Design and testing of the navigation model for three axis stabilized earth oriented satellites applied to the ATS-6 satellite image data base

An earth edge methodology has been developed to account for the relative attitude changes between successive ATS-6 images which allows reasonable high quality wind sets to be produced. The method consists of measuring the displacements of the right and left infrared earth edges between successive ATS-6 images as a function of scan line; from these measurements the attitude changes can be deduced and used to correct the apparent cloud displacement measurements. The wind data sets generated from ATS-6 using the earth-edge methodology were compared with those derived from the SMS-1 images (and model) covering the same time period. Quantitative comparisons for low level trade cumuli were made at interpolated uniformly spaced grid points and for selected individual comparison clouds. Selected individual comparison clouds, the root-mean-square differences for the U and V components were 1.0 and 1.2 meters per second with a maximum wind direction difference of 15 deg

User manual and programmer reference manual for the ATS-6 navigation model AOIPS and McIDAS versions, part 2

Development of a navigation system for a given satellite is reported. An algorithm for converting a satellite picture element location to earth location and vice versa was defined as well as a procedure for measuring the set of constants needed by the algorithm. A user manual briefly describing the current version of the navigation model and how to use the computer programs developed for it is presented

Exploring the Moderating effects of Racial/Ethnic Socialization, Academic Motivation and African American Racial Identity on the relation between Microaggressions and Mattering of African American Students at Predominantly White Institutions

African Americans remain underrepresented in higher education (Thompson, Gorin, & Chen, 2006) and experience subtle forms of racism called microaggressions (Sue et. al, 2007). The impact of microaggressions in post-secondary institutions may manifest in the achievement gaps that exist between African American and White people; moreover, they may influence the inequitable treatment of African American students by staff, teaching assistants and faculty (Ancis, Sedlacek, & Mohr, 2000; Becker & Luther, 2002). 108 African American undergraduate students at three Predominantly White Institutions (PWIs) participated. The current study employed an online survey to explore relationships of microaggressions, racial/ethnic socialization, African American racial identity, academic motivation, and mattering of African American students at PWIs, including moderating relationships. Generally, results demonstrated the following significant relationships: experiences of microaggressions were negatively related to a sense of belonging on campus and the belief that instructors were invested in their success; feeling valued on campus was significantly related to experiences of microaggressions; receiving racial stereotype messages about the cynicism of white people was negatively related to the perception that they mattered to instructors; receiving messages of racial protection and cultural insight was positively related to experiences of microaggressions. There were a number of significant relationships between mattering and intrinsic and extrinsic academic motivation. Of particular interest was a negative relationship between amotivation, mattering to instructors, and students perception that they do not belong on campus. Intrinsic motivation to experience stimulation was positively related to microaggresisons. Students’ belief that others on campus regarded their culture positively was negatively associated with microaggressions Students’ highly held regard for their African descent was positively associated with microaggressions. Moreover, Black Identity Nationalist Ideology significantly moderated the negative relationship between microaggresisons and mattering to instructors. The findings of the current study are an important contribution to the existing literature regarding the experiences of African American college students at PWIs. Recommendations based on the results of the current study are provided for administrators and clinicians who work with African American college students. Advisor: Michael J. Scheel, Ph.D

Projective prime ideals and localisation in pi-rings

The results here generalise [2, Proposition 4.3] and [9, Theorem 5.11]. We shall prove the following. THEOREM A. Let R be a Noetherian PI-ring. Let P be a non-idempotent prime ideal of R such that PR is projective. Then P is left localisable and RP is a prime principal left and right ideal ring. We also have the following theorem. THEOREM B. Let R be a Noetherian PI-ring. Let M be a non-idempotent maximal ideal of R such that MR is projective. Then M has the left AR-property and M contains a right regular element of R

Are Counselors Prepared? : Integrating Trauma Education into Counselor Education Programs

Due to the high prevalence of traumatic events, counselors are likely to have clients with histories of trauma. Counselors need to be prepared to work with trauma-related issues. The Council of Accreditation of Counseling & Related Educational Programs supports the importance of trauma education in the 2016 CACREP standards. Due to the 60 credit hour requirement of counselor training programs, the authors suggest that counselor educators integrate trauma education throughout Counselor Education curricula as opposed to creating a whole course. This article elucidates the need of integrating trauma education in counseling graduate programs, and provides suggestions regarding how counselor educators can incorporate trauma education in counseling program curricula

Are Counselors Prepared? : Integrating Trauma Education into Counselor Education Programs

Due to the high prevalence of traumatic events, counselors are likely to have clients with histories of trauma. Counselors need to be prepared to work with trauma-related issues. The Council of Accreditation of Counseling & Related Educational Programs supports the importance of trauma education in the 2016 CACREP standards. Due to the 60 credit hour requirement of counselor training programs, the authors suggest that counselor educators integrate trauma education throughout Counselor Education curricula as opposed to creating a whole course. This article elucidates the need of integrating trauma education in counseling graduate programs, and provides suggestions regarding how counselor educators can incorporate trauma education in counseling program curricula

Optical Lock-in Vibration Detection Using Photorefractive Four-Wave Mixing

Many important applications for photorefractive crystals (PRCs) have been found recently by various investigators [1–3]. These applications range from volumetric information storage in optical computing to adaptive, remote detection of ultrasonic vibration in optical nondestructive evaluation [4]. In this paper, we propose the use of PRCs for lock-in detection of continuously vibrating structures