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1. |
Record Nr. |
UNINA9910427687603321 |
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Autore |
Atkinson Mack C. |
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Titolo |
Developing nucelon self-energies to generate the ingredients for the description of nuclear reactions / / Mack C. Atkinson |
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Pubbl/distr/stampa |
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Cham, Switzerland : , : Springer, , [2020] |
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©2020 |
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ISBN |
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Edizione |
[1st ed. 2020.] |
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Descrizione fisica |
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1 online resource (XI, 143 p. 54 illus., 49 illus. in color.) |
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Collana |
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Springer Theses, Recognizing Outstanding Ph.D. Research, , 2190-5053 |
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Disciplina |
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Soggetti |
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Nuclear reactions |
Particles (Nuclear physics) |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Nota di contenuto |
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Chapter1: Introductory Remarks -- Chapter2: Theoretical Background -- Chapter3: A DOM Analysis of 40Ca(e; e0p)39K -- Chapter4: Neutron Skin Thickness of Asymmetric Nuclei -- Chapter5: DOM Binding Energies and Nuclear Matter -- Chapter6: Momentum Distributions -- Chapter7: Conclusions and Outlook. |
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Sommario/riassunto |
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This thesis develops the dispersive optical model into a tool that allows for the assessment of the validity of nuclear reaction models, thereby generating unambiguous removal probabilities of nucleons from valence orbits using the electron-induced proton knockout reaction. These removal probabilities document the substantial quantitative degree in which nuclei deviate from the independent-particle model description. Another outcome reported within is the prediction for the neutron distribution of Ca-40, Ca-48, and Pb-208. The neutron radii of these nuclei have direct relevance for the understanding of neutron stars and are currently the subject of delicate experiments. Unlike other approaches, the current method is consistent with all other relevant data and describes nuclei beyond the independent-particle model. Finally, a new interpretation of the saturation probabilities of infinite nuclear matter is proposed suggesting that the semi-empirical mass formula must be supplemented with a better extrapolation from nuclei to infinite matter. |
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2. |
Record Nr. |
UNINA9910788155803321 |
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Titolo |
Assessing the teaching of writing : twenty-first century trends and technologies / / edited by Amy E. Dayton |
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Pubbl/distr/stampa |
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Logan, Utah : , : Utah State University Press, , 2015 |
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©2015 |
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ISBN |
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1-4571-9364-7 |
0-87421-966-3 |
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Descrizione fisica |
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1 online resource (226 p.) |
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Disciplina |
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Soggetti |
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English language - Rhetoric - Study and teaching - United States - Evaluation |
Report writing - Study and teaching - Evaluation |
English teachers - Rating of - United States |
College teachers - Rating of - United States |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Nota di contenuto |
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Assessing teaching : a changing landscape / Amy E. Dayton -- Assessing the teaching of writing : a scholarly approach / Meredith DeCosta and Duane Roen -- Making sense (and making use) of student evaluations / Amy E. Dayton -- Watching other people teach : the challenge of classroom observations / Brian Jackson -- Small group instructional diagnosis : formative, midterm evaluations of composition courses and instructors / Gerald Nelms -- Regarding the "e' in e-portfolios for teacher assessment / Kara Mae Brown, Kim Freeman, and Chris W. Gallagher -- Technology and transparency : sharing and reflecting on the evaluation of teaching / Chris M. Anson -- Telling the whole story : exploring writing center(ed) assessment / Nichole Bennett-Bealer -- Administrative priorities and the case for multiple methods / Cindy Moore -- Teacher evaluation in the age of web 2.0 : what every college instructor should know and every WPA should consider / Amy C. Kimme Hea -- Using national survey of student engagement data and methods to assess teaching in first-year writing and writing across the curriculum / Charles Paine, Chris M. Anson, |
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Robert M. Gonyea, and Paul Anderson -- Documenting teaching in the age of big data / Deborah Minter and Amy Goodburn. |
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Sommario/riassunto |
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Although fraught with politics and other perils, teacher evaluation can contribute in important, positive ways to faculty development at both the individual and the departmental levels. Yet the logistics of creating a valid assessment are complicated. Inconsistent methods, rater bias, and overreliance on student evaluation forms have proven problematic. The essays in Assessing the Teaching of Writing demonstrate constructive ways of evaluating teacher performance, taking into consideration the immense number of variables involved.Contributors to the volume examine a range of fundamental issue |
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