Coulomb force effects in low-energy α\alpha-deuteron scattering

The $\alpha$-proton Coulomb interaction is included in the description of $\alpha$-deuteron scattering using the screening and renormalization approach in the framework of momentum-space three-particle equations. The technical reliability of the method is demonstrated. Large Coulomb-force effects are found.Comment: To be published in Phys. Rev.

New calculation schemes for proton-deuteron scattering including the Coulomb interaction

The Coulomb interaction between the protons is included in the description of proton-deuteron scattering using the screening and renormalization approach in the framework of momentum-space integral equations. Two new calculational schemes are presented that confirm the reliability of the perturbative approach for treating the screened Coulomb interaction in high partial waves, used by us in earlier works.Comment: To be published in Phys. Rev.

Benchmark calculation for proton-deuteron elastic scattering observables including Coulomb

Two independent calculations of proton-deuteron elastic scattering observables including Coulomb repulsion between the two protons are compared in the proton lab energy region between 3 MeV and 65 MeV. The hadron dynamics is based on the purely nucleonic charge-dependent AV18 potential. Calculations are done both in coordinate space and momentum space. The coordinate-space calculations are based on a variational solution of the three-body Schr\"odinger equation using a correlated hyperspherical expansion for the wave function. The momentum-space calculations proceed via the solution of the Alt-Grassberger-Sandhas equation using the screened Coulomb potential and the renormalization approach. Both methods agree within 1% on all observables, showing the reliability of both numerical techniques in that energy domain. At energies below three-body breakup threshold the coordinate-space method remains favored whereas at energies higher than 65 MeV the momentum-space approach seems to be more efficient.Comment: Submitted to Phys. Rev.

Three-body description of direct nuclear reactions: Comparison with the continuum discretized coupled channels method

The continuum discretized coupled channels (CDCC) method is compared to the exact solution of the three-body Faddeev equations in momentum space. We present results for: i) elastic and breakup observables of d-12C at E_d=56 MeV, ii) elastic scattering of d-58Ni at E_d=80 MeV, and iii) elastic, breakup and transfer observables for 11Be+p at E_{11Be}/A=38.4 MeV. Our comparative studies show that, in the first two cases, the CDCC method is a good approximation to the full three-body Faddeev solution, but for the 11Be exotic nucleus, depending on the observable or the kinematic regime, it may miss out some of the dynamic three-body effects that appear through the explicit coupling to the transfer channel.Comment: 12 pages, 10 figures, accepted for publication in Physical Review

Modeling Pitch Trajectories in Fastpitch Softball

The fourth-order Runge–Kutta method is used to numerically integrate the equations of motion for a fastpitch softball pitch and to create a model from which the trajectories of drop balls, rise balls and curve balls can be computed and displayed. By requiring these pitches to pass through the strike zone, and by assuming specific values for the initial speed, launch angle and height of each pitch, an upper limit on the lift coefficient can be predicted which agrees with experimental data. This approach also predicts the launch angles necessary to put rise balls, drop balls and curve balls in the strike zone, as well as a value of the drag coefficient that agrees with experimental data. Finally, Adair’s analysis of a batter’s swing is used to compare pitches that look similar to a batter starting her swing, yet which diverge before reaching the home plate, to predict when she is likely to miss or foul the ball

Are (pre)adolescents differentially susceptible to experimentally manipulated peer acceptance and rejection? A vignette-based experiment

The differential susceptibility model proposes that some children are more susceptible to both positive and negative peer relationships than others. However, experimental evidence supporting such a proposition is relatively scarce. The current experiment aimed to help address this gap, investigating whether Chinese (pre)adolescents who have higher levels of general sensitivity to the environment (i.e., higher levels of sensory processing sensitivity [SPS]) would be more strongly affected by peer acceptance and rejection. (Pre)adolescents aged 8.75–15.17 (N = 1,207, Mage = 11.19 years, 59.7% boys) randomly received four hypothetical vignettes describing either peer acceptance or peer rejection. Before and after this manipulation, they reported on their positive and negative mood. We assessed (pre)adolescents’ SPS using (pre)adolescent self-reports, as well as caregiver reports for a subset of (pre)adolescents (n = 480). Results supported differential susceptibility to peer rejection and acceptance for self-reported SPS, but not caregiver-reported SPS. (Pre)adolescents with higher levels of self-reported SPS not only had stronger increases in positive mood upon peer acceptance (susceptible “for better”; β = .09, p = .001) but also stronger increases in negative mood upon peer rejection (susceptible “for worse”; β = .09, p = .023). These findings illustrate the short-term dynamics that may underlie differences in children’s long-term susceptibility to acceptance or rejection by peers

Online Learning: Patterns of Engagement and Interaction Among In-Service Teachers

Language teacher education programs attempt to foster collaboration amongst pre-service and in-service teachers. The approach is in place in an online teacher education program in a Midwestern university where the current study was undertaken. Collaborative interactions are an essential element of any pedagogy which assumes that good learning is collaborative and that understanding comes through modeling, participation in, and reaction to the behaviors and thoughts of others. This study was conducted with the following objectives: (a) to analyze the patterns and types of collaborative interactions taking place in three online classes; and (b) to use these findings as a guide in the design of instructional interventions. Our goal is to understand the practice of collaborative teaching and learning so that assistance can be provided to support instructor efforts to include collaborative interactions in their courses. We used Garrison, Anderson, and Archer's (2001) "practical inquiry " model as a framework for the study. Without instructors' explicit guidance and "teaching presence, " students were found to engage primarily in "serial monologues. " Based on the findings, we propose three intervention strategies that may hel

Flexible Facilitation: Coaching and Modelling to Support Inclusive Education

The practices of education, such as separate and resource placements, pull-out services, scripted intervention programmes, an emphasis on diagnoses, and behaviorist discipline practices, are not conducive to the goals of inclusive education. This study demonstrates how one instructional coach worked to disrupt traditional special education practices and guide special educators towards the use of more effective research-based instructional strategies and collaborative practices to promote inclusion. Using Robert Stake’s intrinsic case study methodology, we explored the perceived roles of coaching and modelling to promote inclusion through the lens of one coach who modelled methods for the special education teachers in multiple general education classrooms. The following themes emerged from the multiphase analysis of data collected throughout the coaching project: coaching as flexible facilitation, coaching as recognition of existing good practice, coaching pedagogical decision-making, coaching instructional reflectivity, and coaching collaborative partnerships. Coaching and modelling for special educators are recommended for promoting inclusive education as they embrace the complexity of changing classroom practice and can enhance collaborative instructional practice

Information-theoretic measures of superconductivity in a two-dimensional doped Mott insulator

A key open issue in condensed matter physics is how quantum and classical correlations emerge in an unconventional superconductor from the underlying normal state. We study this problem in a doped Mott insulator with information theory tools on the two-dimensional Hubbard model at finite temperature with cluster dynamical mean-field theory. We find that the local entropy detects the superconducting state and that the difference in the local entropy between the superconducting and normal states follows the same difference in the potential energy. We find that the thermodynamic entropy is suppressed in the superconducting state and monotonically decreases with decreasing doping. The maximum in entropy found in the normal state above the overdoped region of the superconducting dome is obliterated by superconductivity. The total mutual information, which quantifies quantum and classical correlations, is amplified in the superconducting state of the doped Mott insulator for all doping levels, and shows a broad peak versus doping, as a result of competing quantum and classical effects.Comment: 8 pages, 4 figures, and supplementary information; accepted versio