Performance of the track matching

The procedure and the performance of the track matching algorithm at the time of DC'06 is described. The event-weighted efficiency is 79.3 % for all long tracks increasing to 86 % for tracks with p>5 GeV. An approach to tune the matching algorithm with real data is presented and a discussion on future improvements to the algorithm given

Nonlinear effects in the propagation of optically generated magnetostatic volume mode spin waves

Recent experimental work has demonstrated optical control of spin wave emission by tuning the shape of the optical pulse (Satoh et al.\ Nature Photonics, 6, 662 (2012)). We reproduce these results and extend the scope of the control by investigating nonlinear effects for large amplitude excitations. We observe an accumulation of spin wave power at the center of the initial excitation combined with short-wavelength spin waves. These kind of nonlinear effects have not been observed in earlier work on nonlinearities of spin waves. Our observations pave the way for the manipulation of magnetic structures at a smaller scale than the beam focus, for instance in devices with all-optical control of magnetism.Comment: Added new figures to further illustrate the nonlinear effects to show time evolution and spectral flow. Added references. Changed perspective on nonlinear effects w.r.t. applicability of NSE. Added acknowledgemen

Reflection and lessons learned

In this final chapter, we will take a more reflective look at the case studies and the overall maastricht research-based learning (marble) programme from two different perspectives. First, the case studies will be positioned in the models of healey and jenkins (developing undergraduate research and inquiry. Higher education academy, york, 2009), beckman and hensel (cur q 29(4):40–44, 2009), and van merriënboer (training complex cognitive skills: a four-component instructional design model for technical training. Educational technology publications, englewood cliffs, 1997). Second, general themes will be distilled from the different case studies. Finally, the chapter concludes with a description of general lessons learned and a final thought on the implementation of research-based learning projects.keywordscourse evaluationeducational modelsproblem-based learningresearch-based learningundergraduate research

The road to Maastricht research-based learning

The dutch ministry of education, culture, and science established the sirius programme in 2008 as an official initiative designed to strengthen the innovative capacity of the netherlands by enhancing the public knowledge infrastructure. The ministry invited all higher education institutions (research universities as well as universities of applied sciences) to submit a plan for the promotion of excellence, either independently or in collaboration with other institutions. The largest portion of the sirius budget, €48.8 million, was allocated to bachelor’s programmes and was launched in 2008. Maastricht university applied for funding from the sirius programme to develop bachelor’s research opportunities as a new form of problem-based learning, which is the characteristic educational format of the university. Maastricht university named this bachelor’s excellence programme maastricht research-based learning for excellence or marble. With the introduction of marble, maastricht university was given the opportunity to introduce new forms of problem-based learning to extend the research experience of students. This chapter explores a number of educational concepts within the content of the marble programme.keywordsexcellenceproblem-based learningresearch-based learningundergraduate research

Three educational models for positioning the Maastricht research-based learning programme

This chapter introduces three models describing approaches of research-based learning for the further refinement of undergraduate research at maastricht university. The first model by healey and jenkins (developing undergraduate research and inquiry. Higher education academy, york, 2009) focuses on the role of the student (active participant or audience) and the scope of the research programme (research content or research processes and problems). The second model by beckman and hensel (cur q 29(4):40–44, 2009) distinguishes eight continua for further refining the concept of undergraduate research. The third model by van merriënboer (training complex cognitive skills: a four-component instructional design model for technical training. Educational technology publications, englewood cliffs, 1997) focuses on the level of maturity of the students and the level of independence provided to them during their research project. In the early days of the maastricht research-based learning (marble) project, there was little room to draw up a more structured approach for research-based learning. Introducing these models to the marble coordinators resulted in – to say the least – very interesting discussions among the coordinators, as the application of the models provided more in-depth insights into how research-based learning could be designed and what it means to staff and students. Therefore, the models presented in this chapter will serve as analytical tools in order to capture the different forms of research-based learning as presented in this volume’s case study chapters.keywordseducational modelsinstructional designresearch-based learningundergraduate research

De ingekorte schaal voor algemene, emotionele en sociale eenzaamheid

Eenzaamheid wordt algemeen beschouwd als belangrijke indicator van sociaal welbevinden en betreft gevoelens verbonden aan het missen van een intieme relatie (emotionele eenzaamheid) en/of een tekort en gemis betreffende het bredere sociale netwerk (socialeenzaamheid). De 11-item De Jong Gierveld schaal is uitgebreid getoetst en daarvan is bewezen dat het een valide en betrouwbaar meetinstrument vormt voor eenzaamheid in het algemeen, maar ook voor emotionele en sociale eenzaamheid. De lengte van deze schaal vormde soms een bezwaar voor gebruik in grootschalige survey’s. In deze studie wordt de kwaliteit van een verkorte versie van deze schaal getoetst in nieuwe survey’s (N = 9448). Toetsende factoranalyses onderbouwen de twee latente factoren. Congruente validiteit en de samenhang met verschillende determinanten (partnerstatus, gezondheid) bleken optimaal te zijn. De 6-item De Jong Gierveld schaal kan in grootschalige survey’s worden ingezet als een betrouwbaar en valide meetinstrument voor emotionele en sociale eenzaamheid, alsook voor eenzaamheid in het algemeen