11 research outputs found
Search for Decay in LSND
We observe a net beam-excess of (stat) (syst) events,
above 160 MeV, resulting from the charged-current reaction of
and/or on C and H in the LSND detector. No beam related muon
background is expected in this energy regime. Within an analysis framework of
, we set a direct upper limit for this
branching ratio of at 90% confidence level.Comment: 4 pages, 4 figure
Pion-nucleus elastic scattering on 12C, 40Ca, 90Zr, and 208Pb at 400 and 500 MeV
Pion-nucleus elastic scattering at energies above the Delta(1232) resonance
is studied using both pi+ and pi- beams on 12C, 40Ca, 90Zr, and 208Pb. The
present data provide an opportunity to study the interaction of pions with
nuclei at energies where second-order corrections to impulse approximation
calculations should be small. The results are compared with other data sets at
similar energies, and with four different first-order impulse approximation
calculations. Significant disagreement exists between the calculations and the
data from this experiment
Mesonic cloud contribution to the nucleon and delta masses
Pion-nucleon elastic scattering in the dominant channel is examined
in the model in which the interaction is of the form . New expressions are found for the elastic pion-nucleon
scattering amplitude which differ from existing formula both in the kinematics
and in the treatment of the renormalization of the nucleon mass and coupling
constant. Fitting the model to the phase shifts in the channel does
not uniquely fix the parameters of the model. The cutoff for the pion-nucleon
form factor is found to lie in the range MeV/c. The masses
of the nucleon and the which would arise if there were no coupling to
mesons are found to be MeV and MeV. The difference in these bare masses, a quantity which would
be accounted for by a residual gluon interaction, is found to be MeV.Comment: 26 pages, 9 figures, significant rewrit
A Behaviour Awareness Mechanism to Support Collaborative Learning
Awareness has been identified as a key element that affects the quality of collaboration. Several studies indicate that awareness mechanisms to support collaborative learning activities should include factors and stimuli from the students’ context and social interactions. This contributes to enhance the collaboration process and the learning experience of the students. This paper proposes a behaviour awareness mechanism to support collaborative learning in undergraduate learning scenarios. This mechanism has been designed to provide personal and social awareness to students about both, their own and their peers learning behaviour. Moreover, this mechanism encourages reflection and promotes social interactions among students in order to improve the effectiveness of collaborative learning. The article also describes and evaluates a prototype of the proposed mechanism and its implementation in a collaborative mobile learning application, using a case study. The preliminary results show that this proposal helps promote collaborative learning in undergraduate learning contexts.Peer ReviewedPostprint (published version