Systematics of alpha decay hindrance factors in doubly-even nuclei

304-307In present work, we have calculated the hindrance factors of 182 even-even alpha emitters using Preston’s formulation of alpha decay probabilities and presented HFs systematics of 1- and 3- states in reflection asymmetric even-even quadruple-octupole deformed nuclides (A~216-230). The calculated HFs of both 1- and 3- states decrease with reduction in neutron number and this decrease is attributed to onset of intrinsic reflection asymmetry. There is a trend reversal for 1- states at N=132 (218Ra) and N=134 (220Rn), which might be a possible indication of departure from static octupole deformation. Similarly, HFs systematics is discussed for 224-230Th and 232-236U isotopic chains along with 2+ states observed in daughter nuclei in N=132-146 isotonic chains

Signature Splitting in 7/2 [633]v band of 175Hf

In this paper, we present an explanation of signature splitting observed in the one quasiparticle rotational band (7/2(633)ν) of 175 Hf in terms of one particle plus rotor model (PRM) calculations. The role of angular momentum dependence of the inertia parameter and rotational correction term appearing in Coriolis mixing calculations to explain signature effects is discussed

Systematics of alpha decay hindrance factors in doubly-even nuclei

In present work, we have calculated the hindrance factors of 182 even-even alpha emitters using Preston’s formulation of alpha decay probabilities and presented HFs systematics of 1- and 3- states in reflection asymmetric even-even quadruple-octupole deformed nuclides (A~216-230). The calculated HFs of both 1- and 3- states decrease with reduction in neutron number and this decrease is attributed to onset of intrinsic reflection asymmetry. There is a trend reversal for 1- states at N=132 (218Ra) and N=134 (220Rn), which might be a possible indication of departure from static octupole deformation. Similarly, HFs systematics is discussed for 224-230Th and 232-236U isotopic chains along with 2+ states observed in daughter nuclei in N=132-146 isotonic chains

Assessment and comparison of four lab made tris-base extenders for preservation of Labrador retriever dog semen at 4ºC

131-139The present study was aimed to develop a most effective extender for long term storage of Labrador dog semen at 4oC. Tris-citric acid-fructose was supplemented with egg yolk (TEY), egg yolk plasma (TEYP), low density lipoproteins (TLDL) and coconut water (TCW) @10, 15 and 20; 10, 15 and 20; 11-15; and 25, 50 and 75 percent, respectively. Extended semen was stored at 4oC and analyzed for sperm attributes and lipid peroxidation. Values for motility, viability and plasma membrane integrity remained significantly (p < 0.05) higher in 15% TEY, 15% TEYP, 13% TLDL and 25%/50% TCW from 0 hr to 72 hrs of storage. It indicated superiority of 15% TEY, 15% TEYP, 13% TLDL and 25% /50% TCW over other concentrations for storage of Labrador dog semen at 4oC. A significant (p < 0.05) decline in motility, viability and membrane integrity was observed from 0-72 hrs of preservation in all extenders, but sperm attributes were still >50% at 72 hrs of preservation. Decline was comparatively less in 15% TEY, 15% TEYP, 25%/50% TCW and 13% TLDL compared to other concentrations. Values for acrosome integrity also differ significantly (p > 0.05) among different concentrations of extenders except TEY. Lipid peroxidation did not vary among different extenders except TEY. In conclusion, both 15% TEY and 15% TEYP were better than 13% TLDL and 25% TCW. TEY extender may be substituted with TEYP for preservation of dog semen at 4°C and further interventions may improve TLDL and TCW extenders

A critical analysis of the use of ‘Sumaze!’ within a secondary school mathematics classroom

This case study examines the usefulness of the Sumaze! game for teaching mathematics in secondary school. The game was recently released by Sigma jointly with MEI in December 2015. The study consisted of two lessons which were taught to a year 9 class as part of their usual mathematics lessons. The first was taught in exam conditions and students were given questions to answer on paper. For the second lesson students had the choice of working in small groups and had no questions to answer on paper. Selected students were then interviewed and their knowledge of the topics that they had explored was assessed via a set of questions. Findings suggest that students found the game engaging and were interested in playing the game again. However, there was little evidence to suggest that they learnt mathematics from it in either of the formats that it was presented to them