The LSST DESC DC2 Simulated Sky Survey LSST Dark Energy Science Collaboration; Abolfathi, Bela; Alonso, David ...
arXiv.org,
01/2021
Paper, Journal Article
Odprti dostop
We describe the simulated sky survey underlying the second data challenge (DC2) carried out in preparation for analysis of the Vera C. Rubin Observatory Legacy Survey of Space and Time (LSST) by the ...LSST Dark Energy Science Collaboration (LSST DESC). Significant connections across multiple science domains will be a hallmark of LSST; the DC2 program represents a unique modeling effort that stresses this interconnectivity in a way that has not been attempted before. This effort encompasses a full end-to-end approach: starting from a large N-body simulation, through setting up LSST-like observations including realistic cadences, through image simulations, and finally processing with Rubin's LSST Science Pipelines. This last step ensures that we generate data products resembling those to be delivered by the Rubin Observatory as closely as is currently possible. The simulated DC2 sky survey covers six optical bands in a wide-fast-deep (WFD) area of approximately 300 deg^2 as well as a deep drilling field (DDF) of approximately 1 deg^2. We simulate 5 years of the planned 10-year survey. The DC2 sky survey has multiple purposes. First, the LSST DESC working groups can use the dataset to develop a range of DESC analysis pipelines to prepare for the advent of actual data. Second, it serves as a realistic testbed for the image processing software under development for LSST by the Rubin Observatory. In particular, simulated data provide a controlled way to investigate certain image-level systematic effects. Finally, the DC2 sky survey enables the exploration of new scientific ideas in both static and time-domain cosmology.
Describes a new software program called "Everywhere Access" that provides remote access to libraries' networked personal computers and that is suitable for use with the Internet. Highlights include ...installation; operation; security; standards issues; documentation and technical support; and potential uses and applications. (LRW)
Data Management Thomson, Craig; Kavoussanakis, Kostas; Sawyer, Mark ...
Service Oriented Infrastructures and Cloud Service Platforms for the Enterprise,
2009, 20091020
Book Chapter
Data management is an important area of Grid research. It is concerned with the storage, access, translation and integration of data. The Data Management Technical Area of the BEinGRID project was ...set up to analyse the data requirements of pilot projects and to support them in using data management related middleware. After identifying these requirements it also developed design patterns to provide a guide to other businesses which may face similar problems in the future. As a further aid to businesses interested in adopting the Grid, the technical area also extended existing middleware to allow it to implement some of the identified design patterns.
Discusses problems of depository libraries such as volume of publications received, understaffing, subject and author/title access, currency of material, financing, and lack of theory and research. ...An "ideal" access system and an action program for its implementation are described. Four references are listed. (CHC)
The American economy is threatened by a lack of global competitiveness. Without changes in the way in which American industries respond to global economic change, the present standard of living ...cannot be maintained. Administrators in the United States Department of Labor are calling for the development of critical thinking and life long learning skills in our workforce. Research indicates that current curricular practices of colleges, for the most part, are not producing graduates who can think critically or who have learned how to learn. The study examined the effect of undergraduate program type on critical thinking and self efficacy in autodidactic learning among 431 college students selected from a private four year college. Theoretical background for this study included Kolb's experiential learning process as a method which fosters the development of critical thinking. Candy's theories regarding autodidactic learning characteristics and the impact of self directed learning activities also supported the theoretical basis for this study. The Watson-Glaser Critical Thinking Appraisal, the Rosenburg Self Esteem Inventory, and the Learning Environment Description Questionnaire were used to collect data for the study. Data were analyzed with ANOVA, ANCOVA, and regression procedures. Results of the analyses described the differences among three types of programs and between pre program and post program students with respect to critical thinking scores, self efficacy in autodidactic learning, use of experiential learning processes, and use of self directed learning processes. Regression analysis indicated that pre-post program differences in critical thinking scores could be partially explained by experiential learning transforming scores, self directed learning processes, and self efficacy in autodidactic learning scores. Regression analysis also indicated that self efficacy in autodidactic learning could be partially explained by self directed learning scores, self esteem level, and critical thinking scores. Results of the study support the inclusion of experiential learning transforming processes and self directed learning processes in college programs to support the development of critical thinking and self efficacy in autodidactic learning. Differentiation is made between critical thinking and reflective judgment with an integrated model regarding the development of critical thinking, autodidactic learning, and reflective judgment presented.
The thesis will establish, through philosophical argument, particularly in philosophical psychology, that professional practitioners in adult education are those who see themselves (and indeed are ...also seen) as agents of the integration of(a) adults' learning from their experiences (the authenticityaspect), with(b) the values of 'education' (the integrityaspect).That is, such practitioners employ 'know how' to bring such integration about, and they may ideally exemplify a kind of wisdom in 'knowing why' they act as they do. We will call this the 'integrationist' model of adult education practice.This integrationist thesis, drawing mainly upon Wittgenstein, Kant and Aristotle:• takes the very phenomenon of the practices of adult educators as its starting point, rather than analyse concepts or language per se, and treats ethical and epistemological dimensions of this practice as interwined and equally central in such phenomena;• requires extensive treatment of the formation of the 'appropriateness' or efficacy of the ethical and epistemological ingredients of professional practice, and subsumes this 'know how' in the significance of sociocultural location;• assumes such people are still'students' in the broad sense that they are integratively learning from their practical experience and that socio-culturally located workplaces provide the most significant context for their practice (intentionality and competence are especially addressed);• re-examines the emphasis in adult education on the role of experience and the self, and accordingly revitalises a constructivist approach more firmly based in ontological considerations;• accordingly, moves beyond an atomistic conception of professional competence and the sovereignty of the agency of the individual practitioner;• develops an emphasis on teleological considerations - adding 'knowing why' to a more holistic 'know how' and, in that sense, signals a retrieval of the notion of 'vocation', with an orientation towards the attainment of the 'rightness' of practical wisdom (phronesis) as the purpose of adult education as professional practice.Integrationism is thus also constructivist: professionals in any field are expected to make a positive difference. There are general features of the analysis pertinent to any practice v.rhere adults' circumstances are up for amelioration.
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