3,463 research outputs found
Large Deployable Reflector (LDR) system concept and technology definition study. Volume 2: Technology assessment and technology development plan
Get PDFA study was conducted to define reasonable and representative LDR system concepts for the purpose of defining a technology development program aimed at providing the requisite technological capability necessary to start LDR development by the end of 1991. This volume presents thirteen technology assessments and technology development plans, as well as an overview and summary of the LDR concepts. Twenty-two proposed augmentation projects are described (selected from more than 30 candidates). The five LDR technology areas most in need of supplementary support are: cryogenic cooling; astronaut assembly of the optically precise LDR in space; active segmented primary mirror; dynamic structural control; and primary mirror contamination control. Three broad, time-phased, five-year programs were synthesized from the 22 projects, scheduled, and funding requirements estimated
What\u27s on First?: Organizing the Casebook and Molding the Mind
Get PDFThis study empirically tests the proposition that law students adopt different conceptions of the judge’s role in adjudication based on whether they first study intentional torts, negligence, or strict liability. The authors conducted an anonymous survey of more than 450 students enrolled in eight law schools at the beginning, mid-point, and end of the first semester of law school. The students were prompted to indicate to what extent they believed the judge’s role to be one of rule application and, conversely, to what extent it was one of considering social, economic, and ideological factors. The survey found that while all three groups of students shifted toward a belief that judges consider social, economic, and ideological factors, the degree of the shift differed in a statistically significant way depending on which torts their professors taught first. These differences persisted throughout the semester, even after they studied other torts. Further, these differences were observed even when the analysis controlled for law school ranking and were more pronounced among students attending the highest ranked schools.
In interpreting the survey results, the authors employ sociologist Erving Goffman’s theory of “frame analysis” and the work of cognitive psychologists including Amos Tversky and Daniel Kahneman on “anchoring.” The Article concludes that the category of tort liability to which students are first exposed affects the “frame” or “lens” through which they view the judicial process. This frame becomes anchored and persists throughout the study of other tort categories. The lessons about the nature of the judging process learned implicitly through the professor’s choice of topic sequence may be even more important than the substantive topics themselves
Smart Practice Development Administration in Iraq and other High Security Risk Nations: Lessons from Colonial Experience
Get PDFOutcomes of armed conflict in Afghanistan and Iraq indicate that the U.S. has been unprepared to fully address the panoply of problems related to establishment of social and economic stability, security and governance in the aftermath of war. How the war against terrorism should be fought is an issue beyond the scope of this article. However, if U.S. policy makers are to succeed in obtaining stability, security and good governance in these nations and in other parts of the world where significant development assistance is provided to highly unstable nations, they should learn lessons from past U.S. colonial experience, and from the experience of other nations. Such context include U.S. colonial administration of the Philippines after the Spanish- American War, the administration of the British Empire in India, the occupations of Germany and Japan after World War II and European colonization of Africa. Lessons from these cases, good and bad, may be examined in attempt to identify elements of what we term “smart practice” neo-colonial administration. No claim is made here that the U.S. is operating as a colonial power in Iraq. Rather, our argument is that lessons may be learned from colonial experience that are applicable to Iraq and other high security risk nations where development and reconstruction is badly needed
- …
