon nanostructures such as nanobeams, concave/convex nanorings and nanowires exhibits an extremely different and complex behavior. Such effects have been investigated by the modeling of the mechanical stress generated during the oxidation process explaining the retarded regime. The model describes the oxidation kinetics of silicon nanowires down to a few nanometers while predicting reasonable and physical stress levels at the Si/SiO$_{2}$ interface by correctly taking into account the relaxation effects in silicon oxide through plastic flow

Q&A: How does jasmonate signaling enable plants to adapt and survive?

Jasmonates (JAs) are a class of plant hormones that play essential roles in response to tissue wounding. They act on gene expression to slow down growth and to redirect metabolism towards producing defense molecules and repairing damage. These responses are systemic and have dramatic impacts on yields, making JAs a very active research area. JAs interact with many other plant hormones and therefore also have essential functions throughout development, notably during plant reproduction, leaf senescence and in response to many biotic and abiotic stresses

L’indice de biodiversité potentielle ou IBP : un outil pratique au service de la biodiversité ordinaire des forêts

L’Indice de Biodiversité Potentielle est un outil pratique d’estimation de la biodiversité des peuplements forestiers. Il repose sur la notation d’un ensemble de dix facteurs, effectuée lors d’un diagnostic rapide. La somme des dix notes est replacée dans une échelle de biodiversité potentielle croissante. Une représentation synthétique facilite à la fois le diagnostic des facteurs qu’il serait souhaitable d’améliorer, la comparaison de peuplements et leur suivi dans le temps

Developing innovation competences in engineering education through project-based and challenge-based learning

There is a gap between industry needs and engineering graduates’ competences that since the past two decades has been under discussion. Engineering graduates are perceived as “too theoretical” by the industry and face difficulties when adapting to the practical working context. This gap is being mostly tackled by project-based courses. Furthermore, the expected competences of the future engineers go beyond the purely technical skills. Competences like creativity, innovativeness, business skills, sense of responsibility, problem-based thinking, collaboration, ability to communicate and effectively dealing with stress and uncertainty, among others, will be increasingly important in the future. Innovation competences in particular are key to tackle current societal challenges, but there is limited understanding about what innovation competences are developed through different types of project-based courses. An education that remains only in the scope of technical skills traditionally expected from engineers will eventually limit the capabilities of the engineers to influence strategy and management decisions, as well as concept definition for new products and services. Institutions like ABET, CDIO and ENAEE – EUR-ACE®, highlight these demands for future engineers’ competences. Ultimately, the more engineers master the innovation process beyond the technical aspects, the more impact they can have in shaping the society of the future, and the greater chances they have to position themselves as decision makers. This study discusses what are the innovation competences needed for engineering students and pedagogical approaches to develop those competences, with the aim of understanding how to better design educational strategies to improve innovation competences in future engineering graduates. A broad literature review was developed on existing innovation competences models and pedagogical approaches to develop innovation competences, going from problem-based to project-based learning to challenge-based education, from New Product Development to Design Thinking, and through different strategies to measure innovation competences. Through a mixed method approach, combining quantitative analysis of surveys and qualitative content analysis of project results, we compared two experiential learning courses developed at the UPC Telecom school: a project-based course and a challenge- based course. We compared self-perception on innovation competences using the INCODE (Innovation Competences Development) Barometer and we developed a qualitative content analysis of project results and self-reflection documents of two groups of engineering students from Telecom Engineering school from UPC going through CBI (Challenge Based Innovation) course versus PDP (Product Development Project) course. CBI is an innovative learning experience carried out by three institutions: Telecom Engineering School of UPC, ESADE Business School and IED Instituto Europeo di Design in collaboration with CERN, where mixed teams of students from the three institutions face open innovation challenges through Design Thinking, with the objective of designing solutions to complex societal problems, considering the use of CERN technologies if suitable. PDP is the “standard” capstone course taken by Telecom engineering students following a classical project management approach based on the CDIO framework. Results shows that experiential learning approaches like project-based and challenge-based education are good educational strategies for developing competences and, explicitly, innovation competences in engineering education, but each strategy emphasizes some competences more than others. Project-based courses demonstrates better results in Planning and Managing Projects. Creativity, Leadership and Entrepreneurship are more developed through a challenge-based approach combined with Design Thinking.Existe una brecha entre las necesidades de la industria y las competencias de los graduados en ingeniería que se ha estado debatiendo desde las últimas dos décadas. Los graduados en ingeniería son percibidos como "demasiado teóricos" por la industria y encuentran dificultades para adaptarse al contexto laboral real. Esta brecha se aborda principalmente mediante cursos basados en proyectos, desarrollando las competencias esperadas de los futuros ingenieros, que van más allá de las habilidades puramente técnicas. Competencias como la creatividad, la innovación, las habilidades empresariales, el sentido de la responsabilidad, el pensamiento basado en problemas, la colaboración, la capacidad para comunicarse y afrontar eficazmente el estrés y la incertidumbre, entre otras, serán cada vez más importantes en el futuro. Las competencias de innovación en particular son clave para abordar los desafíos sociales actuales. Pero hay una comprensión limitada sobre qué competencias de innovación se desarrollan a través de diferentes tipos de cursos basados en proyectos. Instituciones como ABET, CDIO y ENAEE - EUR-ACE®, destacan estas demandas de competencias de los futuros ingenieros. Este estudio analiza cuáles son las competencias de innovación necesarias para los estudiantes de ingeniería y los enfoques pedagógicos para desarrollar estas competencias, con el objetivo de comprender cómo diseñar mejores estrategias educativas para el desarrollo de competencias de innovación en los futuros graduados en ingeniería. Se desarrolló una extensa revisión de la literatura incluyendo modelos de competencias de innovación y enfoques pedagógicos existentes para desarrollar competencias de innovación, pasando del aprendizaje basado en problemas al aprendizaje basado en proyectos y la educación basada en retos. También se estudió el desarrollo de nuevos productos (NPD) y el pensamiento de diseño (Design Thinking), así como diferentes estrategias para medir competencias de innovación. A través de un enfoque de métodos mixto, combinando el análisis cuantitativo de encuestas y el análisis de contenido cualitativo de resultados de proyectos, se compararon dos cursos de aprendizaje experiencial desarrollados en la escuela Telecomunicaciones de la UPC: un curso basado en proyectos PDP (Proyecto de desarrollo de producto) y un curso basado en retos (CBI-Challenge Based Innovation). Se analizó la autopercepción sobre competencias de innovación utilizando el Barómetro INCODE (Innovation Competences Development), y se desarrolló un análisis de contenido cualitativo de los resultados de proyectos y documentos de autorreflexión. CBI es una experiencia de aprendizaje innovadora llevada a cabo por tres instituciones: Escuela de Ingeniería de Telecomunicaciones de la UPC, ESADE Business School e IED Istituto Europeo di Design en colaboración con CERN, donde equipos mixtos de estudiantes de las tres instituciones enfrentan desafíos de innovación abierta a través del Design Thinking, con el objetivo de diseñar soluciones a problemas sociales complejos, considerando el uso de tecnologías CERN (si es apropiado). PDP es el curso final ¿estándar¿ que toman los estudiantes de ingeniería de telecomunicaciones siguiendo un enfoque clásico de gestión de proyectos basado en el marco CDIO. Los resultados muestran que los enfoques de aprendizaje experiencial como la educación basada en proyectos y la educación basada en retos son buenas estrategias educativas para desarrollar competencias y, específicamente, competencias de innovación en la educación en ingeniería. Pero cada estrategia enfatiza algunas competencias más que otras. Los cursos basados en proyectos demuestran mejores resultados en la planificación y gestión de proyectos. La creatividad, el liderazgo y el espíritu empresarial se desarrollan más a través de un enfoque basado en retos combinado con Design Thinking.Postprint (published version

France - America

https://digitalcommons.library.umaine.edu/mmb-vp/5962/thumbnail.jp

Could Tree-related Microhabitats (TreMs) be relevant conservation forestry targets and/or biodiversity indicators ?

Presentation of the results of the research carried out in the last five years within the LIFE Project MIPP and of the National Guidelines for the monitoring of the saproxylic beetles: Osmoderma eremita, Lucanus cervus, Cerambyx cerdo, Rosalia alpina and Morimus asper/funereus