Reflection is considered necessary and beneficial within career learning and is deemed to be a condition for successful career-identity development. Indeed, reflection is generally seen as a key ...competency in learning how to respond effectively to a complex and dynamic post-modern world in which individuals are increasingly exposed to risk. Paradoxically however, reflection can itself form a risk when it results in rumination. It is therefore important to identify the conditions and personal (risk) factors that make reflection a detrimental or beneficial activity and to identify elements within career-learning interventions that promote benefit. The purpose here is to increase awareness about reflective versus ruminative processes and promote responsible use of interventions that aim to stimulate reflection in the process of career-identity formation. Based on the 'career writing' method, the authors conclude that a successful career intervention must especially provide good facilitation and a safe holding environment. Author abstract
Career agency is a vaguely defined concept that is usually explained in terms of cultivating self-reliance, while it is at the same time being critiqued as a difficult to reach goal as a result of ...societal pressures. Instead of viewing agency through the lens of these opposing viewpoints, focused on people either being self-reliant or determined by outside forces, this article proposes a 'medial' perspective on agency. People can be assisted to develop agency when it is conceptualized as an emergent phenomenon that can be fostered through imaginative and playful writing, where individuals are invited to engage in a field where an expansion of both symbolic and material space can be promoted. The dangers of an instrumental focus on career management skills are outlined and the philosophical considerations underlying the idea of imagination as fostering agency are explained.
To boost the existence of career-learning environments in Dutch vocational education, the innovation project 'Career Orientation and Guidance (COG) in Secondary Vocational Education' started in 2012. ...In this article, we describe the effects of this project on the level of policy formulation and implementation by means of three case studies. Data were collected at three schools through interviews, observations of meetings and teacher training, and analysis of policy documents. We conclude that a dialogue between managers and teachers, as well as among teachers is essential for changes in the learning environment of the students, since formulating a school-wide strategic policy requires communication between the different levels of the organisation, and clear tactical policy or operational plans require teacher teams and their team leaders to engage in substantive dialogues about the Career Orientation and Guidance innovation process. Instructional as well as transformational leadership stimulates a dialogical work environment for teachers and their managers, which is necessary for a dialogical career- learning environment for students. Author abstract
Education for sustainable development (ESD) Kopnina, Helen; Meijers, Frans
International journal of sustainability in higher education,
01/2014, Letnik:
15, Številka:
2
Journal Article
Recenzirano
Purpose - This article aims to explore the challenges posed by the conceptual framework and diversity of practice of education for sustainable development (ESD). The implications of plurality of ESD ...perspectives and methodological approaches as well variations in ESD practice will be addressed. Critical framework for conceptualizing of ESD which takes environmental ethics into account will be proposed through the discussion of The Ecocentric and Anthropocentric Attitudes Toward the Sustainable Development (EAATSD) scale. Design/methodology/approach - The paper opted for a general review approach, covering literature that provides an overview of the concepts and practices of ESD, as well as program evaluation studies. Additionally, qualitative evaluation of EAATSD scale with students of higher professional education was conducted, using in-depth interviews and dialogue with individual students as well as classroom discussions. Findings - It was found that there are wide and inconclusive debates about the aims of ESD based on the critique of sustainable development discourse in general and instrumentalism embedded in ESD in particular. According to the qualitative evaluation, EAATSD scale can be used for testing anthropocentric and Ecocentric Attitudes Towards Sustainable Development in students of higher education. Based on these results, this scale was found to be revealing of the critical view of paradoxes and challenges inherent in multiple goals of sustainable development as well as useful for testing anthropocentric and ecocentric attitudes in students of higher education. Research limitations/implications - Reliability of the scale needs further statistical testing, and as is the case in conventional EE/ESD evaluations, and consequent research is necessary to improve institutional, national, and international applicability to particular cases. Future research should draw from this critical review in order to devise alternative evaluation tools. Practical implications - In practice, this implies that currently administered evaluations of generic ESD, while useful in concrete cultural or institutional settings, might be premature. The article concludes with the reflection upon which conceptual, methodological, cultural, and ethical challenges of ESD which should be useful for ESD researchers and practitioners in different national settings. Originality/value - This article fulfills an identified need to address the paradoxes of sustainable development and to study how ESD can be more effective.
The Online Monitoring System (OMS) at the Compact Muon Solenoid experiment (CMS) at CERN aggregates and integrates different sources of information into a central place and allows users to view, ...compare and correlate information. It displays real-time and historical information. The tool is heavily used by run coordinators, trigger experts and shift crews, to ensure the quality and efficiency of data taking. It provides aggregated information for many use cases including data certification. OMS is the successor of Web Based Monitoring (WBM), which was in use during Run 1 and Run 2 of the LHC. WBM started as a small tool and grew substantially over the years so that maintenance became challenging. OMS was developed from scratch following several design ideas: to strictly separate the presentation layer from the data aggregation layer, to use a well-defined standard for the communication between presentation layer and aggregation layer, and to employ widely used frameworks from outside the HEP community. A report on the experience from the operation of OMS for the first year of data taking of Run 3 in 2022 is presented.
The CMS data acquisition (DAQ) is implemented as a service-oriented architecture where DAQ applications, as well as general applications such as monitoring and error reporting, are run as ...self-contained services. The task of deployment and operation of services is achieved by using several heterogeneous facilities, custom configuration data and scripts in several languages. In this work, we restructure the existing system into a homogeneous, scalable cloud architecture adopting a uniform paradigm, where all applications are orchestrated in a uniform environment with standardized facilities. In this new paradigm DAQ applications are organized as groups of containers and the required software is packaged into container images. Automation of all aspects of coordinating and managing containers is provided by the Kubernetes environment, where a set of physical and virtual machines is unified in a single pool of compute resources. We demonstrate that a container-based cloud architecture provides an acrossthe-board solution that can be applied for DAQ in CMS. We show strengths and advantages of running DAQ applications in a container infrastructure as compared to a traditional application model.
The CMS Orbit Builder for the HL-LHC at CERN Amoiridis, Vassileios; Behrens, Ulf; Bocci, Andrea ...
EPJ Web of Conferences,
2024, Letnik:
295
Journal Article, Conference Proceeding
Recenzirano
Odprti dostop
The Compact Muon Solenoid (CMS) experiment at CERN incorporates one of the highest throughput data acquisition systems in the world and is expected to increase its throughput by more than a factor of ...ten for High-Luminosity phase of Large Hadron Collider (HL-LHC). To achieve this goal, the system will be upgraded in most of its components. Among them, the event builder software, in charge of assembling all the data read out from the different sub-detectors, is planned to be modified from a single event builder to an orbit builder that assembles multiple events at the same time. The throughput of the event builder will be increased from the current 1.6 Tb/s to 51 Tb/s for the HL-LHC orbit builder. This paper presents preliminary network transfer studies in preparation for the upgrade. The key conceptual characteristics are discussed, concerning differences between the CMS event builder in Run 3 and the CMS Orbit Builder for the HL-LHC. For the feasibility studies, a pipestream benchmark, mimicking event-builder-like traffic has been developed. Preliminary performance tests and results are discussed.
The data acquisition (DAQ) of the Compact Muon Solenoid (CMS) experiment at CERN, collects data for events accepted by the Level-1 Trigger from the different detector systems and assembles them in an ...event builder prior to making them available for further selection in the High Level Trigger, and finally storing the selected events for offline analysis. In addition to the central DAQ providing global acquisition functionality, several separate, so-called “MiniDAQ” setups allow operating independent data acquisition runs using an arbitrary subset of the CMS subdetectors. During Run 2 of the LHC, MiniDAQ setups were running their event builder and High Level Trigger applications on dedicated resources, separate from those used for the central DAQ. This cleanly separated MiniDAQ setups from the central DAQ system, but also meant limited throughput and a fixed number of possible MiniDAQ setups. In Run 3, MiniDAQ-3 setups share production resources with the new central DAQ system, allowing each setup to operate at the maximum Level-1 rate thanks to the reuse of the resources and network bandwidth. Configuration management tools had to be significantly extended to support the synchronization of the DAQ configurations needed for the various setups. We report on the new configuration management features and on the first year of operational experience with the new MiniDAQ-3 system.
Education for sustainable development (ESD) Kopnina, Helen; Meijers, Frans
International journal of sustainability in higher education,
04/2014, Letnik:
15, Številka:
2
Journal Article
Recenzirano
Purpose
– This article aims to explore the challenges posed by the conceptual framework and diversity of practice of education for sustainable development (ESD). The implications of plurality of ESD ...perspectives and methodological approaches as well variations in ESD practice will be addressed. Critical framework for conceptualizing of ESD which takes environmental ethics into account will be proposed through the discussion of The Ecocentric and Anthropocentric Attitudes Toward the Sustainable Development (EAATSD) scale.
Design/methodology/approach
– The paper opted for a general review approach, covering literature that provides an overview of the concepts and practices of ESD, as well as program evaluation studies. Additionally, qualitative evaluation of EAATSD scale with students of higher professional education was conducted, using in-depth interviews and dialogue with individual students as well as classroom discussions.
Findings
– It was found that there are wide and inconclusive debates about the aims of ESD based on the critique of sustainable development discourse in general and instrumentalism embedded in ESD in particular. According to the qualitative evaluation, EAATSD scale can be used for testing anthropocentric and Ecocentric Attitudes Towards Sustainable Development in students of higher education. Based on these results, this scale was found to be revealing of the critical view of paradoxes and challenges inherent in multiple goals of sustainable development as well as useful for testing anthropocentric and ecocentric attitudes in students of higher education.
Research limitations/implications
– Reliability of the scale needs further statistical testing, and as is the case in conventional EE/ESD evaluations, and consequent research is necessary to improve institutional, national, and international applicability to particular cases. Future research should draw from this critical review in order to devise alternative evaluation tools.
Practical implications
– In practice, this implies that currently administered evaluations of generic ESD, while useful in concrete cultural or institutional settings, might be premature. The article concludes with the reflection upon which conceptual, methodological, cultural, and ethical challenges of ESD which should be useful for ESD researchers and practitioners in different national settings.
Originality/value
– This article fulfills an identified need to address the paradoxes of sustainable development and to study how ESD can be more effective.
Well-developed career stories are becoming increasingly important for individuals as they navigate an unstable and unpredictable labour market. Existing narrative approaches in career guidance do not ...yet clearly identify the learning process by which career stories are created. In this article, a model of transformation-through-writing will be introduced to help explain the learning process that occurs when narratives are used for constructing career stories. We propose that this learning process occurs stepwise in four cognitive stages: sensing, sifting, focusing, and understanding. To progress through these stages, an internal (with oneself) as well as an external (with relevant others) dialogue is needed. The case study used to illustrate the process is a story of unemployment and effectively shows how narratives can be created through expressive and reflective writing and how such a process may foster career learning in response to a boundary experience.
PDF
