Molecular alignment from circular dichroic photoelectron angular distributions in (n+1) resonance enhanced multiphoton ionization

The theory for determination of molecular alignment from circular dichroism in photoelectron angular distributions is generalized to treat the case in which the excitation polarization direction and the laboratory z axis do not coincide. A new method of data analysis is presented here. Alignment created by surface scattering or photofragmentation should be obtainable by these procedures. For studies of orientation with elliptically polarized excitation, differential cross sections at a given collection angle are found to be, to a good approximation, independent of excited-state alignment. Orientation can thus be obtained from differential cross sections by the methods developed by Kummel, Sitz, and Zare [J. Chem. Phys. 88, 6707 (1988)]

Extraction of alignment parameters from circular dichroic photoelectron angular distribution (CDAD) measurements

In a previous paper, we showed that circular dichroism in photoelectron angular distributions (CDAD) can be used to probe alignment in gas phase atoms and linear molecules. Often this alignment is parametrized through the moments of alignment A(2), A(4), etc., which are commonly extracted from fluorescence polarization measurements. In this paper we show how these can be simply extracted from CDAD spectra. This technique can be used in principle to extract the moments to any order

Reliability training

Discussed here is failure physics, the study of how products, hardware, software, and systems fail and what can be done about it. The intent is to impart useful information, to extend the limits of production capability, and to assist in achieving low cost reliable products. A review of reliability for the years 1940 to 2000 is given. Next, a review of mathematics is given as well as a description of what elements contribute to product failures. Basic reliability theory and the disciplines that allow us to control and eliminate failures are elucidated

A cross‐faculty simulation model for authentic learning

This paper proposes a cross‐faculty simulation model for authentic learning that bridges the gap between short group‐based simulations within the classroom and longer individual placements in professional working contexts. Dissemination of the model is expected to widen the use of authentic learning approaches in higher education (HE). The model is based on a cross‐faculty project in which UK HE students acted as professional developers to produce prototype educational games for academic clients from other subject areas. Perceptions about the project were obtained from interviews with project participants. The stakeholders believed the cross‐faculty simulation to be a motivating learning experience, whilst identifying possible improvements. To evaluate whether the authenticity of the student–client relationship could be improved, the interview data were compared to four themes for authentic learning described by Rule in 2006. The data supported Rule’s themes, whilst highlighting the added value gained from meta‐awareness of the simulation as a learning opportunity

Ariel - Volume 3 Number 6

Editors Richard J. Bonanno Robin A. Edwards Associate Editors Steven Ager Tom Williams Lay-out Editor Eugenia Miller Contributing Editors Paul Bialas Robert Breckenridge Lynne Porter David Jacoby Mike LeWitt Terry Burt Mark Pearlman Michael Leo Editors Emeritus Delvyn C. Case, Jr. Paul M. Fernhof

Ariel - Volume 9 Number 5

Executive Editor Seth B. Paul Associate Editor Warren J. Ventriglia Business Manager Fredric Jay Matlin University News John Patrick Welch World News George Robert Coar Editorials Editor Steve Levine Features Mark Rubin Brad Feldstein Sports Editor Eli Saleeby Photo Editor Ken Buckwalter Circulation Victor Onufreiczuk Lee Wugofski Graphics and Art Steve Hulkower Commons Editor Brenda Peterso