Measurement of the beam-normal single-spin asymmetry for elastic electron scattering from C12 and Al27

We report measurements of the parity-conserving beam-normal single-spin elastic scattering asymmetries $B_n$ on $^{12}$C and $^{27}$Al, obtained with an electron beam polarized transverse to its momentum direction. These measurements add an additional kinematic point to a series of previous measurements of $B_n$ on $^{12}$C and provide a first measurement on $^{27}$Al. The experiment utilized the Qweak apparatus at Jefferson Lab with a beam energy of 1.158 GeV. The average lab scattering angle for both targets was 7.7 degrees, and the average $Q^2$ for both targets was 0.02437 GeV$^2$ (Q=0.1561 GeV). The asymmetries are $B_n$ = -10.68 $\pm$ 0.90 stat) $\pm$ 0.57 (syst) ppm for $^{12}$C and $B_n$ = -12.16 $\pm$ 0.58 (stat) $\pm$ 0.62 (syst) ppm for $^{27}$Al. The results are consistent with theoretical predictions, and are compared to existing data. When scaled by Z/A, the Q-dependence of all the far-forward angle (theta < 10 degrees) data from $^{1}$H to $^{27}$Al can be described by the same slope out to $Q \approx 0.35$ GeV. Larger-angle data from other experiments in the same Q range are consistent with a slope about twice as steep

A dialogue worth having: Vocational competence, career identity and a learning environment for 21th century success at work

The cultivation of intrinsic motivation is key in the 21th century, but most students in Dutch vocational education lack this quality. To foster intrinsic motivation, a strong career-learning environment is needed that enables students to develop career competencies and a career identity. However such an environment is absent in much of vocational education in The Netherlands. Research shows that the desired learning must be practice based (real life experiences are key), enable a dialogue (in order to attach personal meaning to real life experiences) and give students more autonomy in making choices in their school careers. Although there has been an increase in the use of portfolios and personal-development plans, these instruments are used mainly for improving success at school but are not in career and work. In addition research on the conversations between student and teachers/work-place mentors shows that the latter talk primarily to (65%), and about (21%), but rarely with (9%) students. The culture in schools is still predominately monological. Most teachers feel uncertain about their abilities to help students in developing career competencies and a career identity, though a growing number of teachers want to be trained in initiating meaningful career dialogues. In order to make such training successful in terms of promoting new guidance behaviours, it is essential that school managers create a strong career-learning environment for teachers. The Standards Era policies (Gatto, 2009) that dominate Dutch vocational education at the moment, however, leaves managers little space to do so. https://doi.org/10.1007/978-3-319-50734-7_7 LinkedIn: https://www.linkedin.com/in/reinekke-lengelle-phd-767a4322

International experience and graduate employability: stakeholder perceptions on the connection

This paper reports the findings of an Australian qualitative study (N = 45) concerned with the way that employers, academics and students perceived connections between international experience and graduate employability. Drawing on the literature, the authors argue that increasing globalisation and internationalisation has heightened the need for graduates with the ability to operate in culturally diverse contexts. Universities have focussed upon exchange as part of internationalisation to prepare students for work but there is still limited literature on the nature of the relationship between international experience, more broadly and graduate employability. The findings suggest that all stakeholders identify clear connections between international experience and employability given outcomes associated with the forging of networks, opportunities for experiential learning, language acquisition and the development of soft skills related to cultural understandings, personal characteristics and ways of thinking.Joanna Elizabeth Crossman and Marilyn Clark