![]() The discovery of the partonic structure of hadrons and the advent of quantum chromodynamics (QCD) led to a dramatic change in the thrust of experimental high-energy physics, away from the study of elastic and diffractive scattering. (A non-physicist spouse, upon being introduced to Tulio Regge at a party in the 1960s, is reported to have said: “Ah, Mr Pole, I have heard so much about you.”) Terms like Regge pole, pomeron and reggeon became household words. This led to the theory of Regge poles, which enjoyed enormous success in correlating the data on many reactions, though it also experienced some failures. ![]() This new idea was the concept of complex angular momentum in non-relativistic QM (now a vital component in any serious book on QM) and its connection with the behaviour of relativistic scattering amplitudes at high energy. Being essentially non-perturbative processes, theory could not provide a really detailed description of elastic and diffractive scattering, but it did introduce a new idea that is truly fundamental. Given the wave-particle duality of quantum mechanics (QM), diffraction continued to be an important concept in non-relativistic QM scattering, and later in the study of elementary particle scattering using relativistic S-matrix theory.įor some decades after 1950, a vast experimental and theoretical effort went into the study of high-energy elastic and diffractive scattering of elementary particles, culminating in the largely unexpected discovery that cross-sections grow with energy. QM COURIER PLUSWhile principles of the QM Rubric Standards can be applied to face-to-face, remote learning, and web-enhanced courses, due to the nature of the course review, it is not possible to have face-to-face, remote learning and web-enhanced courses QM Certified.By Vincenzo Barone and Enrico Predazzi, Springer Verlag 2002, ISBN 3540421076, €74.95 plus local VAT.ĭiffraction has played a fundamental role in physics for centuries, beginning with the realization of the wave nature of light. The syllabus, readings, assignments, and grade book may be in the LMS however, the course is conducted in regularly scheduled face-to-face meetings on campus or in a real-time setting mediated by technology. The course may include use of a learning management system and extensive internet-based reading/research assignments and online discussions. Only instructional materials, activities, support materials, etc., included or referenced in the online course are considered in the QM review.įace-to-Face, Remote Learning and Web-Enhancedġ00% of the course occurs in regularly scheduled synchronous sessions where learners meet in person at a campus location with their instructor on a regular basis or in a real-time setting mediated by technology. The QM Rubric is applied to the online portion of the course.įace-to-face and synchronous components of the course are not directly reviewed. Learners can gain an understanding of the overall structure and requirements of the course online. This includes lecture/instruction conducted synchronously and mediated by technology. Portions of the course are mediated by technology. ![]() The integration of both face-to-face and online activities occurs in a blended course. Seat time is reduced proportionately to the percentage of the course delivered online. Online courses can become QM Certified using the respective QM Rubrics and the QM course review process.Īpproximately 25-75% of the course takes place in a face-to-face (or online synchronous environment). ![]() K-12: Face-to-face or remote instruction meetings are typically limited to orientation or capstone events. ![]() HE: Few to no face-to-face or remote instruction meetings. DELIVERY MODEħ6% or more of the content and instruction is provided in an asynchronous online format and is mediated by technology.ħ6% or more of the instruction occurs asynchronously online within a course site, typically hosted in a learning management system (LMS). Please note that institutional definitions of course formats may differ from those described here. The table below should serve as a guide for understanding how QM would categorize a course and whether a QM Rubric could be used to evaluate course quality. Maintaining consistent definitions ensures that courses receiving QM Certification are reviewed in a replicable manner. QM defines course formats within the context of applying a QM Rubric during an official course review. ![]()
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