scholarly journals The Keck Carbon Cycle AMS Laboratory, University of California, Irvine: Initial Operation and a Background Surprise

Radiocarbon ◽  
2004 ◽  
Vol 46 (1) ◽  
pp. 41-49 ◽  
Author(s):  
John Southon ◽  
Guaciara Santos ◽  
Kevin Druffel-Rodriguez ◽  
Ellen Druffel ◽  
Sue Trumbore ◽  
...  
Keyword(s):  
Mass Spectrometry ◽  
Carbon Cycle ◽  
Molecular Ions ◽  
Lessons Learned ◽  
University Of California ◽  
First Year ◽  
Initial Operation ◽  
Paper Briefly ◽  
Background Charge ◽  
The University

A new radiocarbon accelerator mass spectrometry (AMS) laboratory for carbon cycle studies has been established at the University of California, Irvine. The 0.5MV AMS system was installed in mid-2002 and has operated routinely since October of that year. This paper briefly describes the spectrometer and summarizes lessons learned during the first year of operation. In the process of setting up the system, we identified and largely suppressed a previously unreported 14C AMS background: charge exchange tails from 14N beams derived from nitrogen-containing molecular ions produced near the entrance of the accelerator.

scholarly journals The Keck Carbon Cycle AMS Laboratory, University of California, Irvine: Status Report

Radiocarbon ◽  
2010 ◽  
Vol 52 (2) ◽  
pp. 301-309 ◽  
Author(s):  
Robert K Beverly ◽  
Will Beaumont ◽  
Denis Tauz ◽  
Kaelyn M Ormsby ◽  
Karl F von Reden ◽  
...  
Keyword(s):  
Mass Spectrometry ◽  
Carbon Cycle ◽  
Accelerator Mass Spectrometry ◽  
University Of California ◽  
Status Report ◽  
Sample Throughput ◽  
Laboratory Procedures ◽  
The University

We present a status report of the accelerator mass spectrometry (AMS) facility at the University of California, Irvine, USA. Recent spectrometer upgrades and repairs are discussed. Modifications to preparation laboratory procedures designed to improve sample throughput efficiency while maintaining precision of 2–3‰ for 1-mg samples (Santos et al. 2007c) are presented.

scholarly journals University of California 4-H Latino Initiative: Experiences of Bicultural and Bilingual Staff

2019 ◽  
Vol 14 (3) ◽  
pp. 31-44 ◽  
Author(s):  
Steven M. Worker ◽  
María G. Fábregas Janeiro ◽  
Claudia P. Diaz Carrasco ◽  
Katherine E. Soule
Keyword(s):  
Youth Development ◽  
Development Program ◽  
Latino Youth ◽  
Lessons Learned ◽  
University Of California ◽  
First Year ◽  
Development Programming ◽  
Report Data ◽  
Group Interviews ◽  
The University

We report data from the first year of an initiative to engage Latino youth and families in the 4-H Youth Development Program, managed by the University of California. Through qualitative questionnaires and focus group interviews, we analyzed experiences of 6 new bilingual and bicultural program staff, hired specifically to implement youth development programming to reach Latino youth. Staff reported a steep learning curve, with competing demands to build relationships, engage youth, and show results. Lessons learned may help shape activities that other youth development programs may consider in similar efforts.

scholarly journals Ion Source Development at Kccams, University of California, Irvine

Radiocarbon ◽  
2004 ◽  
Vol 46 (1) ◽  
pp. 33-39 ◽  
Author(s):  
J R Southon ◽  
G M Santos
Keyword(s):  
Mass Spectrometry ◽  
Carbon Cycle ◽  
Accelerator Mass Spectrometry ◽  
Beam Current ◽  
Ion Source ◽  
University Of California ◽  
Current Output ◽  
Mass Spectrometry Facility ◽  
The University

The Keck Carbon Cycle accelerator mass spectrometry facility at the University of California, Irvine, operates a National Electronics Corporation 40-sample MC-SNICS ion source. We describe modifications that have increased beam current output, improved reliability, and made the source easier to service.

Lessons Learned from an Integrated Neurology Diversity, Equity and Inclusion Curriculum

2021 ◽  
pp. 10.1212/CPJ.0000000000001081
Author(s):  
Noriko Anderson ◽  
S Andrew Josephson ◽  
Nicole Rosendale
Keyword(s):  
San Francisco ◽  
Multidisciplinary Team ◽  
Balance Training ◽  
Junior Faculty ◽  
Residency Education ◽  
Lessons Learned ◽  
University Of California ◽  
Current Events ◽  
The University ◽  
Equity And Inclusion

AbstractThe University of California San Francisco (UCSF) Neurology Department incorporated a formal diversity, equity and inclusion curriculum into the residency education in 2015. During that time, we have learned a number of lessons that can be useful to other institutions planning similar initiatives including: 1) training should be led by a multidisciplinary team with experienced educators; 2) sustainability of the curriculum requires broad departmental buy-in from leadership to junior faculty to the residents themselves; 3) the curriculum needs to balance training on fundamental topics with flexibility to change in response to current events and the needs of the community; and 4) the sessions need to be practical.

International and Multidisciplinary Experiences in Engineering Courses at UNAM

2012 ◽  
Author(s):  
Vicente Borja ◽  
Alejandro Ramírez-Reivich ◽  
Marcelo López-Parra ◽  
Arturo Treviño Arizmendi ◽  
Luis F. Equihua Zamora
Keyword(s):  
Information Sharing ◽  
Product Innovation ◽  
Lessons Learned ◽  
Faculty Members ◽  
University Of California ◽  
Focal Points ◽  
User Centered Design ◽  
University Of Munich ◽  
Design Students ◽  
The University

A team of faculty members from the Universidad Nacional Autónoma de México (UNAM) has coordinated multidisciplinary courses in collaboration with universities from other countries. The team, who is composed by faculty from the School of Engineering and the School of Architecture, coordinates with pairs of Stanford University, the University of California at Berkeley, and the Technical University of Munich; to teach three particular design courses. All three courses are related to product innovation but they have different emphasis depending on the collaborating partner. The focal points of each of the three courses are: (1) innovation, (2) user centered design and sustainability and (3) transport in megacities of the future. Engineering and industrial design students are involved in the courses. They are organized in teams that include participants from the two collaborating universities. During the courses teams carry out projects working mostly at a distance; they use different means of communication and information sharing and also pay reciprocal visits between the universities involved in the collaboration. This paper describes each of the three courses highlighting their particular characteristics. The outcomes and results of the courses and specific projects are commented. In the end of the paper lessons learned are discussed and final remarks are presented.

scholarly journals A Successful Educational Collaboration between Scientists and Educators: Microscopic Explorations

2003 ◽  
Vol 2 (1) ◽  
pp. 25-28 ◽  
Author(s):  
Lincoln Bergman ◽  
Caroline Schooley
Keyword(s):  
Low Cost ◽  
Lessons Learned ◽  
University Of California ◽  
Outreach Program ◽  
Public Science ◽  
The Public ◽  
Educational Collaboration ◽  
The University ◽  
Lawrence Hall Of Science ◽  
Development Center

The teacher's guide, Microscopic Explorations: A GEMS Festival Guide ( Brady and Willard, 1998 ), is the result of a partnership between Great Explorations in Math and Science (GEMS), a program of the Lawrence Hall of Science (LHS), the public science and curriculum development center of the University of California, Berkeley, and the Microscopy Society of America (MSA). Microscopic Exploration supports the MSA's low-cost national outreach program and, also, reaches a very large educational community as part of the GEMS series. Some of the lessons learned through the extremely successful MSA/LHS collaboration are summarized here in hopes that they may be instructive to other scientists and educators as they launch their own partnerships and collaborations.

scholarly journals It’s How Many Terabytes?! A Case Study on Managing Large Born Digital Audio-visual Acquisitions

2017 ◽  
Vol 11 (2) ◽  
pp. 64-75
Author(s):  
Laura Uglean Jackson ◽  
Matthew McKinley
Keyword(s):  
Lessons Learned ◽  
University Of California ◽  
Digital Audio ◽  
Digital Collections ◽  
Special Collections ◽  
Digital Collection ◽  
The University ◽  
The Impact ◽  
Policy And Procedure

In October 2014, the University of California Irvine (UCI) Special Collections and Archives acquired a born digital collection of 2.5 terabytes – the largest born digital collection acquired by the department to date. This case study describes the challenges we encountered when applying existing archival procedures to appraise, store, and provide access to a large born digital collection. It discusses solutions when they could be found and ideas for solutions when they could not, lessons learned from the experience, and the impact on born-digital policy and procedure at UCI Libraries. Working with a team of archivists, librarians, IT, and California Digital Library (CDL) staff, we discovered issues and determined solutions that will guide our procedures for future acquisitions of large and unwieldy born digital collections. 

scholarly journals REDESIGNING THE UBC FIRST YEAR INTRODUCTION TO ENGINEERING: SUCCESSES AND CHALLENGES

2017 ◽  
Author(s):  
Peter M. Ostafichuk ◽  
Carol P. Jaeger ◽  
Jon Nakane ◽  
Susan Nesbit ◽  
Naoko Ellis ◽  
...  
Keyword(s):  
Teaching And Learning ◽  
Course Design ◽  
Lessons Learned ◽  
First Year ◽  
Engineering Profession ◽  
University Of British Columbia ◽  
Practical Engineering ◽  
Assessment Techniques ◽  
High Level ◽  
The University

A new first year introduction to engineering experience was developed at the University of British Columbia. This paper provides an overview of the two new courses and the lessons learned both in developing and delivering the courses. Several key problematic areas in the previous curriculum were addressed, namely, to improve student connection with the engineering profession, increase design and practical engineering experiences, more effectively integrate sustainability into the curriculum, and better emphasize the human and social connection to engineering.The courses operate in a flexible learning framework with a sequence of online, lecture, and studio components arranged in a whole-part-whole format delivered to a class of 850 students. Elements of numerous effective course design, teaching and learning practices, including integrated course design, constructive alignment, components of Team-Based Learning, classroom assessment techniques, peer evaluation, and peer grading were incorporated into these courses. Student feedbackthrough surveys has shown that the new format has been highly successful in addressing most of the key high-level goals, such as establishing a student connection to the engineering profession, helping students understand what engineers do and how they do it, and providing an introduction and appreciation for design, sustainability, decision-making, professionalism, and ethics..

scholarly journals Comparison of Independent Δ14CO2 Records at Point Barrow, Alaska

Radiocarbon ◽  
2013 ◽  
Vol 55 (3) ◽  
pp. 1541-1545 ◽  
Author(s):  
H D Graven ◽  
X Xu ◽  
T P Guilderson ◽  
R F Keeling ◽  
S E Trumbore ◽  
...  
Keyword(s):  
Mass Spectrometry ◽  
Stable Isotope ◽  
Sample Preparation ◽  
Lawrence Livermore National Laboratory ◽  
National Laboratory ◽  
Isotope Analysis ◽  
The Other ◽  
University Of California ◽  
Significant Bias ◽  
The University

Two independent programs have collected and analyzed atmospheric CO2 samples from Point Barrow, Alaska, for radiocarbon content (Δ14C) over the period 2003–2007. In one program, flask collection, stable isotope analysis, and CO2 extraction are performed by the Scripps Institution of Oceanography's CO2 Program and CO2 is graphitized and measured by accelerator mass spectrometry (AMS) at Lawrence Livermore National Laboratory. In the other program, the University of California, Irvine, performs flask collection, sample preparation, and AMS. Over 22 common sample dates spanning 5 yr, differences in measured Δ14C are consistent with the reported uncertainties and there is no significant bias between the programs.

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