Patrick J. Owens to Dr. Silver, 6 January 1963

Professional correspondenc

Patrick J. Owens to Dr. Silver, 18 December 1963

Professional correspondenc

Patrick J. Owens to Mr. Rubin, 30 April 1964

Professional correspondenc

A structural study of high temperature metal-rich titanium sulfide phases

Ti/sub 2/S and Ti/sub 8/S/sub 3/ have been prepared by high temperature annealing techniques. The crystal structures of these two phases have been determined from single crystal x-ray diffraction data. Both structures were refined using a full-matrix least-squares treatment of positional parameters and isotropic temperature factor coefficients. Ti/sub 2/S crystallizes with orthorhombic symmetry, space group Pnnm, having unit cell dimensions a = 11.367A, b= 14.060A, and c = 3.326A. Ti/sub 2/S is isostructural with Ta/sub 2/P. Ti/sub 8/S/sub 3/ crystallizes with monoclinic symmetry, space group C2/m, a = 32.69A, b = 3.327A, c = 19.35A, ..beta.. = 139.9/sup 0/ (b - unique). Ti/sub 2/S and Ti/sub 8/S/sub 3/ have structural features similar to the features of a large number of metal-rich transition-metal chalcogenides and pnictides. These various structure types have been characterized in terms of nonmetal trigonal prismatic coordination polyhedra, eight different metal partial coordination polyhedra, a short (approximately equal to 3.4A) crystallographic axis, two unique layers of atoms containing both metal and nonmetal atom positions, and mirror planes coincident with the two layers of atom positions. The existence of a variety of structures with these structural features has led to their consideration as a unique structural class. The structural similarities and differences between the structure types of this class have been discussed in detail. Comparison of different structure types emphasized the importance of the metal bonding contribution in understanding the structural features and suggested limitations on qualitative bonding models used to understand the structural-chemical principles underlying structure stability

Utilizing a Green Revolving Fund for Reforestation on University of Richmond’s Pagebrook Property

In 2013, the University of Richmond directly sponsored 3,076,643 miles of travel for faculty, staff, and student, conferences, engagements and sporting events. This type of travel emits over 2,410 tons of carbon into the atmosphere. This research and proposal recommends that the University implement a fee-structure that incorporates the cost of the carbon emitted, and invest the money into a green revolving fund that will allocate money to reforesting the University\u27s Pagebrook Property (Map 1) and purchasing new lands. The reforestation, maintenance, and monitoring of the area will be completed by students interested in forest ecology. The exploration of the possibilities of what to do with the Pagebrook Property were assembled by investigating ways that the University can utilize the land that will maximize the biodiversity of the local ecological community, creates wildlife corridors for endangered species (see below) and revitalize water quality within the James and Chesapeake Watersheds while furthering the university\u27s mission of undergraduate education (Map 2). The suggested best management practices from green revolving funds result from rigorous research of the practices of 83 institutions in the United States that currently have green funds in place (Map 4). The ultimate goal of this proposal is to convince the University that it can continue to be an innovative sustainable institution by implementing an original solution that will mitigate the carbon footprint for University sponsored travel and create a unique educational experience for students close to campus (Map 3). Poster prepared for the Environmental Studies Senior Seminar/Geography Capstone

Utilizing a Green Revolving Fund for Reforestation on University of Richmond’s Pagebrook Property

The purpose of our climate change senior seminar project is to offset school funded domestic travel by implementing a fee structure to obtain an allocation of funding from different school departments responsible for sending students and faculty to locations around the United States. We need to take measures in creating a fund dedicated to creating sustainability -focused programs in order to maintain our reputation as a progressive and prominent institution. Once we generate money from the fees on our school’s travel, our first proposal is to reforest an underutilized piece of land owned by the school for the purpose of sequestering carbon. Our research explores the potential for this property to offset emissions, at what cost it will take to do it, and how it will create a more sustainable future for the University of Richmond. Paper prepared for the Environmental Studies Senior Seminar/Geography Capstone

A Theory of Mind investigation into the appreciation of visual jokes in schizophrenia

BACKGROUND: There is evidence that groups of people with schizophrenia have deficits in Theory of Mind (ToM) capabilities. Previous studies have found these to be linked to psychotic symptoms (or psychotic symptom severity) particularly the presence of delusions and hallucinations. METHODS: A visual joke ToM paradigm was employed where subjects were asked to describe two types of cartoon images, those of a purely Physical nature and those requiring inferences of mental states for interpretation, and to grade them for humour and difficulty. Twenty individuals with a DSM-lV diagnosis of schizophrenia and 20 healthy matched controls were studied. Severity of current psychopathology was measured using the Krawiecka standardized scale of psychotic symptoms. IQ was estimated using the Ammons and Ammons quick test. RESULTS: Individuals with schizophrenia performed significantly worse than controls in both conditions, this difference being most marked in the ToM condition. No relationship was found for poor ToM performance and psychotic positive symptomatology, specifically delusions and hallucinations. CONCLUSION: There was evidence for a compromised ToM capability in the schizophrenia group on this visual joke task. In this instance this could not be linked to particular symptomatology

Introducing elements of inquiry in to undergraduate laboratories

Inquiry-based laboratories are an emerging and popular way of teaching practical chemistry. They lead students towards independent research by inspiring critical thinking, curiosity, and a conceptual understanding of experimental processes. Inquiry laboratories need a base of knowledge, usually built upon a foundation of expository experiments that teach fundamental skills. As such, the first year of a teaching laboratory may well keep an expository structure, even when later years embrace inquiry learning. In this work, we have shown that elements of inquiry can be introduced lightly and early in the curriculum, using the approach of Szalay and Tóth. In this work, a robust suite of existing experiments has had elements of inquiry introduced with a series of small, standalone modifications. Adaptation of existing experiments allows a tight control on the extent to which a student pushes into unfamiliar territory — particularly important for introductory laboratories, where unexpected results are likely to overwhelm or discourage. The modified experiments confer many of the same benefits as an inquiry laboratory, such as students’ sense of independence and control. The approach works best when supported by prelaboratory exercises, for calculations or procedure-writing steps. The approach builds on prior work introducing inquiry into a school curriculum, and we have shown that it can be used on a large scale in two different undergraduate teaching laboratory environments. In our implementation, we placed a heavy focus on structured support for students, and conducted numerical and written surveys of students and postgraduate demonstrators to measure perceptions of the work

Supreme Court Opinions and Audiences

This Article evaluates different rhetorical strategies Supreme Court justices employ in writing their opinions for specific audiences. Black, Owens, Wedeking, and Wohlfarth suggest justices keep lower federal courts, state governments, federal bureaucratic agencies, and the public in mind when crafting decisions, particularly to ensure compliance with the decision and avoid non-compliance. The Article identifies opinion clarity as a means of ensuring lower federal courts will follow precedent, as well as a way for smaller and less sophisticated bureaucratic agencies to avoid shirking the Court’s rulings. The Article concludes judicial clarity is only one of an arsenal of rhetorical devices used by the Supreme Court justices, and further evaluation and research may be helpful