Preliminary approach to neutron instrument selecction at ESSB-Bilbao based on experience at ISIS molecular spectroscopy group

Collaborative efforts between the Neutronics and Target Design Group at the Instituto de Fusión Nuclear and the Molecular Spectroscopy Group at the ISIS Pulsed Neutron and Muon Source date back to 2012 in the context of the ESS-Bilbao project. The rationale for these joint activities was twofold, namely: to assess the realm of applicability of the low-energy neutron source proposed by ESS-Bilbao - for details; and to explore instrument capabilities for pulsed-neutron techniques in the range 0.05-3 ms, a time range where ESS-Bilbao and ISIS could offer a significant degree of synergy and complementarity. As part of this collaboration, J.P. de Vicente has spent a three-month period within the ISIS Molecular Spectroscopy Group, to gain hands-on experience on the practical aspects of neutron-instrument design and the requisite neutron-transport simulations. To date, these activities have resulted in a joint MEng thesis as well as a number of publications and contributions to national and international conferences. Building upon these previous works, the primary aim of this report is to provide a self-contained discussion of general criteria for instrument selection at ESS-Bilbao, the first accelerator-driven, low-energy neutron source designed in Spain. To this end, Chapter 1 provides a brief overview of the current design parameters of the accelerator and target station. Neutron moderation is covered in Chapter 2, where we take a closer look at two possible target-moderator-reflector configurations and pay special attention to the spectral and temporal characteristics of the resulting neutron pulses. This discussion provides a necessary starting point to assess the operation of ESSB in short- and long-pulse modes. These considerations are further explored in Chapter 3, dealing with the primary characteristics of ESS-Bilbao as a short- or long-pulse facility in terms of accessible dynamic range and spectral resolution. Other practical aspects including background suppression and the use of fast choppers are also discussed. The guiding principles introduced in the first three chapters are put to use in Chapter 4 where we analyse in some detail the capabilities of a small-angle scattering instrument, as well as how specific scientific requirements can be mapped onto the optimal use of ESS-Bilbao for condensed-matter research. Part 2 of the report contains additional supporting documentation, including a description of the ESSB McStas component, a detailed characterisation of moderator response and neutron pulses, and estimates ofparameters associated with the design and operation of neutron choppers. In closing this brief foreword, we wish to thank both ESS-Bilbao and ISIS for their continuing encouragement and support along the way.

Towards a virtualized Internet for computer networking assignments

By combining virtualization technologies, virtual private network techniques and parameterization of network scenarios it is possible to enhance a networking laboratory, typically carried out in university laboratory premises using equipment located there, by interconnecting it to virtual networks running on the students own personal computers. This paper describes some experiences applying this model to create hands-on assignments for a large group of students in computer networking education.

Energy Storage Systems for Electric Vehicles: Performance Comparison based on a Simple Equivalent Circuit and Experimental Tests

The decision to select the most suitable type of energy storage system for an electric vehicle is always difficult, since many conditionings must be taken into account. Sometimes, this study can be made by means of complex mathematical models which represent the behavior of a battery, ultracapacitor or some other devices. However, these models are usually too dependent on parameters that are not easily available, which usually results in nonrealistic results. Besides, the more accurate the model, the more specific it needs to be, which becomes an issue when comparing systems of different nature. This paper proposes a practical methodology to compare different energy storage technologies. This is done by means of a linear approach of an equivalent circuit based on laboratory tests. Via these tests, the internal resistance and the self-discharge rate are evaluated, making it possible to compare different energy storage systems regardless their technology. Rather simple testing equipment is sufficient to give a comparative idea of the differences between each system, concerning issues such as efficiency, heating and self-discharge, when operating under a certain scenario. The proposed methodology is applied to four energy storage systems of different nature for the sake of illustration.

Plataformas experimentales para la formación en el área de la electrónica en entornos de e-learning

El campo de estudio relacionado con los laboratorios remotos en el ámbito educativo de las ciencias y la ingeniería está sufriendo una notable expansión ante la necesidad de adaptar los procesos de aprendizaje en dichas áreas a las características y posibilidades de la formación online. Muchos de los recursos educativos basados en esta tecnología, existentes en la actualidad, presentan ciertas limitaciones que impiden alcanzar las competencias que se deben adquirir en los laboratorios de ingeniería. Estas limitaciones están relacionadas con diferentes aspectos de carácter técnico y formativo. A nivel técnico las limitaciones principales se centran en el grado de versatilidad que son capaces de proporcionar comparado con el que se dispone en un laboratorio tradicional y en el modo de interacción del usuario, que provoca que el estudiante no distinga claramente si está realizando acciones sobre sistemas reales o simulaciones. A nivel formativo las limitaciones detectadas son relevantes para poder alcanzar un aprendizaje significativo. En concreto están relacionadas principalmente con un escaso sentimiento de inmersión, una reducida sensación de realismo respecto a las operaciones que se realizan o la limitada posibilidad de realizar actividades de forma colaborativa. La aparición de nuevas tecnologías basadas en entornos inmersivos, unida a los avances producidos relacionados con el aumento de la capacidad gráfica de los ordenadores y del ancho de banda de acceso a Internet, han hecho factible que las limitaciones comentadas anteriormente puedan ser superadas gracias al desarrollo de nuevos recursos de aprendizaje surgidos de la fusión de laboratorios remotos y mundos virtuales 3D. Esta tesis doctoral aborda un trabajo de investigación centrado en proponer un modelo de plataformas experimentales, basado en la fusión de las dos tecnologías mencionadas, que permita generar recursos educativos online que faciliten la adquisición de competencias prácticas similares a las que se consiguen en un laboratorio tradicional vinculado a la enseñanza de la electrónica. El campo de aplicación en el que se ha focalizado el trabajo realizado se ha centrado en el área de la electrónica aunque los resultados de la investigación realizada se podrían adaptar fácilmente a otras disciplinas de la ingeniería. Fruto del trabajo realizado en esta tesis es el desarrollo de la plataforma eLab3D, basada en el modelo de plataformas experimentales propuesto, y la realización de dos estudios empíricos llevados a cabo con estudiantes de grado en ingeniería, muy demandados por la comunidad investigadora. Por un lado, la plataforma eLab3D, que permite llevar a cabo de forma remota actividades prácticas relacionadas con el diseño, montaje y prueba de circuitos electrónicos analógicos, aporta como novedad un dispositivo hardware basado en un sistema de conmutación distribuido. Dicho sistema proporciona un nivel de versatilidad muy elevado, a nivel de configuración de circuitos y selección de puntos de medida, que hace posible la realización de acciones similares a las que se llevan a cabo en los laboratorios presenciales. Por otra parte, los estudios empíricos realizados, que comparaban la eficacia educativa de una metodología de aprendizaje online, basada en el uso de la plataforma eLab3D, con la conseguida siguiendo una metodología clásica en los laboratorios tradicionales, mostraron que no se detectaron diferencias significativas en el grado de adquisición de los resultados de aprendizaje entre los estudiantes que utilizaron la plataforma eLab3D y los que asistieron a los laboratorios presenciales. Por último, hay que destacar dos aspectos relevantes relacionados directamente con esta tesis. En primer lugar, los resultados obtenidos en las experiencias educativas llevadas a cabo junto a valoraciones obtenidas por el profesorado que ha colaborado en las mismas han sido decisivos para que la plataforma eLab3D se haya integrado como recurso complementario de aprendizaje en titulaciones de grado de ingeniería de la Universidad Politécnica de Madrid. En segundo lugar, el modelo de plataformas experimentales que se ha propuesto en esta tesis, analizado por investigadores vinculados a proyectos en el ámbito de la fusión nuclear, ha sido tomado como referencia para generar nuevas herramientas de formación en dicho campo. ABSTRACT The field of study of remote laboratories in sciences and engineering educational disciplines is undergoing a remarkable expansion given the need to adapt the learning processes in the aforementioned areas to the characteristics and possibilities of online education. Several of the current educational resources based on this technology have certain limitations that prevent from reaching the required competencies in engineering laboratories. These limitations are related to different aspects of technical and educational nature. At the technical level, they are centered on the degree of versatility they are able to provide compared to a traditional laboratory and in the way the user interacts with them, which causes the student to not clearly distinguish if actions are being performed over real systems or over simulations. At the educational level, the detected limitations are relevant in order to reach a meaningful learning. In particular, they are mainly related to a scarce immersion feeling, a reduced realism sense regarding the operations performed or the limited possibility to carry out activities in a collaborative way. The appearance of new technologies based on immersive environments, together with the advances in graphical computer capabilities and Internet bandwidth access, have made the previous limitations feasible to be overcome thanks to the development of new learning resources that arise from merging remote laboratories and 3D virtual worlds. This PhD thesis tackles a research work focused on the proposal of an experimental platform model, based on the fusion of both mentioned technologies, which allows for generating online educational resources that facilitate the acquisition of practical competencies similar to those obtained in a traditional electronics laboratory. The application field, in which this work is focused, is electronics, although the research results could be easily adapted to other engineering disciplines. A result of this work is the development of eLab3D platform, based on the experimental platform model proposed, and the realization of two empirical studies with undergraduate students, highly demanded by research community. On one side, eLab3D platform, which allows to accomplish remote practical activities related to the design, assembling and test of analog electronic circuits, provides, as an original contribution, a hardware device based on a distributed switching system. This system offers a high level of versatility, both at the circuit configuration level and at the selection of measurement points, which allows for doing similar actions to those conducted in hands-on laboratories. On the other side, the empirical studies carried out, which compare the educational efficiency of an online learning methodology based on the use of eLab3D platform with that obtained following a classical methodology in traditional laboratories, shows that no significant differences in the acquired degree of learning outcomes among the students that used eLab3D platform and those that attended hands-on laboratories were detected. Finally, it is important to highlight two relevant aspects directly related with this thesis work. First of all, the results obtained in the educational experiences conducted, along with the assessment from the faculty that has collaborated in them, have been decisive to integrate eLab3D platform as a supplementary learning resource in engineering degrees at Universidad Politecnica de Madrid. Secondly, the experimental platform model originally proposed in this thesis, which has been analysed by nuclear fusion researchers, has been taken as a reference to generate new educational tools in that field.

Ozone depletion and UVB radiation: Impact on plant DNA damage in southern South America

The primary motivation behind the considerable effort in studying stratospheric ozone depletion is the potential for biological consequences of increased solar UVB (280–315 nm) radiation. Yet, direct links between ozone depletion and biological impacts have been established only for organisms of Antarctic waters under the influence of the ozone “hole;” no direct evidence exists that ozone-related variations in UVB affect ecosystems of temperate latitudes. Indeed, calculations based on laboratory studies with plants suggest that the biological impact of ozone depletion (measured by the formation of cyclobutane pyrimidine dimers in DNA) is likely to be less marked than previously thought, because UVA quanta (315–400 nm) may also cause significant damage, and UVA is unaffected by ozone depletion. Herein, we show that the temperate ecosystems of southern South America have been subjected to increasingly high levels of ozone depletion during the last decade. We found that in the spring of 1997, despite frequent cloud cover, the passages of the ozone hole over Tierra del Fuego (55° S) caused concomitant increases in solar UV and that the enhanced ground-level UV led to significant increases in DNA damage in the native plant Gunnera magellanica. The fluctuations in solar UV explained a large proportion of the variation in DNA damage (up to 68%), particularly when the solar UV was weighted for biological effectiveness according to action spectra that assume a sharp decline in quantum efficiency with increasing wavelength from the UVB into the UVA regions of the spectrum.

Some reflections on the results and the working methods of the Belgian EU-Presidency in 2010. European Policy Brief No. 11, June 2012

In this Policy Brief, Belgian diplomat Willem Van de Voorde offers his hands-on view on the Belgian EU-Presidency in 2010; including the key lessons of this post-Lisbon Treaty “new style” rotating presidency. He argues that despite the major implications of the Lisbon Treaty, notably the new permanent President of the European Council, the rotating presidency can still play a central role in the EU decision-making process.

Modelling and control of refrigeration systems: an account of a pedagogic experiment in a post-secondary technical course

Comunicação apresentada no CYTEF 2016/VIII Congresso Ibérico | VI Congresso Ibero-Americano de Ciências e Técnicas do Frio, 3-6 maio 2016, Coimbra, Portugal

Play On: The Importance of Adult-Only Play Events at Children's Museums

Thesis (Master's)--University of Washington, 2016-06

The effects of a General Instructional Strategies course on the utilization of effective instructional strategies by teachers

The focus of this study was to explain the extent to which theoretically effective teaching strategies taught in a course on generic instructional strategies are being implemented by teachers in their actual teaching practice. ^ A multivariate causal-comparative (ex-post-facto) design was used to answer the research question. A teacher observation protocol, the General Instructional Strategies Analysis (GISA) was constructed and used to assess the utilization of instructional strategies in the classroom. The data of this study also included open-ended field notes taken during observations. ^ Multivariate Analyses of Variance (MANOVA) was used to compare the teaching strategies (set, effective explanation, hands-on activity, cooperative learning activity, higher order questioning, closure) of the group who had taken a general instructional strategies course (N=36) and the group who had not (N=36). Results showed a statistically significant difference between the two groups. The group who had taken the course implemented these strategies more effectively in almost all categories of effective teaching. Follow-up univariate tests of the dependent variables showed significant differences between the two groups in five of the six areas (hands-on activity being an exception). A second MANOVA compared the two groups on the effective use of attending behaviors (teacher movement/eye contact/body language/physical space, brief verbal acknowledgements/voice inflection/modulation/pitch, use of visuals, prompting/probing, praise/feedback/rewards, wait-time I and II). Results also showed a multivariate difference between the two groups. Follow-up univariate tests on the related dependent variables showed that five of the six were significantly different between the two groups. The group who had taken the course implemented the strategies more effectively. An analysis of the field notes provided further evidence regarding the pervasiveness of these differences between the teaching practices of the two groups. ^ It was concluded that taking a course in general instructional strategies increases the utilization of effective strategies in the classroom by teachers. ^

Dissolved Zinc in the Southern Ocean measured on water bottle samples during POLARSTERN cruise ANT-XXIV/3

The distribution of dissolved zinc (Zn) was investigated in the Atlantic sector of the Southern Ocean in the austral autumn of 2008 as part of the IPY GEOTRACES expedition ZERO & DRAKE. Research focused on transects across the major frontal systems along the Zero Meridian and across the Drake Passage. There was a strong gradient in surface zinc concentrations observed across the Antarctic Polar Front along both transects and high zinc levels were found in surface waters throughout the Southern Ocean. Vertical profiles for dissolved Zinc showed the presence of local minima and maxima in the upper 200 m consistent with significant uptake by phytoplankton and release by zooplankton grazing, respectively. Highest deep water zinc concentrations were found in the centre of the Weddell Gyre associated with Central Intermediate Water (CIW), a water mass which is depleted in O2, elevated in CO2 and is regionally a CFC minimum. Our data suggests that the remineralization of sinking particles is a key control on the distribution of Zn in the Southern Ocean. Disappearance ratios of zinc to phosphate (Zn:P) in the upper water column increased southwards along both transects and based on laboratory studies they suggest slower growth rates of phytoplankton due to iron or light limitation. Zinc and silicate were strongly correlated throughout the study region but the disappearance ratio (Zn:Si) was relatively uniform overall except for the region close to the ice edge on the Zero Meridian.

Florida's Voluntary Prekindergarten (VPK) Program's Influence on Preschool Teachers' Beliefs and Practices

Three veteran preschool teachers told their stories about navigating the implementation of VPK. Even with parents' misconceptions about VPK's goals, teachers were able to meet its standards by continuing to embrace a play-based, hands-on philosophy that also emphasized children's social and emotional needs.

The effect of multilingual facilitation on active participation in MOOCs Authors:

A new approach for overcoming the language and culture barriers to participation in MOOCs is reported. It is hypothesised that the juxtaposition of English as the language of instruction, used for interacting with course materials, and one’s preferred language as the language of participation, used for interaction with peers and facilitators, is preferable to ‘English only’ for participation in a MOOC. The HANDSON MOOC included seven teams of facilitators, each catering for a different language community. Facilitators were responsible for promoting active participation and peer tutoring. Comparing language groups revealed a series of predictors of intention to learn, some of which became apparent in the first days of the MOOC already. The comparison also uncovered four critical factors that influence participation: facilitation, language of participation, group size, and a pre-existing sense of community. Especially crucial was reaching a sufficient number of active participants during the first week. We conclude that multilingual facilitation activates participation in MOOCs in various ways; and that synergy between the four aforementioned factors is critical for the formation of the learning network that supports a social dynamics of active participation. Our approach suggests future targets for the development of the multilingual and community potential of MOOCs.

Ultrasound imaging in teaching cardiac physiology

This laboratory session provides hands-on experience for students to visualize the beating human heart with ultrasound imaging. Simple views are obtained from which students can directly measure important cardiac dimensions in systole and diastole. This allows students to derive, from first principles, important measures of cardiac function, such as stroke volume, ejection fraction, and cardiac output. By repeating the measurements from a subject after a brief exercise period, an increase in stroke volume and ejection fraction are easily demonstrable, potentially with or without an increase in left ventricular end-diastolic volume (which indicates preload). Thus, factors that affect cardiac performance can readily be discussed. This activity may be performed as a practical demonstration and visualized using an overhead projector or networked computers, concentrating on using the ultrasound images to teach basic physiological principles. This has proved to be highly popular with students, who reported a significant improvement in their understanding of Frank-Starling's law of the heart with ultrasound imaging.

A Course on sample surveys for statistics students

Statisticians should be involved at all stages of sample surveys and courses on surveys need to reflect this by covering both theoretical and practical aspects. Teaching methods could include some hands-on experience, directed reading, and use of software designed for teaching or professional use, as well as more traditional lecturing. Suggestions are given for a course of about fifty hours.

Bioexploration of wild Alaskan berries: From field screening to functional food

Wild berries are fundamental components of traditional diet and medicine for Native American and Alaska Native tribes and contain a diverse array of phytochemicals, including anthocyanins and proanthocyanidins, with known efficacy against metabolic disorders. Bioexploration represents a new paradigm under which bioactive preparations are screened in coordination with indigenous communities, to prepare for subsequent in-depth chemical and biological analysis. The inclusive, participatory philosophical approach utilized in bioexploration has additional benefits that could be realized in seemingly disparate areas, such as education and economics. Five species of wild Alaskan berries (Vaccinium uliginosum, V. ovalifolium, Empetrum nigrum, Rubus chamaemorus, and R. spectabilis) were tested using “Screens-to-Nature” (STN), a community-participatory approach to screen for potential bioactivity, in partnership with tribal members from three geographically distinct Alaskan villages: Akutan, Seldovia, and Point Hope. Berries were subsequently evaluated via HPLC and LC-MS2, yielding significant species and location-based variation in anthocyanins (0.9-438.6 mg eq /100g fw) and proanthocyanins (73.7-625.2 mg eq /100g fw). A-type proanthocyanidin dimers through tetramers were identified in all species tested. Berries were analyzed for in vitro and in vivo activity related to diabetes and obesity. R. spectabilis samples increased preadipocyte-factor-1 levels by 82% over control, and proanthocyanidin-rich fractions from multiple species reduced lipid accumulation in 3T3-L1 adipocytes. Furthermore, extracts of V. uliginosum and E. nigrum (Point Hope) reduced serum glucose levels in C57bl/6j mice up to 45%. The same precepts of bioexploration, especially the inclusion of indigenous community perspectives and knowledge, have relevance in other areas of study, such as education and economics. Studies have established the apathetic, low-motivational environment characteristic of many introductory science laboratory classes is detrimental to student interest, learning, and continuation in scientific education. A primary means of arresting this decline and stimulating the students’ attention and excitement is via engagement in hands-on experimentation and research. Using field workshops, the STN system is investigated as to its potential as a novel participatory educational tool, using assays centered around bioexploration and bioactive plant compounds that hold the potential to offset human health conditions. This evaluation of the STN system provided ample evidence as to its ability to augment and improve science education. Furthermore, Strengths, Weaknesses, Opportunities, and Threats (SWOT) analysis was employed as a theoretical framework to review the potential benefits and hurdles associated with developing a wild Alaskan berry commodity. Synthesizing various sources of information – including logistics and harvest costs, sources of initial capital, opportunities in the current superfruit industry, and socioeconomic factors – the development of a berry commodity proves to be a complex amalgam of competing factors which would require a delicate balance before proceeding.