Cascaded complementary pair broadband transistor amplifiers Patent

Broadband distribution amplifier with complementary pair transistor output stage

John Robert Eyer: Entomological Work in Pennsylvania and Lists of Publications

(excerpt) John Robert Eyer died at Carlsbad, New Mexico, on January 30, 1976. J. G. Watts and W. A. Iselin (1976), his former colleagues in the Department of Botany and Entomology at New Mexico State University, Las Cruces, wrote an obituary and quite naturally focused on Eyer\u27s work at the University\u27s Agricultural Experiment Station. Since Dr. Eyer\u27s first positions in entomology were in Pennsylvania, we have prepared this biographical sketch to preserve the record of his early accomplishments

Educational Research Abstracts

Editors\u27 Note: As noted in previous issues of the Journal of Mathematics and Science: Collaborative Explorations, the purpose of this Educational Research Abstract section is to present current published research on issues relevant to math and science teaching at both the K-12 and college levels. Because educational research articles are published in so many different academic journals, it is a rare public school teacher or college professor who reads all the recent published reports on a particular instructional technique or curricular advancement. Indeed, the uniqueness of various pedagogical strategies has been tacitly acknowledged by the creation of individual journals dedicated to teaching in a specific discipline. Yet many of the insights gained in teaching certain physics concepts, biological principles, or computer science algorithms can have generalizability and value for those teaching in other fields or with different types of students. In this review, the focus is on action research. Abstracts are presented according to a question examined in the published articles. Hopefully, such a format will trigger your interest in how you might undertake an action research study in your own teaching situation. The abstracts presented here are not intended to be exhaustive, but rather a representative sampling of recent journal articles. Please feel free to identify other useful research articles on a particular theme or to suggest future teaching or learning themes to be examined. Please send your comments and ideas via e-mail to [email protected] or by regular mail to The College of William and Mary, P. O. Box 8795, Williamsburg, VA 23185-8795

Educational Research Abstracts

Editors\u27 Note: As noted in previous issues of the Journal of Mathematics and Science: Collaborative Explorations, the purpose of this Educational Research Abstract section is to present current published research on issues relevant to math and science teaching at both the K-12 and college levels. Because educational research articles are published in so many different academic journals, it is a rare public school teacher or college professor who reads all the recent published reports on a particular instructional technique or curricular advancement. Indeed, the uniqueness of various pedagogical strategies has been tacitly acknowledged by the creation of individual journals dedicated to teaching in a specific discipline. Yet many of the insights gained in teaching certain physics concepts, biological principles, or computer science algorithms can have generalizability and value for those teaching in other fields or with different types of students. In this review, the focus is on assessment. Abstracts are presented according to a question examined in the published articles. Hopefully, such a format will trigger your reflections about exemplary math/science assessment as well as generate ideas about your own teaching situation. The abstracts presented here are not intended to be exhaustive, but rather a representative sampling of recent journal articles. Please feel free to identify other useful research articles on a particular theme or to suggest future teaching themes to be examined. Please send your comments and ideas via email to [email protected] or by regular mail to The College of William and Mary, P. O. Box 8795, Williamsburg, VA 23185-8795

Educational Research Abstracts

Editors\u27 Note: As noted in previous issues of the Journal of Mathematics and Science: Collaborative Explorations, the purpose of this Educational Research Abstract section is to present current published research on issues relevant to math and science teaching at both the K-12 and college levels. Because educational research articles are published in so many different academic journals, it is a rare public school teacher or college professor who reads all the recent published reports on a particular instructional technique or curricular advancement. Indeed, the uniqueness of various pedagogical strategies has been tacitly acknowledged by the creation of individual journals dedicated to teaching in a specific discipline. Yet many of the insights gained in teaching certain physics concepts, biological principles, or computer science algorithms can have generalizability and value for those teaching in other fields or with different types of students. In this review, the focus is on background knowledge. Abstracts are presented according to a question examined in the published articles. Hopefully, such a format will trigger your reflections about the influence of students’ entering mathematical and scientific conceptions (and misconceptions,) as well as generate ideas about your own teaching situation. The abstracts presented here are not intended to be exhaustive, but rather a representative sampling of recent journal articles. Please feel free to identify other useful research articles on a particular theme or to suggest future teaching themes to be examined. You may send your comments and ideas via email to [email protected] or by regular mail to The College of William and Mary, P. O. Box 8795, Williamsburg, VA 23185-8795

Educational Research Abstracts

Editors\u27 Note: As noted in previous issues of the Journal of Mathematics and Science: Collaborative Explorations, the purpose of this Educational Research Abstract section is to present current research on issues relevant to math and science teaching at both the K-12 and college levels. Because educational research studies are published in so many different academic journals and presented as so many different professional conferences, it is a rare public school teacher or college professor who is familiar with the range of recent reposts on a particular instructional technique or curricular advancement. Indeed, the uniqueness of various pedagogical strategies has been tacitly acknowledged by the creation of individual journals and professional organizations dedicated to teaching in a specific discipline. Yet, many of the insights gained in teaching certain physics concepts, biological principles, or computer science algorithms can have generalizability and value for those teaching in other fields or with different types of students. In this review, the focus is on cutting edge research. Abstracts are presented according to a question examined at a recent national educational research conference. Hopefully, such a format will trigger your interest in how you might incorporate new educational findings in your own teaching situation. The abstracts presented here are not intended to be exhaustive, but rather a representative sampling of recent research investigations. Please feel free to suggest future teaching or learning themes to be examined. Please send your comments and ideas via e-mail to [email protected] or by regular mail to The College of William and Mary, P. O. Box 8795, Williamsburg, VA 23185-8795

Payload retention device

A payload retention device for grappling and retaining a payload in docked position on a supporting structure in the cargo bay of a space vehicle is presented. The device comprises a two-fault tolerant electromagnetic grappling system comprising electromagnets for attracting and grappling a grapple strike plate affixed to the payload when in proximity thereto and an electromechanical latching assembly comprising a pair of independent latching subassemblies. Each subassembly comprises a set of latching pawls which are driven into latching and unlatching positions relative to a grappled payload by a pair of gearmotors, each equipped with a ratchet clutch drive mechanism which is two-fault tolerant with respect to latching such that only one gearmotor of the four needs to be operational to effect a latch of the payload but is single fault tolerant with respect to release of a latched payload. Sensors are included for automatically sensing the magnetic grappling of a payload and for automatically de-energizing the gearmotors of the latching subassemblies when a latch condition is achieved