Performance testing of radiobioassay laboratories: In vitro measurements (urinalysis): Final report

This report provides results of the two-round nationwide in vitro bioassay intercomparison study. Conclusions were based on analyses by 35 bioassay laboratories of nearly 1400 artificial urine samples containing known quantities of radionuclides. The test radionuclides were H, /sup 89/Sr, /sup 238/Pu, /sup 241/Am, /sup 137/Cs, /sup 60/Co, and natural uranium. The data reported included background count rates, total samples counts, counting times, counting efficiencies, sample yields, and estimated errrors of the determinations. The measurement data were evaluated according to statistical methods presented in the November 1985 version of the draft ANSI Standard N13.30. If a laboratory failed a performance test for any one of the three criteria, the laboratory was considered to have failed the test for that category. 22 refs., 18 figs., 14 tab

Helping education undergraduates to use appropriate criteria for evaluating accounts of motivation

The aim of the study was to compare students in a control group with those in a treatment group with respect to evaluative comments on psychological accounts of motivation. The treatment group systematically scrutinized the nature and interpretation of evidence that supported different accounts, and the assumptions, logic, coherence and clarity of accounts. Content analysis of 74 scripts (using three categories) showed that the control group students made more assertions than either evidential or evaluative points, whereas the treatment group used evaluative statements as often as they used assertion. The findings provide support for privileging activities that develop understanding of how knowledge might be contested, and suggest a need for further research on pedagogies to serve this end. The idea is considered that such understanding has a pivotal role in the development of critical thinking

High efficiency proton beam generation through target thickness control in femtosecond laser-plasma interactions

Bright proton beams with maximum energies of up to 30MeV have been observed in an experiment investigating ion sheath acceleration driven by a short pulse (21 W cm-2 was investigated, with the interplay between target thickness and laser pre-pulse found to be a key factor. While the maximum proton energies observed were maximised for lm-thick targets, the total proton energy content was seen to peak for thinner, 500 nm, foils. The total proton beam energy reached up to 440 mJ (a conversion efficiency of 4%), marking a significant step forward for many laser-driven ion applications. The experimental results are supported by hydrodynamic and particle-in-cell simulations

The significance of motivation in student-centred learning : a reflective case study

The theoretical underpinnings of student-centred learning suggest motivation to be an integral component. However, lack of clarification of what is involved in motivation in education often results in unchallenged assumptions that fail to recognise that what motivates some students may alienate others. This case study, using socio-cognitive motivational theory to analyse previously collected data, derives three fuzzy propositions which, collectively, suggest that motivation interacts with the whole cycle of episodes in the teachinglearning process. It argues that the development of the higherlevel cognitive competencies that are implied by the term, student-centred learning, must integrate motivational constructs such as goal orientation, volition, interest and attributions into pedagogical practices

Academic achievement : the role of praise in motivating students

The motivation of students is an important issue in higher education, particularly in the context of the increasing diversity of student populations. A social-cognitive perspective assumes motivation to be dynamic, context-sensitive and changeable, thereby rendering it to be a much more differentiated construct than previously understood. This complexity may be perplexing to tutors who are keen to develop applications to improve academic achievement. One application that is within the control of the tutor, at least to some extent, is the use of praise. Using psychological literature the article argues that in motivating students, the tutor is not well served by relying on simplistic and common sense understandings of the construct of praise and that effective applications of praise are mediated by students' goal orientations, which of themselves may be either additive or interactive composites of different objectives and different contexts

Measurement of the angle, temperature and flux of fast electrons emitted from intense laser-solid interactions

High-intensity laser-solid interactions generate relativistic electrons, as well as high-energy (multi-MeV) ions and X-rays. The directionality, spectra and total number of electrons that escape atarget-foil is dependent on the absorption, transport and rear-side sheath conditions. Measuring the electrons escaping the target will aid in improving our understanding of these absorption processes and the rear-surface sheath fields that retard the escaping electrons and accelerate ions via the target normal sheath acceleration (TNSA) mechanism. A comprehensive Geant4 study was performed to help analyse measurements made with a wrap-around diagnostic that surrounds the target and uses differential filtering with a FUJI-film image plate detector. The contribution of secondary sources such as X-rays and protons to the measured signal have been taken into account to aid in the retrieval of the electron signal. Angular and spectral data from a high-intensity laser-solid interaction are presented and accompanied by simulations. The total number of emitted electrons has been measured as 2.6 × 1013 with an estimated total energy of 12 ± 1 J from a 100 mu;m Cu target with140 J of incident laser energy during a 4 × 1020 W cm-2 interaction

Representing addition and subtraction : learning the formal conventions

The study was designed to test the effects of a structured intervention in teaching children to represent addition and subtraction. In a post-test only control group design, 90 five-year-olds experienced the intervention entitled Bi-directional Translation whilst 90 control subjects experienced typical teaching. Post-intervention testing showed some significant differences between the two groups both in terms of being able to effect the addition and subtraction operations and in being able to determine which operation was appropriate. The results suggest that, contrary to historical practices, children's exploration of real world situations should precede practice in arithmetical symbol manipulation