Critical Voices: Reinterpreting American History at the Eiteljorg Museum

The complexity of the relationship between Native Americans and Western Americans is reflected in the visual culture of both societies, and in how it is displayed within the context of museums. The Eiteljorg Museum of American Indians and Western Art is unique because it contains collections from both of these societies. It can be argued that displaying art from both societies in the same space only contributes to the colonial mindset because the voices of the Native Americans will be drowned out by the more dominant voices of the white settlers. I argue that the way that the Eiteljorg Museum presents their galleries and utilizes educational programming is beneficial in teaching all of the diverse perspectives of the American West. These diverse perspectives are too often excluded from history teaching requirements, which is why the Eiteljorg Museum serves as an excellent tool to teach the true stories of the American West through art and hands on learning. --Provided by the author

Ejector nozzle with massive blowing

Jet-flap, wing-blowing system for use in short takeoff and landing aircraft is described. System depends on ejector nozzle with large blowing capacity to direct ducted air against deflected flap. Operation of equipment during takeoff and cruise conditions is discussed. Diagrams of equipment are provided

Laterally stacked Schottky diodes for infrared sensor applications

Laterally stacked Schottky diodes for infrared sensor applications are fabricated utilizing porous silicon having pores. A Schottky metal contract is formed in the pores, such as by electroplating. The sensors may be integrated with silicon circuits on the same chip with a high quantum efficiency, which is ideal for IR focal plane array applications due to uniformity and reproducibility

THE LOW-INCOME FARM PROBLEM

Agricultural and Food Policy,

An investigation into: what are the factors that teachers in four primary academy coastal schools in South-East England identified as influential in the development of their respective school's curriculum

The aim of this research was to explore the process of how four primary academy coastal schools in South-East England reviewed their curricula following the implementation of the National Curriculum (2013) for England. The respective sample schools did not have to adopt the National Curriculum (2013) because of their academy status (DfE, 2013). However, in the process of their curriculum review and subsequent curriculum development, they had to ensure that their core curriculum aligned with the government’s increased expectations of pupils’ knowledge by the end of Key Stage 1 and 2 as set out in the National Curriculum (2013). This qualitative research was conducted using an interpretivist paradigm. The empirical data was collected through semi-structured interviews with four class teachers (participants). Each teacher had responsibility for subject leadership in their respective primary academy coastal school. The data (gathered from participant interviews) shows three key findings relating to teachers’ perceptions of factors that would influence the curriculum development process and, as such, impact the quality of the developed curriculum in the four primary academy coastal schools. The first key finding that emerged from teachers’ perceptions in all four primary academy coastal schools was that the school’s context/profile influenced their curriculum development process. This factor would need to be taken into account if their school’s curriculum was to provide pupils with the learning opportunities and experiences, they would need in order to prepare them for the next phase of education and life in general. The second key finding that emerged from this research was that teachers identified both internal and external factors beyond the school’s context/profile that influenced the curriculum development process in their schools. This determined their approach and influenced their thinking throughout the curriculum development process. They also highlighted the need for teacher training in curriculum development. The third key finding that emerged from teachers’ perception of the factors that influence curriculum development in their schools, was the importance of school leaders affording teachers’ autonomy in the process. Due to the autonomy given to academies in the development of their school’s curriculum, teachers are becoming increasingly pivotal to its success. This research has made a substantial contribution to the limited body of knowledge in existence about the process of curriculum development in primary academy coastal schools. It has provided valuable information about curriculum development and has shed light on an under-researched element of an ever-changing educational landscape

Balloon infrared astronomy platform (BIRAP)

The development of a balloon-borne attitude control system for infrared astronomy studies is discussed. The Balloon Infrared Astronomy Platform (BIRAP) is the result of the development effort. The BIRAP uses electronic gimballing for the offset pointing which eliminates a set of mechanical gimbals. Guide stars with visual magnitudes as low as plus 6 are used for fine tracking assuring that all areas of the sky can be covered. The BIRAP control concept uses a closed loop system in the airborne equipment with automatic update through a command link that can be operated either manually or automatically by a ground based computer

An analysis of social studies practices in the intermediate grades,

Thesis (M.A.)--Boston Universit

Fabrication of nanometer single crystal metallic CoSi2 structures on Si

Amorphous Co:Si (1:2 ratio) films are electron gun-evaporated on clean Si(111), such as in a molecular beam epitaxy system. These layers are then crystallized selectively with a focused electron beam to form very small crystalline Co/Si2 regions in an amorphous matrix. Finally, the amorphous regions are etched away selectively using plasma or chemical techniques