Synthesis of new neutron-rich heavy nuclei: An experimentalist's view

I attempt to experimentally evaluate the prospects of synthesizing new neutron- rich superheavy nuclei. I consider three possible synthetic paths to neutron- rich superheavy nuclei: (a) the use of neutron-rich radioactive beams. (b) the use of damped collisions and (c) the use of multi-nucleon transfer reactions. I consider the prospects of synthesizing new n-rich isotopes of Rf-Bh using light n-rich radioactive beams and targeted beams from ReA3, FRIB and SPIRAL2. For the damped collision path, I present the results of a study of a surrogate reaction, 160Gd + 186W. These data indicate the formation of Au (trans-target) fragments and the depletion of yields of target-like fragments by fission and fragment emission. The data are compared to predictions of Zagrebaev and Greiner. For the multi-nucleon transfer reactions, the results of a study of the 136Xe + 208Pb reaction are discussed. I consider the possibility of multi-nucleon transfer reactions with radioactive beams

Rowland Clark and Dan Holdeman Site Human Skeletal Remains

The Rowland Clark site was occupied by Caddoan Indian groups from approximately A.D. 1300-1600+. Twenty one of the 39 burials recovered during the Museum of the Red River excavations were assigned to the earliest McCurtain phase occupation (ca. A.D. 1300-1450); 14 burials were ascribed to a later McCurtain occupation between ca. A.D. 1450 and 1600; four burials belonged to the final McCurtain occupation (ca. A.D. 1600+) of the site. Since infants and children were buried under house floors rather than in the cemetery area associated with each time period, their interment does not necessarily follow the assigned time period. Due to poor preservation and small sample sizes all burials were evaluated as a single Caddoan population. The burials from the Dan Holdeman site were found in a mound and three cemetery areas located on a terrace adjacent to the Red River. Skeletons of 26 individuals were recovered. The remains of an additional 15 individuals could not be retrieved due to their poor preservation. The acidity of the soil at the site contributed to considerable disintegration of the bones, leaving all burials in fragmentary condition. Three time periods are represented in the burials from the Dan Holdeman site. Burials 22, 23, and 25 were associated with a Formative Caddoan occupation (that Perino designated the Spiro Focus) dating about A.D. 1000. Interments corresponding with the Middle Caddoan Sanders Focus, dated about A.D. 1200, include Burials 1-20 and 24. One subadult, Burial 21, dates to the latter portion of the McCurtain phase (ca. A.D. 1650). The skeletal material that could not be retrieved represented individuals living during the Formative and Middle Caddoan occupations. Since much of the data on the osteoarcheology of the Clark and Holdeman sites has been presented in Loveland, specifically stature estimates, skeletal anomalies, and caries rates, it is the purpose of this appendix to summarize other aspects of the skeletal biology of the prehistoric inhabitants of the two sites. However, the poor condition of the skeletons recovered from the sites precludes accurately assessing the biological condition and adaptive efficiency of the people who lived at the site. However, the analyses presented here, and in Loveland, present data that provides a fairly complete picture of Caddoan adaptive efficiency on the Red River in Northeast Texas

An intelligent tutor for the space domain

An intelligent tutoring system for the space domain is described. This system was developed on a Xerox 1108 using LOOPS and provides an environment for discovering principles of ground tracks as a direct function of the orbital elements. Some of the more practical design and implementation issues associated with the development of intelligent tutoring systems are examined. Some solutions to the problems and some suggestions for future research are offered

The Rowland Clark (41RR77) Site, Red River County, Texas : Editor\u27s Introduction

The Rowland Clark (41RR77) and Dan Holdeman (41RR11) archaeological sites were excavated in the late 1970s and early 1980s by Gregory Perino of the Museum of Red River in Idabel, Oklahoma. Manuscripts on those investigations were prepared by Perino shortly after the conclusion of the work, but these were never published, remaining instead on file at the Museum of the Red River

Power supply conditioning circuit

A power supply conditioning circuit that can reduce Periodic and Random Deviations (PARD) on the output voltages of dc power supplies to -150 dBV from dc to several KHz with no measurable periodic deviations is described. The PARD for a typical commercial low noise power supply is -74 dBV for frequencies above 20 Hz and is often much worse at frequencies below 20 Hz. The power supply conditioning circuit described here relies on the large differences in the dynamic impedances of a constant current diode and a zener diode to establish a dc voltage with low PARD. Power supplies with low PARD are especially important in circuitry involving ultrastable frequencies for the Deep Space Network

Student Evaluations Of Online Classes Versus On-Campus Classes

Some schools have reported that student evaluations of teaching for online/Internet classes are significantly lower that the evaluations given for traditional/on-campus classes.  While many institutions appear to use the same (or similar) rating forms for online and on-campus classes, some people question the validity of using forms designed for on-campus classes to evaluate online classes.   The authors of this paper contend that the same general characteristics of effective teaching apply equally to online and on-campus courses.  However, students in online classes interpret these factors differently when evaluating the instructor (e.g., the relative importance of the instructor's oral versus written communication skills is different in online versus on-campus courses).   Specifically, this paper identifies ten factors that are frequently measured by student evaluation forms: (1) Knowledge of the Subject, (2) Communication Skills/Ability, (3) Enthusiasm for the Subject, (4) Encouragement of Student Participation, (5) Rapport with Students, (6) Fairness in Grading, (7) Timeliness in Providing Feedback, (8) Organization of Class, (9) Adequacy of Textbook and Other Learning Materials, and (10) Instructor's Preparation for Class.  The paper then discusses the differences between how online and on-campus students may interpret these factors when completing student evaluations.  The paper concludes with suggestions for improving student evaluations of online classes