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.
Nuclear Data Sheets for A=40 ☆
Abstract The experimental nuclear structure data and decay data are evaluated for the known nuclides of mass 40 (Mg, Al, Si, P, S, Cl, Ar, K, Ca, Sc, Ti). Detailed evaluated nuclear structure information is presented with the best values recommended for level energies, half-lives, γ -ray energies and intensities, decay properties (energies, intensities and placement of radiations), and other spectroscopic data. The 40 Ca and 40 K nuclides remain as the most extensively studied from many different reactions and decays; no excited states are known in 40 Mg, 40 Al, 40 P and 40 Ti. This work supersedes the earlier full evaluation of A=40 by J. Cameron and B. Singh (2004Ca38).
In-services and empty threats: The roles of organizational practices and workplace experiences in shaping U.S. educators' understandings of students' rights.
This paper applies theoretical frameworks from organizational sociology and sociolegal studies to examine factors associated with educators' conceptions of students' rights to due process in disciplinary actions. We analyze a unique representative data set of 402 teachers and 200 administrators in U.S. high schools to investigate how educators understand the rights to due process articulated in the Supreme Court case of Goss v. Lopez (1975). We then examine whether individual characteristics and participation in organizational processes are associated with educators' understandings of students' due process rights. Findings suggest that educators' understandings of students' entitlements to due process vary with educators' level of education, experience of school-related legal threats, and participation in district or diocese in-service training programs on students' rights. Results point to organizational climate as a key factor in shaping educators' rights conceptions and the role of law in American schools.