IPAC2017 - Classification: 09 Engagement with Industry, Knowledge Exchange and Industrial Relations / T29 Knowledge Exchange

Paper	Title	Page
TUIA1	Industry as a Career Path for Physicists
	B.R. Nielsen Danfysik A/S, Taastrup, Denmark
	This session will feature a short presentation followed by a panel debate on the topic Industry as a Career Path for Physicists chaired by Bjarne Roger Nielsen (Danfysik A/S). The panelists who all ' in different ways ' have made career with industry are: Bjerne S. Clausen, CEO of Haldor Topsoe A/S, Hans-Arno Synal, Founder of IonPlus AG and professor at ETH Zürich, Carsten P. Welsch, Professor at University of Liverpool.
	Slides TUIA1 [25.636 MB]
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TUIA3	Open Source vs Closed Source IP and How the Two Relate to the Business of Particle Accelerators
	G.M. Anelli CERN, Geneva, Switzerland
	This presentation, illustrated with examples related to accelerator technologies, will provide the audience with an overview of a Knowledge Transfer (KT) strategy, with emphasis on the various dissemination channels used in KT, from open to 'closed' or proprietary. CERN's network of Business incubation centers in the member states, as well as other ways in which CERN does KT (through people and through procurement) will serve as a background to this presentation.
	Slides TUIA3 [0.223 MB]
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TUIA4	A Fireside Talk
	M. Lindroos ESS, Lund, Sweden
	Guest: John Womersley, former CEO of the UK's Science and Technology Facilities Council (STFC), and current Director General of ESS. In his role as CEO of the STFC since 2011, Womersley led one of Europe's largest multidisciplinary research organisations. He was directly involved in the UK's decision to join ESS in 2014. He is also a leading figure in European science policy as the former chair of the European Strategy Forum on Research Infrastructures (ESFRI), the leading forum for prioritizing strategic investment in research infrastructure in Europe. My vision for ESS is that we should look broader than being the world's best neutron scattering facility, said Womersley. We should also aim to be what everyone looks to in terms of Big Science. Later during the session, Mikael Eriksson from MAX IV and Søren Pape Møller from Aarhus University join the discussion.
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TUPVA118	Particle Accelerators for Humanity: Resources for Public Engagement with Particle Accelerators	2369
	S.L. Sheehy JAI, Oxford, United Kingdom
	To those who work in the accelerator field, it is obvious that there are many applications of accelerators beyond particle physics. Yet the public remains largely unaware of the far reaching uses of accelerators, or the scientific and engineering challenges that lay behind them. A recent project Particle Accelerators for Humanity has addressed this gap by creating a series of video resources, based on a programme of live events, short films and a specially commissioned animation. The project captured the dedication and diversity of those who design, operate and work with accelerators and highlights the varied ways in which their work is impacting on our lives. Here we overview the project and the resources, available under Creative Commons license, and discuss the impact of the project so far. We encourage the accelerator community to use the resources in their teaching and public engagement activities.
DOI •	reference for this paper ※ https://doi.org/10.18429/JACoW-IPAC2017-TUPVA118
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TUPVA153	Accelerator-Based Education Activities at JINR	2455
	M.A. Nozdrin, D. Belozerov, K. Gikal, V. Kobets, S. Pakuliak, V. Shabratov, G. Shirkov, D. Shvidkiy, K. Verlamov, A. Zhemchugov, D. Zlydenny JINR, Dubna, Moscow Region, Russia
	Professional practice is essential to train an engineer. However, many activities are impossible to run at high school, especially if they require sophisticated equipment such as accelerators. A series of practical engineering courses is being set up at the Joint Institute for Nuclear Research to overcome these difficulties while educating students from the JINR Member States. A dedicated 'training' beamline of the Linac-200 electron accelerator is being constructed to practice the beam management and diagnostics, including the operation of standard beamline elements such as a bending dipole, quadrupoles, a sextupole and steerers. Various types of particle detectors can be used in the beam area as well in order to study the passage of electrons and photons through matter and to learn about the detector operation and properties. The practice at the beam will be accompanied by a series of hands-on trainings on radiation protection, vacuum and RF technology, electronics and metrology.
DOI •	reference for this paper ※ https://doi.org/10.18429/JACoW-IPAC2017-TUPVA153
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TUPVA154	Project-Based Cooperative Learning in Accelerator Science and Technology Education	2458
	G. Burt Cockcroft Institute, Lancaster University, Lancaster, United Kingdom R.B. Appleby, G.X. Xia UMAN, Manchester, United Kingdom I.R. Bailey Lancaster University, Lancaster, United Kingdom J.A. Clarke, O.B. Malyshev, N. Marks, B.D. Muratori, M.W. Poole, Y.M. Saveliev, B.J.A. Shepherd STFC/DL/ASTeC, Daresbury, Warrington, Cheshire, United Kingdom C.P. Welsch, A. Wolski The University of Liverpool, Liverpool, United Kingdom
	Funding: The work is funded by STFC via the Cockcroft Institute core grant. The next generation of particle accelerators will require the training of greater numbers of specialist accelerator physicists and engineers . These physicists and engineers should have a broad understanding of accelerator physics as well as the technology used in particle accelerators as well as a specialist in some area of accelerator science and technology . Such specialists can be trained by combining a University based PhD, in collaboration with national laboratory training with a broad taught accelerator lecture program. In order to have a faster start we decided to run an intensive two week school to replace the basic course at the Cockcroft Institute. At the same time we decided to investigate the use of problem based learning to simulate the way accelerator science tends to work in practice. In this exercise he students worked in groups of 5 to design a 3rd generation light source from scratch based on photon light specifications. In comparison to similar design exercises we stipulate that all students must do all parts and students are not allowed to specialise. A comparison with a standard lecture based education programme is discussed in this paper.
DOI •	reference for this paper ※ https://doi.org/10.18429/JACoW-IPAC2017-TUPVA154
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Paper

Title

Page

TUIA1

Industry as a Career Path for Physicists

B.R. Nielsen
Danfysik A/S, Taastrup, Denmark

This session will feature a short presentation followed by a panel debate on the topic Industry as a Career Path for Physicists chaired by Bjarne Roger Nielsen (Danfysik A/S). The panelists who all ' in different ways ' have made career with industry are: Bjerne S. Clausen, CEO of Haldor Topsoe A/S, Hans-Arno Synal, Founder of IonPlus AG and professor at ETH Zürich, Carsten P. Welsch, Professor at University of Liverpool.

Slides TUIA1 [25.636 MB]

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TUIA3

Open Source vs Closed Source IP and How the Two Relate to the Business of Particle Accelerators

G.M. Anelli
CERN, Geneva, Switzerland

This presentation, illustrated with examples related to accelerator technologies, will provide the audience with an overview of a Knowledge Transfer (KT) strategy, with emphasis on the various dissemination channels used in KT, from open to 'closed' or proprietary. CERN's network of Business incubation centers in the member states, as well as other ways in which CERN does KT (through people and through procurement) will serve as a background to this presentation.

Slides TUIA3 [0.223 MB]

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TUIA4

A Fireside Talk

M. Lindroos
ESS, Lund, Sweden

Guest: John Womersley, former CEO of the UK's Science and Technology Facilities Council (STFC), and current Director General of ESS. In his role as CEO of the STFC since 2011, Womersley led one of Europe's largest multidisciplinary research organisations. He was directly involved in the UK's decision to join ESS in 2014. He is also a leading figure in European science policy as the former chair of the European Strategy Forum on Research Infrastructures (ESFRI), the leading forum for prioritizing strategic investment in research infrastructure in Europe. My vision for ESS is that we should look broader than being the world's best neutron scattering facility, said Womersley. We should also aim to be what everyone looks to in terms of Big Science. Later during the session, Mikael Eriksson from MAX IV and Søren Pape Møller from Aarhus University join the discussion.

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TUPVA118

Particle Accelerators for Humanity: Resources for Public Engagement with Particle Accelerators

2369

S.L. Sheehy
JAI, Oxford, United Kingdom

To those who work in the accelerator field, it is obvious that there are many applications of accelerators beyond particle physics. Yet the public remains largely unaware of the far reaching uses of accelerators, or the scientific and engineering challenges that lay behind them. A recent project Particle Accelerators for Humanity has addressed this gap by creating a series of video resources, based on a programme of live events, short films and a specially commissioned animation. The project captured the dedication and diversity of those who design, operate and work with accelerators and highlights the varied ways in which their work is impacting on our lives. Here we overview the project and the resources, available under Creative Commons license, and discuss the impact of the project so far. We encourage the accelerator community to use the resources in their teaching and public engagement activities.

DOI •

reference for this paper ※ https://doi.org/10.18429/JACoW-IPAC2017-TUPVA118

Export •

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TUPVA153

Accelerator-Based Education Activities at JINR

2455

M.A. Nozdrin, D. Belozerov, K. Gikal, V. Kobets, S. Pakuliak, V. Shabratov, G. Shirkov, D. Shvidkiy, K. Verlamov, A. Zhemchugov, D. Zlydenny
JINR, Dubna, Moscow Region, Russia

Professional practice is essential to train an engineer. However, many activities are impossible to run at high school, especially if they require sophisticated equipment such as accelerators. A series of practical engineering courses is being set up at the Joint Institute for Nuclear Research to overcome these difficulties while educating students from the JINR Member States. A dedicated 'training' beamline of the Linac-200 electron accelerator is being constructed to practice the beam management and diagnostics, including the operation of standard beamline elements such as a bending dipole, quadrupoles, a sextupole and steerers. Various types of particle detectors can be used in the beam area as well in order to study the passage of electrons and photons through matter and to learn about the detector operation and properties. The practice at the beam will be accompanied by a series of hands-on trainings on radiation protection, vacuum and RF technology, electronics and metrology.

DOI •

reference for this paper ※ https://doi.org/10.18429/JACoW-IPAC2017-TUPVA153

Export •

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TUPVA154

Project-Based Cooperative Learning in Accelerator Science and Technology Education

2458

G. Burt
Cockcroft Institute, Lancaster University, Lancaster, United Kingdom
R.B. Appleby, G.X. Xia
UMAN, Manchester, United Kingdom
I.R. Bailey
Lancaster University, Lancaster, United Kingdom
J.A. Clarke, O.B. Malyshev, N. Marks, B.D. Muratori, M.W. Poole, Y.M. Saveliev, B.J.A. Shepherd
STFC/DL/ASTeC, Daresbury, Warrington, Cheshire, United Kingdom
C.P. Welsch, A. Wolski
The University of Liverpool, Liverpool, United Kingdom

Funding: The work is funded by STFC via the Cockcroft Institute core grant.
The next generation of particle accelerators will require the training of greater numbers of specialist accelerator physicists and engineers . These physicists and engineers should have a broad understanding of accelerator physics as well as the technology used in particle accelerators as well as a specialist in some area of accelerator science and technology . Such specialists can be trained by combining a University based PhD, in collaboration with national laboratory training with a broad taught accelerator lecture program. In order to have a faster start we decided to run an intensive two week school to replace the basic course at the Cockcroft Institute. At the same time we decided to investigate the use of problem based learning to simulate the way accelerator science tends to work in practice. In this exercise he students worked in groups of 5 to design a 3rd generation light source from scratch based on photon light specifications. In comparison to similar design exercises we stipulate that all students must do all parts and students are not allowed to specialise. A comparison with a standard lecture based education programme is discussed in this paper.

DOI •

reference for this paper ※ https://doi.org/10.18429/JACoW-IPAC2017-TUPVA154

Export •

reference for this paper using ※ BibTeX, ※ LaTeX, ※ Text/Word, ※ RIS, ※ EndNote (xml)