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random_soldier1337

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Everything posted by random_soldier1337

  1. Wait, I'm not sure I follow. Do you mean to say bubble and spark chambers came about as a result of understanding the physics behind particle detection and then varying one aspect or another to improve upon detection chambers?
  2. My earlier post probably didn't get across what I was trying to say. What I am basically asking is, are most specialized areas of science at the research level focused on one very specific detail? Is that why the focus is on the same task with minor modifications so that you can figure out how the object reacts/phenomena occurs in all possible situations? And given that there are so many variables we know of nowadays is this why you can find a lot more literature, more than a textbooks worth, on one very particular object/phenomena?
  3. I don't really see where you are trying to go with all this. What's you point?
  4. Something I've seen in nuclear materials research is that all of them are basically, I have a material, I am going to shoot energetic particles at it, I am going to record the numbers, take some before and after pictures and talk about what I saw. It does make sense that you would research like this considering most materials in nuclear environments do suffer bombardment from energetic nuclei and subatomic particles. The consistency in the formula of this research process, however, is something I did not expect. Is this how it works for every field when you get into something very specific and become an expert on it like in a PhD? For example, would experimental study of ionization in plasmas in space have you always looking at spectroscopic data from one cosmic body or another and accounting for what there is from your spectroscopic data and what all forces may have acted in that region and to what extent to give you what you have got? Now that I put all my thoughts down, the answer seems like yes mostly. So I guess I'm probably looking for confirmation, unless there is something I didn't take note of.
  5. I really like the book for how much it covers. There's not a single topic that's missed that is relevant to nuclear reactor design/analysis. Often other books can miss a topic or two. It's just that the style is not to the point and often time is wasted talking about things that are irrelevant or won't be explained, at least until way later.
  6. Lol, I dunno. I just take people's word for these things. For all I know everything is an anime behind the scenes with cyborg ninjas and psychic super soldiers running around performing black ops, having death battles and philosophizing in the quiet moments, especially their death throes. Or maybe it's like a schoolyard with someone being nice and then someone being a jerk, "Hey you can't do that!" "Why not?" "Because you can't." "Sure I can." and that's all that happens. Anyway the project was supported by the IAEA.
  7. What would be a more appropriate classification of the software? Also I find it hard to believe someone could publish a paper in a well known journal with an illegitimate copy of MCNP without someone knocking on their door. Could be. I know you can get online access to the servers at the National labs from your own IP address to use it. Just not sure if even that is allowed to Iran so maybe what you are saying is actually the correct situation.
  8. I was reading papers on neutron flux traps. Some people in the University of Tehran used MCNP to determine effectiveness of different neutron moderators. Context out of the way, my question is regarding the situation. How did researchers paid by an organization like the University of Tehran get access to a software like MCNP?
  9. I don't follow. I did say photons have zero rest mass.
  10. Or at least honing ones current scientific skill/knowledge? How would one go about this? NOTE: I am talking about non-pandemic or otherwise non-emergency situation.
  11. As far as my knowledge goes, photons have a zero rest mass. They can have an effective mass based on their frequency/wavelength/energy/momentum.
  12. Or maybe, said person was trying to give you the benefit of the doubt but felt that all you wanted was any excuse for a fight and all the downvoted comments seemed to be hurtful jabs veiled as attempts at civil communication.
  13. Well then I did address the comment you were talking about. I have no idea what you are going on about otherwise. No U. You're the one who devolved into ad hominem and downvoting.
  14. If you don't mind, refresh my memory. I have no idea at this point which comments you are referring to. Not from you. You made one useful comment for which I upvoted you. You haven't done anything I personally have found useful since then.
  15. Breaking my rule but I feel you should know; No, I don't expect it from you. You have made no attempts to understand me or my situation only becoming more confrontational. I said it at the start, I can only comment on what I know. Same goes for you. A few posters have made attempts to make me see their point. You outright refused discussion and accused me of being incapable of empathy. No Sir, I believe it is you who is incapable of empathy. Thus I would be foolish to expect any from you, at least as far as I am concerned.
  16. So your experiences are valid and mine aren't? Macswell is right. All that, the arrogance and disinclination to reason is why I haven't posted further in this thread nor will I. Just wanted to point it out since you seem so direct and abrasive right now.
  17. I'm somebody who has done his undergrad in the east and has come to the west for grad. I'm questioning the choices made since as far as I can tell some are hard for me to understand for what I envisioned to be better and more established educational systems. I have also gotten mixed messages on how independent one should or should not be. I can and would prefer to be more independent. However, that does not seem possible within the current framework. In fact it makes it feel like a sisyphian task. I'm expected to be more independent but restrictions are placed such that I can't be. Maybe its more an issue with where I am currently specifically rather than the kind of system within this region in general. If you can't handle the heat, stay out of the kitchen. It's probably personal. A lot of students within the department have similar complaints about difficulty in things getting done. I don't think all of them have a poor balance but personally I do believe there are many.
  18. Fine. At least explain to me how things work because I have one question right now; Why are people expected to pay nearly hundreds of thousands of dollars or more in tuition fees to get a bachelors when their professors won't even do it right? If the grant is all that important, go do that but expecting that much seems very unfair.
  19. I'm not sure what you mean by intimate. I'm talking about graduate level. Some of them are too open especially when they have had a few drinks at a few of our overlapping events. Loose lips, sink ships, as they say. Otherwise, I can see them doing a lot of this as I go about my routine on campus, e.g. at the campus gym. I'll give them the benefit of the doubt, and say that their partying isn't regular as in daily. But it does seem regular as in at least once or twice a week. More if we assume they love to have their weekends for this. And all of it doesn't count the formal occasions. I swear I know at least one tenured faculty who is as I have described. They got tenured while they were younger. Busted their butt, lost a lot of sleep. Now they still haven't reached their 40s but have a tenure. It's as if that's all they wanted and now that they have that they don't have to care. Similar to what I hear about a lot of tenured faculty.
  20. I'd like to give them that benefit of the doubt but I'm skeptical when the number of compulsory labs are cut in half or when the number of predetermined assignments reduce to one or two or just one final exam. And it seems like older faculty are better at handling their duties than more contemporary members. Also it comes off as hypocritical from my POV. They want to not give us enough work to learn the subject, it's okay. We can just work it out on our own. OTOH, if we are unable to make a timely submission for some reason for their assessment, we get a poor grade and have not understood the subject and don't deserve to pass. Isn't that a paradox? How about juggle only as many balls as you can to begin with? As I have said, older faculty seem better at this and have some sense of duty/responsibility. The more contemporary ones seem to be too invested in other things. They go to the gym regularly and do competitive weightlifting as well as swimming or whatever other athletic pursuit. They want to have a good drink as well as go to have a party with friends whenever they call them, otherwise they'll be a bad friend or whatever. One of my teachers literally seems skilled in everything, though at the expense of doing the bare minimum and sometimes much less for the post they hold. One of them is literally Dr. Trunchbull and hates children and infants and the idea of settling down and having a family because it will waste time but then they go and drown themself in pets that are just as bad if not worse in many ways. Why would you sign up to do something that you won't try to do properly? I'm sorry for the rant but I just want to say that I am extremely suspicious of the claim that they don't have time. Again the elders seem better in this situation than the young folk.
  21. I can only comment on what I've seen. Where I am, there is very little sense of urgency. Perhaps it is different elsewhere.
  22. I'm in nuclear engineering and it seems fairly laid back. It feels like everyone is a bit of a party animal and faculty doesn't seem to be in a particular rush to get things done.
  23. The point on integrity and ethics in his graduate handbook. Now that I look at it, less of it seems to point towards that.
  24. @hypervalent_iodine I'm going to try and summarize that. Basically: 1. Competency in chosen field(s) 2. Ability to properly do relevant research. 3. Ability to communicate well. 4. High ethical and moral standards.
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