Characterisation of energy loss processes of 18.6 keV electrons inside the windowless tritium source of KATRIN

The Karlsruhe Tritium Neutrino (KATRIN) experiment is targeted to measure the absolute electron neutrino mass with a sensitivity of 0.2$\,$eV/c$^2$ at 90% confidence level. In order to determine the neutrino mass from a spectroscopic measurement of the tritium $\beta$-spectrum near the endpoint, molecular tritium is circulated in a windowless source and the kinetic energy of the decay electrons is analysed with a MAC-E-type spectrometer. One of the major systematics of the experiment is the energy loss of the signal electrons due to inelastic scattering with the source gas. This energy loss causes a distortion of the experimental response function which must be considered in the data analysis. Hence, a precise description of the energy-loss function is required, which can be obtained from response function measurements using a monoenergetic and angular-selective photoelectron source. During the commissioning of the experiment in 2018 and the first tritium measurement campaign in 2019, measurements were carried out for both molecular deuterium and tritium using integral and differential measurement techniques. The data was analysed by performing a combined fit to the measurement data comprising a new semi-empirical energy-loss function model. The achieved precision of the measurement result is unprecedented and meets the stringent requirements of KATRIN in order to reach the sensitivity goal

Sling now or later?

Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/141600/1/bjo14999.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/141600/2/bjo14999-sup-0001-ICMJES1.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/141600/3/bjo14999_am.pd

Scaffolding Early Engineers\u27 Design Learning with a Videogame: Investigating the Influence of Minecraft as a Platform for Design Ideation

In this manuscript a modified commercial game, Minecraft, was used to assist early engineering students\u27 learning the design process. More specifically, a designed-based research approach was employed utilizing a concurrent mixed methods to investigate the use of Minecraft for learning about the concept generation stage of design. Survey instruments measuring understanding of the design process, in-depth interviews on students’ interactions with the platform and iterations of students’ virtual artifacts were captured for analysis. Although no learning gains were detected from pre to post instrument, several analytical methods including visual content analysis of students’ artifacts, discourse analysis of students’ framing of the platform and thematic analysis of their reported formal and informal use of the game provided some evidence of students\u27 engagement with the game, the mechanisms of that engagement, an array of ways in which students may use the platform informally that related to class-work, and the promise of virtual worlds for design learning

The New Zealand intermediate school principalship : an interaction analysis using Talcott Parsons' theory of social action : a thesis presented in partial fulfilment of the requirements for the degree of Master of Philosophy in Education at Massey University

This study attempted an intensive interaction analysis of two New Zealand intermediate school principals, using Talcott Parsons' theory of social action as the framework. Parsons believes that within all social systems each functional problem dealt with has one and only one appropriate set of pattern variables that lead to system stability. This prescribed relationship was tested and subject to a number of limitations, was found to be well supported. Through this testing, data of a survey nature was compiled as to who with and about what the principals interacted. This data indicated that principals have a number of similar interaction patterns, but also maintain a high degree of individuality. Various factors within their schools, communities, and themselves were found to affect their interaction patterns. Through this application of Parsons' theory to a school setting, some worthwhile insights into the school's organisation and structure were obtained

How I Used Lucy Calkins’ Units of Study Writing Program to Support my First Grade Students’ Writing Development: A Self Study

In this self study, I examine how I used Lucy Calkins Units of Study Writing Program (2006) to support my first grade students’ writing development. In order to reflect on my own teaching using the first two books in Calkins’ series, Launching the Writer’s Workshop and Small Moments-Personal Narrative Writing, I collected different types of qualitative data: audio tapes, research journals, student responses and examples, and reflections. The findings indicate that while I used Calkins’ Units of Study Writing Program, I supported my students’ literacy development by following the framework she provides, my using language and differentiating my writing instruction. The findings also indicate that my students were engaged, were excited about the writing process, developed and improved their listening skills, had opportunities to engage in developmentally appropriate writing practice and use resources in the classroom differently than they would otherwise