Lunar highland rock types: Their implications for impact induced fractionation

The first step in a petrologic study must be a classification based on observed textures and mineralogy. Lunar rocks, may be classified into three major groups: (1) coarse-grained igneous rocks, (2) fine-grained igneous rocks and (3) breccias. Group 1 is interpreted as primitive lunar crustal rocks that display various degrees of crushing and/or annealing. Group 2 is interpreted as volcanic rocks. Group 3 is interpreted as resulting from impacts on the lunar surface and is subdivided on the basis of matrix textures into fragmental breccias, crystalline breccias that have been annealed, and crystalline breccias with igneous matrices. A synthesis of the relevant data concerning lunar highlands polymict breccias from the fields of petrography, chemistry, photogeology, and impact studies compels the prediction that the breccias should have homogeneous matrices from rock to rock within regions of the highlands of limited size where impact mixing has been efficient and extensive

Introduction to the Apollo collections: Part 2: Lunar breccias

Basic petrographic, chemical and age data for a representative suite of lunar breccias are presented for students and potential lunar sample investigators. Emphasis is on sample description and data presentation. Samples are listed, together with a classification scheme based on matrix texture and mineralogy and the nature and abundance of glass present both in the matrix and as clasts. A calculus of the classification scheme, describes the characteristic features of each of the breccia groups. The cratering process which describes the sequence of events immediately following an impact event is discussed, especially the thermal and material transport processes affecting the two major components of lunar breccias (clastic debris and fused material)

An appraisal of the sciaky 300 KVA projection/spot welding equipment

Using the Systems Design Procedure developed at Cranfield, an appraisal of the Sciaky Welding Equipment has been carried out. In particular, the interface on the electronic control cabinet has been redesigned, five solutions of varying engineering complexity and cost being presented

Preliminary data on boulders at station 6, Apollo 17 landing site

A cluster of boulders at Station 6 (Apollo 17 landing site) consists of breccias derived from the North Massif. Three preliminary lithologic units were established, on the basis of photogeologic interpretations; all lithologies identified photogeologically were sampled. Breccia clasts and matrices studied petrographically and chemically fall into two groups by modal mineralogy: (1) low-K Fra Mauro or high basalt composition, consisting of 50-60% modal feldspar, approximately 45% orthopyroxene and 1-7% Fe-Ti oxide; (2) clasts consisting of highland basalt composition, consisting of 70% feldspar, 30% orthopyroxene and olivine and a trace of Fe-Ti oxide

Lunar highland rock types: Their implications for impact-induced fractionation

Lunar rocks may be classified into three major groups: (1) coarse-grained igneous rocks, (2) fine-grained igneous rocks, and (3) breccias. Group 1 is interpreted as primitive lunar crustal rocks that display various degrees of crushing and/or annealing. Group 2 is interpreted as volcanic rocks. Group 3 is interpreted as resulting from impacts on the lunar surface and is subdivided on the basis of matrix textures into fragmental breccias, crystalline breccias that have been annealed, and crystalline breccias with igneous matrices. A synthesis of the data concerning lunar highlands polymict breccias compels the prediction that the breccias should have homogeneous matrices from rock to rock within regions of the highlands of limited size where impact mixing has been efficient and extensive. But the returned breccias, even from one landing site, display a wide range in composition. This incompatibility between prediction and observation is a paradox that may be resolved by a process that acts after impact mixing to cause a differentiation of the breccia compositions. Partial melting of the local average crustal composition (as modeled by the average soil composition for each site) and separation of melt and residue in ejecta and/or fall-back blankets are compatible with the reviewed data and may resolve the paradox

Written Speech Feedback in the Basic Communication Course: Are Instructors too Polite?

The present study investigates written performance feedback through the lens of politeness theory. Study 1 examined the types of comments instructors offer to students when they provide written feedback on speeches as well as the relationship between these comments and students\u27 grades. Results demonstrate that instructors used an overabundance of positive politeness messages and virtually no negative politeness messages. Students who received a higher grade were more likely to receive fewer face threats and more positive politeness messages than those students\u27 who received a lower grade. The results also suggest that instructors are more willing to threaten a students\u27 negative face than their positive face. Study 2 extended the research project by examining students\u27 perceptions of instructor feedback students deem the most helpful. Results indicate that students desire a balance between their grade and the number of positive politeness comments they receive as well as more comments that threaten their face. Students in this study also found specific written feedback as the most helpful type of feedback they received

Comparative analysis of patient education by four professions in the Netherlands and the United States

This cross-national comparison study of four health professions is based on review and analysis of professional policy documents and explores the ways these selected professions integrate and structure patient education as a professional function. Factors that are internal and external to each of these professions are discussed and compared between the two countries. Professional policy documents related to patient education in nursing, pharmacy, dietetics, and physical therapy are examined in light of changes in dominant concepts of care, changing norms of professional organizations, changes in professional preparation, changes in patient roles, changes in the organization of patient care, and the changes in the health care delivery environment. Differences and similarities between the Netherlands and the United States provide an impetus for developing hypotheses on cross-national developments in patient education and ways for several elements to interact and affect acceptance of and implementation of the patient education function by health professions.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/28640/1/0000454.pd