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I.3 — Transverse beam dynamics
Full text linkThe transverse beam dynamics of charged particles in an accelerator describes the movement of single particles under the influence of external transverse bending and focusing fields with main focus on synchrotrons or storage rings. Starting from the basic principles of how to design the geometry of the ring we develop the transverse motion of the particles under the influence of external fields, motivate the equation of motion and show the solutions for typical storage ring elements. In a second step the concept of emittance of the particle ensemble is introduced as well as the beta function, which reflects the overall focusing properties of the ring. The adiabatic shrinking due to Liouville’s theorem is discussed and—in linear approximation—the effects arising from a non-vanishing momentum spread of the beam, like dispersion and chromaticity
Front matter
No full textThis volume is the outcome of 30 years of teaching, training more than 1400 students, and it is closer to a textbook than to the regular proceedings of specialised schools. It addresses beginners in the field of particle accelerator physics, generally graduate students with a scientific background. This book is a broad and up-to-date introduction to the field. More than 60 authors agreed to provide their contributions, which yielded this volume published in four parts.
ISBN 978-92-9083-670-4 (PDF) CERN Yellow Reports: School Proceedings: ISSN 2519-805X (Online) ProceedingsDOI: 10.23730/CYRSP-2024-003
This volume should be cited as: Proceedings of the Joint Universities Accelerator School (JUAS): Courses and exercises, E. Métral et al. (eds.)CERN Yellow Reports: School Proceedings, CERN-2024-003 (CERN, Geneva, 2024
Mind the Gap: Addressing Unconscious Bias in Multidisciplinary Team Ideation
Full text linkWhile corporate innovation serves as a pivotal competitive advantage for firms, the subtle influence of cognitive biases on the creative process cannot be underestimated. This study aims to explore the extent to which unconscious bias limits ideation within multidisciplinary teams. Ethnographic research and survey findings reveal that unconscious bias does influence ideation by curbing creativity, constraining the exploration of novel concepts, and nurturing criticism of ideas that differ from one’s own perspective. Despite the unavoidable presence of unconscious bias, multidisciplinary teams can take proactive measures to recognise, acknowledge, and address it through open communication and managerial coaching.
Anticipation of the Impact of Academic Group-Based Projects in University Students' Desired Futures: A Small Case Under Study
Full text linkThis study explores how higher education students perceive their self-efficacy in choosing pleasurable, meaningful and impactful academic group-based projects and in anticipating their professional future, using The Impact Plan, a tool for scenario creation and impact anticipation across five contexts: Learning, Career, Economic, Environmental, and Social. The research employed a qualitative, exploratory approach. Data was collected through a questionnaire administered twice over a four-month period, supplemented by a focus group. Students generally reported high levels of perceived self-efficacy across teamwork, project confidence, and impact anticipation. However, perceived self-efficacy decreased in areas related to personal development and future career anticipation on the second surveyed moment. The research highlights the need for more structured support in personal and career anticipation within CBL contexts, suggesting that integrating anticipation exercises more thoroughly into the curriculum could better prepare students for their uncertain future
U and I: Synthesizing Life Design and Self Narrative
Full text linkThis paper explores the construction of self-narratives through a synthesis of two frameworks: Designing Your Life (DYL) and Theory U. Using close reading methodology, it analyzes how these approaches inform personal and professional development. The study highlights three key dimensions: doing (prototyping life choices), believing (leveraging intuition), and empowering (considering broader impacts). While DYL emphasizes rapid experimentation in career design, Theory U focuses on systemic change through "presencing." The integration of these perspectives reveals that self-narratives are intricately linked with social systems and future generations. This synthesis advances the discourse on life design by encouraging researchers to consider the role of the Self in historical and future-oriented contexts and by prompting exploration of intuition and narrative co-creation in fields like education and organizational change. The paper concludes that conscious narrative shaping, informed by both action and reflection, is crucial for meaningful personal development in an interconnected world.
Designing an AI Career Mentor for Early Career Researchers
Full text linkThis study describes the design and evaluation of a Generative Artificial Intelligence (GenAI) digital mentor tailored for Early Career Researchers (ECRs). Despite the proven benefits of mentorships for ECRs, access to effective mentorship remains limited due to constraints on experienced researchers’ time and their varying mentorship skills. Drawing on Career Construction Theory, research career mentorship, and Design Science methodology, this article documents the creation of a digital mentor and evaluates its assessment accuracy and guidance specificity in responding to career-related queries. The findings indicate that the digital mentor was fast, provided actionable career progression mentoring comments, and made explicit references to the mentee’s experience, skills, and university’s strategy. However, its skills assessment had weak similarity when compared to the mentee’s self-assessment, a peer assessment, and a research leader’s assessment of the mentee’s skills. Nonetheless, ECRs can consider using a digital mentor to obtain fast contextualised comments on developing their career within their university
Navigating Peaks and Valleys - Fostering Resilience via Entrepreneurial Life Design
Full text linkThis paper explores the integration of resilience within Entrepreneurial Life Design (ELD) in Entrepreneurship Education (EE). It examines the link between resilience and entrepreneurship, focusing on ELD to build resilience in aspiring entrepreneurs. The study introduces the 4D LOOPING Framework to enhance essential resilience resources, comprising the Discover, Design, Deliver, and Discuss phases. These resources include personal attributes like self-efficacy and adaptability, which prepare entrepreneurs to handle setbacks effectively. The paper proposes that ELD frameworks, such as 4D LOOPING, strengthen resilience resources and contribute to more sustainable entrepreneurial success. The research adopts a translational science approach, bridging the gap between theoretical understanding of resilience and its practical implementation in EE. Further research is recommended to explore the empirical impact of ELD frameworks on entrepreneurial resilience
Are your dimensions transformative?
Full text linkNot everything at IdeaSquare is about excitement and creativity. The self-appointed innovation team also takes on more "mundane" tasks, such as cleaning and organizing the space. On this occasion, that meant moving furniture—tables, chairs, cupboards, and the like. A task requiring an especial focus on physical dimensions. However, as often happens with serendipity, this seemingly routine activity sparked a deeper question: Might dimensions have anything to do with innovation? If so, how