Quasielastic 12C(e,e'p) Reaction at High Momentum Transfer

We measured the 12C(e,e'p) cross section as a function of missing energy in parallel kinematics for (q,w) = (970 MeV/c, 330 MeV) and (990 MeV/c, 475 MeV). At w=475 MeV, at the maximum of the quasielastic peak, there is a large continuum (E_m > 50 MeV) cross section extending out to the deepest missing energy measured, amounting to almost 50% of the measured cross section. The ratio of data to DWIA calculation is 0.4 for both the p- and s-shells. At w=330 MeV, well below the maximum of the quasielastic peak, the continuum cross section is much smaller and the ratio of data to DWIA calculation is 0.85 for the p-shell and 1.0 for the s-shell. We infer that one or more mechanisms that increase with $\omega$ transform some of the single-nucleon-knockout into multinucleon knockout, decreasing the valence knockout cross section and increasing the continuum cross section.Comment: 14 pages, 7 figures, Revtex (multicol, prc and aps styles), to appear in Phys Rev

Hydraulic engineering in the 21st century: Where to?

For centuries, hydraulic engineers were at the forefront of science. The last forty years marked a change of perception in our society with a focus on environmental sustainability and management, particularly in developed countries. Herein, the writer illustrates his strong belief that the future of hydraulic engineering lies upon a combination of innovative engineering, research excellence and higher education of quality. This drive continues a long tradition established by eminent scholars like Arthur Thomas IPPEN, John Fisher KENNEDY and Hunter ROUSE

The James F.D. Lanier home. An Indiana memorial, Madison

Cover title.Mode of access: Internet

Creating collegial frameworks to tighten and close student feedbacks

There is merit in lecturers seeking students' perspectives on their learning experiences in order to foster high quality teaching and learning: Brookfield argues that simply seeking to understand students' experiences of their learning is a key indicator of good teaching practice. However, students' perspectives on learning experiences can be considered feedback only when lecturers acknowledge and act on them. That is, when outputs of a course, i.e. students' reporting of their learning experiences, are used by the lecturer as inputs into the same course in a way that changes the course. When such feedbacks are created and applied within a course's teaching term, the feedbacks can be of immediate developmental benefit, and visibly so for students. In this paper, we report and analyse lecturers' responses to students' reports of their learning experiences, consistent with Brookfield's call for teachers to use students' perspectives to support critical reflection on their teaching. Data were collected as part of a multi-institutional trial of the Peer Assisted Teaching Scheme (PATS) across five Australian universities in 2012. The data analysed in this study comprise: (i) lecturer's interpretations of students' perspectives on their learning experiences; and (ii) lecturers' decisions to vary or not vary teaching strategies and course management in response. Considering students' reports of their learning experiences is typically a highly individualised aspect of teaching practice. In contrast, PATS creates a collegial and constructive framework in which responses to students' experiences of teaching can be crafted

Contemporary induction to teaching in Australian universities

Australia has 42 universities. In 2015/16, 30 of 40 universities reviewed provided one or more days of teaching induction for their staff, while 10 did not. Twenty-six of the 30 teaching induction program directors were surveyed and 24 of those were interviewed to provide a snapshot of professional development for new teaching staff in Australian universities. The key findings of that research showed that almost two thirds of universities did not pay sessional staff to attend a teaching induction program; just over half the programs included peer observation of teaching; only one in five programs offered mentoring opportunities; three quarters of programs included assessment; and approximately a third of programs provided credit towards an award course. We conclude that all universities need to provide new teaching staff with a longer teaching induction program, which will support them to develop student-centred, scholarly behaviours and attitudes. © 2019, © 2019 Informa UK Limited, trading as Taylor & Francis Group