Maximum Individual & Vicinity-Average Dose for a Geologic Repository Containing Radioactive Waste

Explains the basis for his strong dissent to an NAS report on Yucca Mountain

Reflections of a Broken Mirror : An Analysis of the Mirror Motif in The Famished Road, Mama Day, and Us

According to Jacques Lacan’s mirror stage theory, the mirror is one device in which infants begin to develop an ego through self-identification. The mirror works as a double tool; it serves as a being’s introduction into selfhood but also creates a false interpretation of being. Lacan argues that paradoxically, the mirror helps people discover who they are while also creating feelings of self-alienation (as the infant does not recognize the being in the mirror as themselves). Furthermore, Lacan’s study of psychoanalysis suggests that when people see visions of themselves, through dreams or hallucinations, it further helps reveal aspects of the unconscious. It is all about vision; how one sees themselves in a reflection and what one dreams about themselves when they are asleep. Either way, it is through this “other” version of self that people can unlock aspects of their own personality and reveal an inner truth that has been inaccessible until now. Shannon Winnubst contends that the only deficit in Lacan’s mirror theory is that he does not acknowledge race and its impact on how human beings start to develop a sense of self. Winnubst argues that Lacan’s mirror theory (which suggest an inherent blank slate of identity prior to recognizing the being in the mirror) is only appropriate for White children. For children of color, Winnubst argues that socialization occurs well before seeing one’s image in the mirror. Children of color are born into a socialized environment which targets their bodies as sites of inferiority. When Black children confront the mirror, they must fight not to see society’s depiction of who they are within the glass. Winnubst’s concept supports W. E. B. Du Bois’s theory of double consciousness, which argues the belief that there is an internal warring occurring in the psyche of children of color. They are constantly struggling to see who they are against what society tells them that they must be. Gloria Naylor’s Mama Day, Ben Okri’s The Famished Road, and Jordan Peele’s Us all use the mirror, reflections, and doubling in order to challenge the belief that truth and identity are fixed. In each subject, mirrors and reflections are used to create a depiction of self that can be a means of identification, but frequently serve as antagonists or alienating figures for the characters. The reflective image carries the weight of the oppressive environment each of the characters live in. Instead of offering a neutral canvas, the doubled persona carries all the hostility, insecurity, and futile rage of living in a racist and classist society. For the marginalized, the mirror is a place that not only reveals the truth of the person, but also the truth of their environment. In each example of Black art, the mirror is used as a means of exposing the pervading outside forces that influence the development of self

Analysis of the Characteristics, Training, and In-Service Status of 130 Negro School Principals Who Graduated from Prairie View Agricultural and Mechanical College

The purpose of this study is to formulate some generalization about 130 Prairie View graduates who are now employed as public school principals; to compare the salaries of these principals, their years in the teaching profession, their length of service in the school district in which they work, the hours they devote to administration, and the number of teachers they supervise to that of the Negro principals in the state as a whole; and to correlate their training in professional education courses with other important areas of their work in the field of education. This study is concerned with 130 full time and part time principals who graduated from Prairie View, whose names and places of employment are listed in the Public School Directory, Texas Education Agency Bulletin Number 525, 1951-1952.1 The same principals are listed on the Unpublished Personnel Roster of the Texas Education Agency for 1952, which lists 165 full-time principals and 607 part-time principals in the Negro schools of the state.2 In view of the work which the Negro principal must do and the type of professional leadership expected of him, this study seeks to point out those characteristics which the 130 principals studied exhibit; to compare the status factors of these 130 principals with those of principals in the state as a whole; and to ascertain the relationship of the 130 principals\u27 individual grade point scores in professional education courses studied at Prairie View to the salary the principal earns, his years in the profession, his years in his present school district, the hours he devotes to administration, and the number of teachers in his school. 1Public School Directory, Texas Education Agency Bulletin, No. 525, Austin, Texas, 1951-52. 2Unpublished Personnel Roster, Texas Education Agency, 1952

Investigation of kilovolt ion sputtering quarterly progress report

Investigation of cesium ion sputtering of monocrystalline copper using radioactive tracer techniqu

Investigation of kilovolt ion sputtering Quarterly progress report, Feb. - Apr. 1966

Sputtering of single crystals of electrode material under cesium and mercury ion beam bombardmen

Analysis Of Status Of Negro Teachers In West Texas

Facts concerning the tenure and status of Negro teachers of West Texas have remained largely unknown, although in the last two decades a number of studies, state, regional, and nationwide has been made of the academic and professional training, the educational experience, and the social and economic status of the Negro teacher. When considering the West Texas Negro teacher, we find his tenure and status to be nearly unknown. Never before has as much emphasis been placed upon tenure and status of the teacher. In West Texas, it has often been wondered just why a teacher does not retain his work over a longer period of time. Practically all school surveys have reported Negro teachers separately where they have reported them at all. Reports of the State Department of Education have tabulated data separately for Negro and white schools. Caswell and Campbell say, The public school is but one of the educational institutions of society. Teachers come from families of moderate means. Moffit says that the average student in teacher training institutions comes from a rural home of moderate means. Whitney found that there were indications of more education and higher cultural levels among university students than among teachers and college students, a condition which is possibly indicative of better economic backgrounds for university students than for teachers and college students. Statement of Problem From 1945-to 46, the writer was employed as substitute teacher in the city schools of Amarillo, Texas, Potter County. However, this study had grown out of a three-year\u27s investigation by the writer while working in the Booker T. Washington High School, Conroe, Texas, Montgomery County

Investigation of kilovolt ion sputtering Quarterly progress report, May - Jul. 1966

Aluminum sputtering, and neutron activation analysis after cesium ion bombardmen

Towards Innovation (Eco)Systems: Enhancing the Public Value of Scientific Research in the Canadian Arctic

Over the past decade, the Canadian Arctic has seen an intensification of scientific research designed to foster innovation (i.e., the process of transforming ideas into new products, services, practices or policies). However, innovation remains generally low. This paper argues that before we can meaningfully promote innovation in the Arctic, there is a need to first identify the complex systems that support or inhibit innovation. Few, if any studies have taken a systems approach to enrich our understanding of how existing networks may or may not support innovation in the Canadian Arctic. A promising, but under-explored approach is to consider innovation ecosystems, defined as the multi-level, multi-modal, multi-nodal and multi-agent system of systems that shape the way that societies generate, exchange, and use knowledge. This paper presents innovation (eco)systems as a potentially valuable systems-based approach for policy actors to enhance innovation linkages in the Arctic. From a policy perspective, there is a need to embrace and promote more networked approaches to co-create public value and to consider the lifespan of any innovation. Potential directions for future research include: mapping the actors involved in Arctic innovation ecosystems (including intermediaries and bridging agents) at multiple scales; the role that formal and informal institutions play in shaping co-innovation; case studies to evaluate innovation processes; and an assessment of the coupled functional-structural aspects that influence innovation outcomes in the Canadian Arctic

Near-Field Mass Transfer in Geologic Disposal Systems: a Review

A primary purpose of performance assessment of geologic repositories for radioactive waste is to predict the extent to which radioactive species are released from the waste solids and are transported through geologic media to the environment. Reliable quantitative predictions must be made of rates of release of radionuclides from the waste into the rock, transport through the geologic media, cumulative release to the accessible environment, and maximum concentrations in ground water and surface water. Here we review theoretical approaches to making the predictions of near-field release from buried waste solids, which provide the source terms for far-field release. The extent to which approaches and issues depend on the rock media and on regulatory criteria is discussed. 53 refs., 2 figs

Networks for Science-Informed Innovation in the Arctic: Insights on the Structure and Evolution of a Canadian Research Network

In remote peripheral regions like the Arctic, research networks have been identified as an important mechanism for nurturing science-informed innovation. Given that relatively little is known about the network structures that support Arctic innovation processes, we employ social network analysis techniques to examine the structural organization and evolution of ArcticNet, a large Canadian Arctic scientific research network over a 13-year period (2004 – 17). ArcticNet funded 152 multidisciplinary research teams, connecting multiple types of science-based innovation actors, not including students (301 organizations and 1659 individuals). The research network grew without reaching saturation (increasing size, decreasing density), suggesting that ArcticNet was successful in recruiting new actors over the 13-year period. ArcticNet was centralized around non-local, public-sector actors (mainly Canadian academics). The emergence of collaborations across several boundaries (sectoral, geographic, thematic) suggests that non-local Canadian academic actors played an important boundary-spanning role, particularly in the early stages of the network. Participation by local northern actors doubled from Phase 1 to Phase 4, and with time, local northern actors had an increasing propensity for carrying out boundary-spanning roles and addressing structural holes. This study presents new insights into the networked nature of Arctic scientific research with potential implications for future research and innovation policy.Dans les régions périphériques éloignées comme celle de l’Arctique, les réseaux de recherche constituent un mécanisme important pour encourager l’innovation fondée sur la science. Puisqu’on en sait relativement peu sur les structures de réseau qui soutiennent les processus d’innovation dans l’Arctique, nous recourons à des techniques d’analyse des réseaux sociaux pour examiner l’organisation structurelle et l’évolution d’ArcticNet, vaste réseau de recherche scientifique dans l’Arctique canadien, sur une période de 13 ans (2004–2017). ArcticNet a assuré le financement de 152 équipes de recherche multidisciplinaire, reliant par le fait même plusieurs types d’acteurs de l’innovation fondée sur la science, exception faite des étudiants (301 organisations et 1659 particuliers). Le réseau de recherche a pris de l’ampleur sans devenir saturé (augmentation de la taille, diminution de la densité), ce qui laisse entendre qu’ArcticNet a réussi à recruter de nouveaux acteurs pendant la période de 13 ans. Le réseau ArcticNet était centralisé autour d’acteurs non locaux relevant du secteur public (principalement des universitaires canadiens). L’émergence de collaborations englobant plusieurs facettes (sectorielle, géographique, thématique) suggère que les acteurs universitaires canadiens non locaux ont joué un rôle important en matière de chevauchement des diverses facettes, plus particulièrement durant les premiers stades du réseau. La participation d’acteurs du Nord a doublé de la phase 1 à la phase 4. Au fil du temps, les acteurs locaux du Nord ont eu une propension de plus en plus grande à assumer des rôles chevauchant diverses facettes et à combler les vides structurels. Cette étude présente de nouvelles perspectives de la nature réseautée de la recherche scientifique dans l’Arctique de même que les conséquences éventuelles sur les futures politiques en matière de recherche et d’innovation