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Polarization corrections to core levels

Theoretical predictions for ionization energies of inner core electrons generally come out much more accurately by taking the difference between the total energies of two self-consistent Hartree-Fock calculations than by using Koopmans' theorem. For the outer core electrons, on the other hand, little or no improvement over Koopmans' theorem is obtained from a `ΔSCF method'. We show here that the

Some Contributions to Description and Validation of the Extreme Value Distribution

This thesis focuses on the validation and description of the Gumbel distribution. Since this is a scale and location parameter distribution, the generalized least squares regression of the order statistics on the expected values can be used, without the necessity of iteration, to obtain the best linear unbiased estimates of the parameters. In order to implement this procedure, we need informatio

Tests of material properties in mixed mode I and II

Fracture in plain concrete starts normally as tensile fracture, whereby a damage zone forms perpendicular to the principal tensile stress direction. If this stress direction is maintained when the deformation within the damage zone increases, the material behaviour in the damage zone can be described by a simple stress-deformation curve. The design of a test equipment for the measurement of the ma

Investigation of the fine structure in the 2 D sequence of sodium using level-crossing spectroscopy

Splittings in the n 2 D sequence were measured for n=4-9. An accuracy of about 0.1% was obtained in level-crossing measurements on an atomic beam. The D states were populated by step-wise excitation, using an RF lamp and a CW dye laser. A method for measuring the sign of the spin-orbit coupling constant is demonstrated. With the present measurements, the highly anomalous n 2 D sequence in sodium h

University students’ understandings of concept relations and preferred representations of continuity and differentiability

The aim of the study reported in this paper is to investigate how students understand continuity and differentiability during and after a calculus course. The students’ choices of representations, both claimed and acted, were also studied. The study is part of a larger study of four student groups taking a calculus course. 207 students answered a questionnaire during the course and of them, 11were