A Study of the Elastic Scattering of 2 to 3 MeV Neutrons by 40Ca and 32S Using an Associated Particle Time of Flight Spectrometer
An associated particle time of flight spectrometer based on the D(d,n)3He reaction has been developed using thin deuterated polythene targets. The competing D(d,p)3T was used to monitor the neutron output. The spectrometer has been used to study the elastic scattering of a 2 - 3 MeV neutrons in 40Ca and 32S; in each case the differential elastic scattering cross sections have been measured. In the angular range 20° - 100° in the laboratory frame of reference the results have been compared with an optical model analysis. Values of ¿2 per point of 3.46 and 2.84 for 40C and 32S respectively were obtained.
The calculation of neutron cross-sections from optical potentials
Abstract Neutron total and differential elastic scattering cross-sections for Si, S, Ca, Ti, Fe, Ba, Pb and U are calculated from generalized optical potentials and compared with experimental data. The potentials used are the local potential equivalent to the non-local potential of Perey and Buck and the neutron potential corresponding to the proton potential of Perey. In the former case satisfactory agreement with experiment is obtained. Simple formulae for optical potentials are given as a function of energy and mass number from which neutron cross-sections can be calculated from 1 to 15 MeV for medium and heavy nuclei.
School Principals and Education Law: What do they know, what do they need to know?
Principals now work in complex and challenging environments where uncertainty and change are the hallmarks of their roles and responsibilities. As such, the knowledge and capability demands on principals have expanded, including those related to education law. While these matters attracted some research interest a number of years ago, there has been little recent work in the area of principals and education law. This article reports on an exploratory study into aspects of the legal knowledge held by Tasmanian government school principals, particularly concerning non-sexual physical contact between teachers and students. The research was undertaken using a small-scale, mixed-methods research design, which required principals to respond to various legal scenarios. Three key findings emerged from the study. First, principals used two different levels of working knowledge about education law  one related to legal problems, and the other to legally-related routine activities. Second, on the particular topic of physical contact, some knowledge held by principals was not legally accurate. Third, for major legal issues, participants indicated that they acquired access to information from legal experts. The situation for routine legal matters was less clear, although in-service training and practical experience were identified as potential sources of knowledge. Participants recognised the importance of a sound knowledge of education law, especially for dealing with security and safety issues and preferred to access further information through in-service training. Notably, the findings of the study are broadly consistent with those from earlier Australian and international research, suggesting that much remains to be done in the area of principals’ education law knowledge.