A Discussion: Rembrandt\u27s Influence on the Evolution of the Printmaking Process through his Experimental Attitude towards the medium.

Rembrandt\u27s influence on the medium of printmaking can only be explained through his methodology in the production of his images. Experimentation is the key word to describe his evolution in style as he mastered the skills necessary to achieve his desired result. This paper will focus on this experimental attitude towards the medium and the subsequent inspiration it gave to me and other artists. Also included is a technical and stylistic comparison of various etchings by Rembrandt and my six prints that serve as a visual illustration and personal interpretation of the artist\u27s method. My research consisted of the consultation of many texts that aided in my supportive argument and eventual conclusion that Rembrandt created his place in history as an avant-garde in printmaking through his willingness to experiment with various methods in the production of his images

The Racialized Origins of Violence in the Foundations of Mass Public Education in the US, 1830-1880

This dissertation is a critical historical inquiry into the role of racialized slavery and violence in the foundations of mass public education during the common school eras of the North and the South, from 1830-1880. The foundations of mass public education in the US are often positioned as a Northern, white-led endeavor, obscuring the roles African Americans played in its development. Employing a critical violence framework informed by Critical Theory, Critical Race Theory, and Peace and Conflict Studies shifts the lens of analysis to illuminate what has been shadowed in historical narratives of how public education came to be. Further, a broader conception of education, one that examines literacy and learning both inside and outside the schoolhouse, as well as a broader conception of violence that includes direct, structural, and cultural violence, spotlights the dynamic relations of power and the role of violence and racism. Through critical historical inquiry and a violence framework, I challenge narratives of Southern exceptionalism that positioned Northern states as separate from the institution of slavery and white opposition to and hostility toward Black education as a Southern phenomenon. Rather, I show how education in the North during the common school era (1830-1860) was entrenched within the system of slavery and the ideology of white supremacy stemming from racialized slavery. By asking how education became so laden with violence, how violence was justified and legitimated, and why whites perceived Black education as potential violence, I examine the relations and dynamics of African American endeavors to achieve liberation and racial uplift through education, among white efforts to block, deny, manage, and shape them. Drawing on historical artifacts and accounts documenting African American experiences, I chart how violence traversed African American education during the antebellum North and South and the postbellum Reconstruction era. Whites deployed violence and exclusion in the antebellum North and South in many ways, including excluding free people of color from common schools, burning down Black schools and harassing Black teachers and students, and punishing enslaved Blacks who tried to gain literacy. After the Civil War, whites enacted direct violence such as threats, beatings, arson, and murder, specifically targeting Black educational institutions, teachers, and students. I demonstrate how structural and cultural violence against Black education was legitimated through laws and customs, and justified through racialized ideology and white supremacy. Despite multidimensional violence, Blacks persisted in establishing schools in the North and South, and cultivating knowledge networks that would serve as sites of learning and resistance. The story of African American strivings for education enhance historical consciousness and American historical memory by countering erasure of the stories of people of color whose experiences often remain at the margins of historical scholarship. Further, by centering racialized slavery in the history of education and explicitly attending to violence, it is clear that both were critical to shaping the foundations of public education. Also clear are the educational triumphs of many African Americans amidst white violence and how remembering can be a powerful means of resistance.PHDEducational StudiesUniversity of Michigan, Horace H. Rackham School of Graduate Studieshttp://deepblue.lib.umich.edu/bitstream/2027.42/166105/1/tkneff_1.pd

Sputtering of Nb by 12-MeV Protons

Sputtering yields for niobium bombarded by 12-MeV protons have been measured using a technique involving prior activation of the target material. Values obtained for backward and forward sputtering are SB=(1.6±0.1)×10^-4 and SF=(4.7±0.3)×10^-4, respectively. These values, expected to be similar to fast-neutron sputtering yields, are consistent with most recently published fast-neutron data

A document review to characterize Atomic International SNAP fuels shipped to INEL 1966--1973

This report provides the results of a document search and review study to obtain information on the spent fuels for the following six Nuclear Auxiliary Power (SNAP) reactor cores now stored at the Idaho National Engineering Laboratory (INEL): SNAP-2 Experimental Reactor, SNAP-2 Development Reactor, SNAP-10A Ground Test Reactor, SNAP-8 Experimental Reactor, SNAP-8 Development Reactor, and Shield Test Reactor. The report also covers documentation on SNAP fuel materials from four in-pile materials tests: NAA-82-1, NAA-115-2, NAA-117-1, and NAA-121. Pieces of these fuel materials are also stored at INEL as part of the SNAP fuel shipments

Double differential light charged particle emission cross sections for some structural fusion materials

International Conference on Nuclear Data for Science and Technology (ND) -- SEP 11-16, 2016 -- Bruges, BELGIUMSARPUN, Ismail Hakki/0000-0002-9788-699XWOS: 000426429500253In fusion reactors, neutron induced radioactivity strongly depends on the irradiated material. So, a proper selection of structural materials will have been limited the radioactive inventory in a fusion reactor. First-wall and blanket components have high radioactivity concentration due to being the most flux-exposed structures. The main objective of fusion structural material research is the development and selection of materials for reactor components with good thermo-mechanical and physical properties, coupled with low-activation characteristics. Double differential light charged particle emission cross section, which is a fundamental data to determine nuclear heating and material damages in structural fusion material research, for some elements target nuclei have been calculated by the TALYS 1.8 nuclear reaction code at 14-15 MeV neutron incident energy and compared with available experimental data in EXFOR library. Direct, compound and pre-equilibrium reaction contribution have been theoretically calculated and dominant contribution have been determined for each emission of proton, deuteron and alpha particle.Afyon Kocatepe University's Scientific Research Office (BAPK) [16.KARIYER.34]This work is supported by the Afyon Kocatepe University's Scientific Research Office (BAPK) Contract No. 16.KARIYER.34

Developing competence in the controversial area of dissociative disorders

This research explores the question of how a psychologist develops competence in the assessment and treatment of Dissociative Disorders, when it is one of the most controversial areas in mental health. Graduate coursework and supervised structured practica and internship experiences are the traditional method of developing competence as a psychologist. Unfortunately, doctoral programs do not generally provide this type of training in the assessment and treatment of clients with trauma and abuse histories who may have developed a dissociative disorder. Controversy exists regarding the validity of the diagnosis, appropriate assessment and treatment of dissociation, and whether a patient can lose and later recover traumatic memories. Skeptics argue that dissociative disorders are actually iatrogenic in nature, and that therapists who treat dissociation are creating a False Memory Syndrome. Psychologists who assess and treat dissociative disorders: hypothesize a trauma base for the disorders; they do not accept the existence of a False Memory Syndrome; and they believe that clients with dissociative disorders are under-diagnosed and receive inappropriate treatment. Amid this controversy psychologists must decide whether or not to provide service for patients with dissociation, or to be at risk of unethical practice if they fail to recognize, assess and treat or refer patients with a dissociative disorder. The 16 Ph.D. Fellows of the International Society for the Study of Dissociation were sent a questionnaire inquiring about their training, experiences in treating patients with dissociation, the impact of the controversies on the treatment of dissociative disordered patients, and the ethical and legal issues relative to the controversies surrounding dissociative disorders. A qualitative analysis of the responses to the questionnaire identified the following themes: inappropriate treatment of dissociative clients by therapists with inadequate training, need for specific training for psychologists to develop competence to treat these disorders, concerns about the involvement of skeptics in litigation against therapists who treat dissociation, and the challenges and rewards of providing services to dissociative patients. This study resulted in specific recommendations regarding the training of psychologists to develop competence in assessing and treating dissociative disorders, and practical suggestions for managing the ethical and treatment issues

Dosimetry and cross section measurements at RTNS II

Numerous measurements have been conducted at TRNS-II in order to map the neutron field for materials irradiations, to measure activation cross sections, and to measure helium production cross sections. Experiments of up to two weeks duration irradiated large numbers of activation dosimetry and helium samples both close to the source and throughout the target room. Many other samples have been irradiated in piggy-back positions over periods lasting many months. All of these experiments fall into four main classes, namely, fluence-mapping, activation dosimetry, the production of long-lived isotopes, and helium generation measurements. Radiometric dosimetry and activation cross section measurements were performed at Argonne National Laboratory; helium production was measured at Rockwell International Corporation. This paper briefly summarizes the principal results of our measurements at RTNS-II; references are given for more detailed publications. 14 refs., 4 figs