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- Aamodt, K., et al.
(författare)
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The ALICE experiment at the CERN LHC
- 2008
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Ingår i: Journal of Instrumentation. - 1748-0221. ; 3:S08002
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Forskningsöversikt (refereegranskat)abstract
- ALICE (A Large Ion Collider Experiment) is a general-purpose, heavy-ion detector at the CERN LHC which focuses on QCD, the strong-interaction sector of the Standard Model. It is designed to address the physics of strongly interacting matter and the quark-gluon plasma at extreme values of energy density and temperature in nucleus-nucleus collisions. Besides running with Pb ions, the physics programme includes collisions with lighter ions, lower energy running and dedicated proton-nucleus runs. ALICE will also take data with proton beams at the top LHC energy to collect reference data for the heavy-ion programme and to address several QCD topics for which ALICE is complementary to the other LHC detectors. The ALICE detector has been built by a collaboration including currently over 1000 physicists and engineers from 105 Institutes in 30 countries, Its overall dimensions are 16 x 16 x 26 m(3) with a total weight of approximately 10 000 t. The experiment consists of 18 different detector systems each with its own specific technology choice and design constraints, driven both by the physics requirements and the experimental conditions expected at LHC. The most stringent design constraint is to cope with the extreme particle multiplicity anticipated in central Pb-Pb collisions. The different subsystems were optimized to provide high-momentum resolution as well as excellent Particle Identification (PID) over a broad range in momentum, up to the highest multiplicities predicted for LHC. This will allow for comprehensive studies of hadrons, electrons, muons, and photons produced in the collision of heavy nuclei. Most detector systems are scheduled to be installed and ready for data taking by mid-2008 when the LHC is scheduled to start operation, with the exception of parts of the Photon Spectrometer (PHOS), Transition Radiation Detector (TRD) and Electro Magnetic Calorimeter (EMCal). These detectors will be completed for the high-luminosity ion run expected in 2010. This paper describes in detail the detector components as installed for the first data taking in the summer of 2008.
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| 4. |
- Rößling, Guido, et al.
(författare)
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Enhancing Learning Management Systems to Better Support Computer Science Education
- 2008
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Ingår i: ACM SIGCSE Bulletin: inroads. - : ACM Press. - 0097-8418. ; 40:4, s. 142-166
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Tidskriftsartikel (refereegranskat)abstract
- Many individual instructors -- and, in some cases, entire universities -- are gravitating towards the use of comprehensive learning management systems (LMSs), such as Blackboard and Moodle, for managing courses and enhancing student learning. As useful as LMSs are, they are short on features that meet certain needs specific to computer science education. On the other hand, computer science educators have developed--and continue to develop-computer-based software tools that aid in management, teaching, and/or learning in computer science courses. In this report we provide an overview of current CS specific on-line learning resources and guidance on how one might best go about extending an LMS to include such tools and resources. We refer to an LMS that is extended specifically for computer science education as a Computing Augmented Learning Management System, or CALMS. We also discuss sound pedagogical practices and some practical and technical principles for building a CALMS. However, we do not go into details of creating a plug-in for some specific LMS. Further, the report does not favor one LMS over another as the foundation for a CALMS.
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| 5. |
- Rößling, Guido, et al.
(författare)
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Merging Interactive Visualizations with Hypertextbooks and Course Management
- 2006
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Ingår i: ACM SIGCSE Bulletin: inroads. - New York, New York, USA : ACM Press. - 0097-8418. ; 38:4, s. 166-181
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Tidskriftsartikel (refereegranskat)abstract
- As a report of a working group at ITiCSE 2006, this paper provides a vision of how visualizations and the software that generates them may be integrated into hypertextbooks and course management systems. This integration generates a unique synergy that we call a Visualization-based Computer Science Hypertextbook (VizCoSH). By borrowing features of both traditional hypertextbooks and course management systems, VizCoSHs become delivery platforms that address some of the reasons why visualizations have failed to find widespread use in education. The heart of the paper describes these features and explains, from both a student and teacher perspective, how each feature adds educational value to a visualization. In some cases, this value focuses on pedagogical issues, taking advantage of known strategies for making visualizations more engaging and effective. In other cases, the emphasis is on making it easier for teachers to use visualizations. A set of possible use scenarios and approaches for increasing interest in adopting a VizCoSH are also presented.
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