Документ взят из кэша поисковой машины. Адрес оригинального документа : http://www.eso.org/~rfosbury/tmp/PUDS/PUDS_B2p1.doc Дата изменения: Fri Nov 7 17:44:41 2003 Дата индексирования: Sat Dec 22 20:47:16 2007 Кодировка: Поисковые слова: arp 220

B2 TRAINING AND/OR TRANSFER OF KNOWLEDGE ACTIVITIES


B2.1. Content and quality of the training and transfer of knowledge
programme (three A4 pages)


B2.1. Content and quality of the training and transfer of knowledge
programme (three A4 pages)

State the training and/or transfer of knowledge objectives of the project.


The principal training and knowledge transfer objectives of the project
are:


1. To provide training in major techniques of modern astronomy. The key
features are: use of facilities spanning many wavelengths; the handling
of large data-sets and their archiving; the development of data mining
techniques; the use of theory/simulation to interpret state-of-the art
observations.


2. The training in techniques of relevance outside astronomy. This is aimed
towards the career development of young researchers who move to a
different field after working in astronomy.


3. The exposure of young researchers to the organisation and management of
large, complex, multi-facility projects. This will provide project
management training.


4. For those young people who remain in the field, our intention is to
prepare members of the generation of astronomers who will make the most
effective use the very large facilities of the future: ALMA, OWL, JWST
etc. Such people are an essential and lasting complement to the
extensive investment in these world-leading facilities.

Explain how you intend to exploit the network potential and complementarity
to add value to the training of the researchers over and above that which
could be provided within a single research organisation and national
context.


GOODS, COSMOS and GEMS are very major collaborative programmes designed
to orchestrate the most powerful observatories on the ground and in
space. There are many co-investigators in Europe and in the US. These
researchers, and the institutes within which they work, represent a very
broad range of skill and expertise - much broader that that which exists
within any one of them. The Network is designed to open up an interface
for young researchers that offers them the most complete possible range
of experience, training and opportunity.


Training elements:


1. Basic familiarity with data sources and archives. Carried out with an
introductory school at one of the major observatories/archive centres
(eg. ESO). Give the background to the large collaborative projects and
their undertakings to disseminate data products, software and expertise
at different levels. Teach the procedures necessary to access the
archives for raw and reduced data products. Describe data formats and
the ways in which the data are described.


2. Data processing techniques and calibration science. Since these
processes will differ in detail for the different data sources and since
the expertise is spread widely throughout the network, this training is
best carried out at the different participating institutes. There will
be opportunities for trainees, if deemed necessary, to travel for a few
days to an institute other than their current base to learn a process or
technique. This procedure gives trainees access to the very best level
of expertise within the network.


3. Data analysis and measurement. Although these are multi-wavelength
surveys, there are many commonalities in the analysis and measurement
techniques. It is anticipated that this process and the resultant data
products, when carried out for the three surveys, will provide a major
input source for the Virtual Observatory. We therfore plan a second
school/workshop, run by scientists from the network but in conjunction
with the VO, to give both the early-stage and the more experienced
researchers a broad and comprehensive training in the various analysis
methodologies and tools. Such a school will have a dual benefit since VO
staff will learn about the requirements for data products from the
surveys.


4. Relevant astrophysics and survey goals. The scientific relevance of the
surveys and the means to exploit them will be instilled in the trainees
as part of their everyday work in the network institutes. The proposed
three conferences will reinforce this experience with broader overviews
of the science and will prepare them for subsequent scientific
exploitation by illuminating the scientific potential of the newly
acquired data and providing opportunities for the formation of science-
rather than data-oriented teams within the network.


5. The broader relevance of the training. We propose to produce a document
for the trainees that points out the broader relevance of some of the
techniques and organisational practices that would find ready
application outside astronomy. In addition to helping the young people
recognise their potential, such a document would be a useful reference
for potential employers outside the subject - especially since there are
several 'cutting-edge' technologies employed in survey astronomy.


Explain, for each network team, in terms of the objectives for the research
project, the rationale for the requested number of person-months of early-
stage and experienced researchers (detailed in section B2.3).


TBD. This must be done in conjunction with B2.3.


Demonstrate that each network team has sufficient resources, both in terms
of research infrastructure and experienced personnel, to host and/or offer
a suitable environment for training and transfer of knowledge to the
requested early-stage and experienced researchers.


TBD


Explain the chosen mixture of early-stage and experienced researchers.
Describe how the Career Development Plan will be used to involve early-
stage and experienced researchers in the development of their own training
and transfer of knowledge programme both on an individual and network-wide
level.


I suppose this means the way we use the experience researchers within
the network to 'seed' the learning of the early-stage researchers. This
is kind-of covered by what we have written above.


Explain how the differing training and transfer of knowledge needs of the
early-stage and experienced researchers respectively will be taken into
account. The measures should emphasise the scientific and technical aspects
taking into account, if relevant, the multidisciplinary and/or
intersectorial nature of the project. The network should also address the
following measures:

Individual training (through, for example, supervision, courses, tutorials,
visits and secondments to other teams in the network, training on
specialised instruments etc.);

Description of foreseen training measures that will be undertaken on a
network-wide basis (topical modules, schools, workshops etc.);

Participation in and presentations to workshops, schools and conferences,
and any envisaged contact with relevant users of the research, whether
academic or industrial/commercial;

Training in complementary skills, such as communication, awareness of
ethical issues, intellectual property issues, enterprise and project
management skills;


To some extent, these points have been covered above. Maybe we should add
something about explicit communications training, e.g., getting the young
researchers to present their results within their own peer-group and also
to wider audiences at the workshops and conferences.


Tutorials and documentation will be available to all the young
researchers on the PUDS website. The network will also provide teaching
support for an IAC Winter School ???


Outline any proposed methods to enhance transfer of knowledge (e.g.
secondments, sample/material exchanges) within the network.


Done.


Demonstration that gender aspects have been adequately integrated into the
proposed training/transfer of knowledge programme (balance of men/women in
teams, decision-making, etc);


This network contains XX% women in the teams and YY women team leaders.
All the members of the network will actively encourage women to apply
for the network positions.


Describe the envisaged ratio between individual training and network-wide
training. If your network includes meaningful connections to industrial or
commercial enterprises and you intend to exploit these connections in the
training and/or transfer of knowledge programme, explain how. Indicate, for
example, access to technological excellence or unique equipment, short
training placements in company premises, assistance in training by industry
staff, and modules for common training on subjects of entrepreneurial
relevance.


Although this is partly covered in the text above, it depends on the
actual number of schools, workshops and conferences and so should be
built in conjunction with B2.3. We need to refer to the particular
skills and capabilities available within the network - perhaps in a
table. E.g., ESO would be in data-flow, archiving, VO, ground-based
imaging and spectroscopy - etc.