Study of the stability of the S-IC open-loop propellant-hydraulic system Final report, Jul. 26, 1964 - Jul. 26, 1966

Saturn S-IC open-loop propellant-hydraulic system stud

MLS: Airplane system modeling

Analysis, modeling, and simulations were conducted as part of a multiyear investigation of the more important airplane-system-related items of the microwave landing system (MLS). Particular emphasis was placed upon the airplane RF system, including the antenna radiation distribution, the cabling options from the antenna to the receiver, and the overall impact of the airborne system gains and losses upon the direct-path signal structure. In addition, effort was expended toward determining the impact of the MLS upon the airplane flight management system and developing the initial stages of a fast-time MLS automatic control system simulation model. Results ot these studies are presented

The Economics of Policies and Programs Affecting the Employment of People with Disabilities

Over the last several decades, there has been a movement toward the inclusion of people with disabilities in mainstream social institutions. The 1990 Americans with Disabilities Act (ADA), which supports the full participation of people with disabilities in society and mainstream institutions, illustrates the shift in attitudes toward people with disabilities. Rather than being perceived as having a social or medical problem, individuals with disabilities are increasingly viewed as people with challenges that can be solved if appropriate policies and supports are available for addressing them

Research in Brief - \u27My Story Ain’t Got Nothin To Do With You\u27 or Does It?: Black Female Faculty’s Critical Considerations of Mentoring White Female Students

Previous literature on mentoring, specifically that of cross-cultural mentoring, has provided some insight into the intricacy of race in mentoring. However, much of this literature has focused on the mentoring relationship of a White individual mentoring a person of color. This qualitative inquiry critically explores the experiences of six Black female faculty who have mentored White female students in higher education graduate programs, focusing specifically on how they enter into these cross-cultural mentoring relationships. Using Black feminist thought, our findings suggest that while individual Black faculty may have unique experiences entering into mentoring relationships with White female students, a Black feminist standpoint does exist. These faculty members entered into the relationships cautiously and with thought, responding emotionally to the idea of mentoring White students, and screening the students, before formalizing the relationship via a student-centered approach. The findings from this study serve as a starting point in which to better understand faculty of color’s experiences mentoring White students as well as provide implications for both faculty and students who may enter into such a relationship

Field Based Assessment of Running Metrics

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\u27My Story Ain’t Got Nothin To Do With You\u27 or Does It?: Black Female Faculty’s Critical Considerations of Mentoring White Female Students

Previous literature on mentoring, specifically that of cross-cultural mentoring, has provided some insight into the intricacy of race in mentoring. However, much of this literature has focused on the mentoring relationship of a White individual mentoring a person of color. This qualitative inquiry critically explores the experiences of six Black female faculty who have mentored White female students in higher education graduate programs, focusing specifically on how they enter into these cross-cultural mentoring relationships. Using Black feminist thought, our findings suggest that while individual Black faculty may have unique experiences entering into mentoring relationships with White female students, a Black feminist standpoint does exist. These faculty members entered into the relationships cautiously and with thought, responding emotionally to the idea of mentoring White students, and screening the students, before formalizing the relationship via a student-centered approach. The findings from this study serve as a starting point in which to better understand faculty of color’s experiences mentoring White students as well as provide implications for both faculty and students who may enter into such a relationship