Investigation of the quasifission process by theoretical analysis of experimental data of fissionlike reaction products

The fusion excitation function is the important quantity in planning experiments for the synthesis of superheavy elements. Its values seem to be determined by the experimental study of the hindrance to complete fusion by the observation of mass, angular and energy distributions of the fissionlike fragments. There is ambiguity in establishment of the reaction mechanism leading to the observed binary fissionlike fragments. The fissionlike fragments can be produced in the quasifission, fast fission, and fusion-fission processes which have overlapping in the mass (angular, kinetic energy) distributions of fragments. The branching ratio between quasifission and complete fusion strongly depends on the characteristics of the entrance channel. In this paper we consider a wide set of reactions (with different mass asymmetry and mass symmetry parameters) with the aim to explain the role played by many quantities on the reaction mechanisms. We also present the results of study of the $^{48}$Ca+$^{249}$Bk reaction used to synthesize superheavy nuclei with Z = 117 by the determination of the evaporation residue cross sections and the effective fission barriers $$ of excited nuclei formed along the de-excitation cascade of the compound nucleus.Comment: 21 pages, 15 figures, 2 table

Employing culturally responsive pedagogy to foster literacy learning in schools

 In recent years it has become increasingly obvious that, to enable students in schools from an increasingly diverse range of cultural backgrounds to acquire literacy to a standard that will support them to achieve academically, it is important to adopt pedagogy that is responsive to, and respectful of, them as culturally situated. What largely has been omitted from the literature, however, is discussion of a relevant model of learning to underpin this approach. For this reason this paper adopts a socio-cultural lens (Vygotsky, 1978) through which to view such pedagogy and refers to a number of seminal texts to justify of its relevance. Use of this lens is seen as having a particular rationale. It forces a focus on the agency of the teacher as a mediator of learning who needs to acknowledge the learner’s cultural situatedness (Kozulin, 2003) if school literacy learning for all students is to be as successful as it might be. It also focuses attention on the predominant value systems and social practices that characterize the school settings in which students’ literacy learning is acquired. The paper discusses implications for policy and practice at whole-school, classroom and individual student levels of culturally-responsive pedagogy that is based on a socio-cultural model of learning. In doing so it draws on illustrations from the work of a number of researchers, including that of the author

Painlev\'e structure of a multi-ion electrodiffusion system

A nonlinear coupled system descriptive of multi-ion electrodiffusion is investigated and all parameters for which the system admits a single-valued general solution are isolated. This is achieved \textit{via} a method initiated by Painleve' with the application of a test due to Kowalevski and Gambier. The solutions can be obtained explicitly in terms of Painleve' transcendents or elliptic functions.Comment: 9 p, Latex, to appear, J Phys A FT

Are the weak channels really weak?

The transfer probabilities for 20Ne + 90Zr and 20Ne + 92Zr at energies near the Coulomb barrier were measured. This quantity turned out to be very similar for both Zr isotopes and does not explain the observed differences in the barrier height distributions for these systems

Evaporation and fission decay of (132)Ce compound nuclei at E(x)=122 MeV: some limitations of the statistical model

Light charged particle (LCP) emission in the evaporation residue (ER) and fusion fission (FF) channels have been studied for the 200 MeV 32S + 100Mo reaction, leading to 132Ce composite nuclei at E x =122 MeV. The main goal was to study the decay of 132 Ce on the basis of an extended set of observables, to get insights on the fission dynamics. The proton and alpha particle energy spectra, their multiplicities, ER-LCP angular correlations, ER and FF angular distributions, and ER and FF cross-sections were measured. The measured observables were compared with the Statistical Model (SM). Using standard parameters, the model was able to reproduce only the pre-scission multiplicities and the FF and ER cross-sections. The calculation was observed to strongly overestimate the proton and alpha particle multiplicities in the ER channel. Disagreements were also observed for the ER-LCP correlations, the LCP energy spectra and the ER angular distribution. By varying the SM input parameters over a wide range of values, it is shown that it is not possible to reproduce all the observables simultaneously with a unique set of parameters. The inadequacy of the model in reproducing the ER particle multiplicities is also observed analysing data from the literature for other systems in the A ≈ 150 and E x ≈ 100−200 MeV region. These results indicate serious limitations about the use of the SM in extracting information on fission dynamics

Beyond Antagonism? The Discursive Construction of ‘New’ Teachers in the United Arab Emirates

The UAE, which celebrated independence in 1971, is a rapidly changing environment where aspects of traditional Bedouin culture co-exist with the immense changes being wrought by the forces of globalization and the wealth brought about by the development of the oil industry. Emirati nationals are a minority within the UAE, comprising approximately 20% of the population, and the majority of the schoolteachers are expatriates drawn from other Arabic speaking countries. Within this context, the Higher Colleges of Technology's Bachelor of Education degree in Teaching English to Young Learners prepares young UAE national women for English language teaching positions in local government schools. The research presented in this paper is drawn from this two-year study of student teachers and explores the discursive construction of the students' systems of knowledge and belief. The paper concludes with a critical consideration of the study's implications and some possible recommendations for teacher education in the UAE that may also have resonance for teacher education programs in other contexts

High school boys' and girls' writing conceptions and writing self-efficacy beliefs : what is their role in writing performance?

ABSTRACT: This study investigated the conceptions about writing and writing self-efficacy beliefs held by high school students in relation to the students’ gender as well as their associations with writing achievement. The results show that female students have more sophisticated writing conceptions than their male counterparts but no gender differences were found in writing self-efficacy beliefs. In addition, results reveal that writing self-efficacy beliefs and gender play an important role in predicting writing performance and that writing performance is moderated by students’ writing conceptions. Educational implications and further research are discussed