Design and demonstration of a system for the deposition of atomic-oxygen durable coatings for reflective solar dynamic power system concentrators

A system for the vacuum deposition of atomic-oxygen durable coatings for reflective solar dynamic power systems (SDPS) concentrators was designed and demonstrated. The design issues pertinent to SDPS were developed by the Government Aerospace Systems Division of the Harris Corporation and are described in NASA-CR-179489. Both design and demonstration phases have been completed. At the time of this report the deposition system was ready for coating of facets for SDPS concentrators. The materials issue relevant to the coating work were not entirely resolved. These issues can only be resolved when substrates which are comparable to those which will be used in flight hardware are available. The substrates available during the contract period were deficient in the areas of surface roughness and contamination. These issues are discussed more thoroughly in the body of the report

The Continuous Use of the Archaeology Theme Throughout an Evangelistic Series

Problem: One approach used by a number of Seventh-day Adventist evangelists to attract public attention has been a presentation of archaeological topics and Bible history. Often there has been a rapid change of emphasis to doctrinal material which has resulted in a decline in attendance. There is need for an approach that can adapt to public interest and continue the presentation of the Gospel in the same framework. The purpose of this present study was to ascertain trends from evangelists\u27 experience and to conduct an evangelistic series which would maintain the archaeology them throughout. Method:Research was done to provide an archaeological framework for presenting the Gospel during the evangelistic mission. Twelve lectures were given as a result of study into public interest in the past and a felt need for roots . Three surveys were conducted, the first from the experiences of twelve evangelists. Two surveys were made of the audience at the mission, the first from those attending the opening programme, the second of the ones who ceased attending. Comparisons were made of the audiences interest and reasons for ceasing attendance. The evangelists\u27 surveys were compared to trace the relationship of change in subject matter to decline in attendance. Results: There were trends shown in the evangelists\u27 experience that a greater drop in attendance occurred when the subject matter was changed. In the missions conducted by those that did not alter their archaeological emphasis there was a more gradual decline in attendance. This was also the position in the mission conducted by the writer. The first survey of the audience revealed their interest in archaeological topics and those who maintained attendance wished to continue to hear these themes. The second survey showed that those who stopped attending had done so for personal reasons and not because the subject matter was sustained. Conclusions: It was observed that an audience is unprepared to change its interest and therefore stops attending. It seems evident that a greater awareness of the public\u27s interest and an adaptation to that interest by the evangelist would assist in maintaining attendance. It is recommended that a fuller range of topics be presented in a longer series including extra seminar programmes

A Follow-Up Study Of The Graduates And Drop-Outs Of The Summerfield Negro School Ponta, Texas 1942 To 1949

The secondary schools of America are becoming more and more cognizant of their responsibility to youth after they have left school. The ending of the formal academic stop does not, or at least should not sever the school\u27s relationship with the student. This growing cognizance is causing the secondary school to become more concerned with life out of school. Definite efforts are being put forth in all parts of the United States to make the work of the school more meaningful in the lives of students after they leave school. This effort on the part of the secondary school to become more effective in the lives of individuals in their post-school life is being accelerated because of the evaluation being made on the basis of the behavior of youth after they leave school either as graduates or as dropouts. This evaluation is being made whether the schools like it or not and the extent to which youth are able to adjust to adult life will determine the rating given to the work being done in our secondary schools. Chisholm has this to say about the follow-up step in the guidance programs: The school can no longer wash its hands of its responsibility to youth after formal school days are over. Such a procedure might have been somewhat acceptable in the school of the pioneer days. If so, this at least is certain: The modern school should not follow this blind pattern set by the school of past generations. When the student leaves school today, he should not be left to shift for himself with whatever success chance may bring. If the chief aim of the school is to give the individual the type of experience or training that -will enable him to live a full life at the time and also contribute the maximum to his continued happiness and success as he meets the problems of life, it must continue its relationship with the student or at least try to do so until the student has made reasonable adjustment to life\u27s problems. Therefore the guidance program does not end when an individual has been placed in a vocation, no matter how carefully and how wisely the vocation has been chosen. It is the duty of the individual or individuals who have spent limitless time and effort in carrying on the preceding steps in the guidance program to see to it that the individual, graduate or drop-out, functions successfully in the chosen vocation

Low energy nuclear structure of nuclei near closed shell using Ge(Li)-Ge(Li) coincidence techniques

Issued as Progress report, and Final progress report, Project no. G-41-62

Book Censorship and Its Threat to Critical Inquiry in Social Studies Education

This article argues that recent advances in book censorship in the United States point to a threat to critical inquiry pedagogy in social studies education— a content area aiming to prepare learners for active and engaged citizenship in a pluralistic, democratic society. To support this argument, the article offers a description of critical inquiry pedagogy and explains how critical inquiry is connected to social studies education. It provides examples of two recently censored children’s literature books listed on Pen America’s (2022) Index of School Book Bans and it explains what these books may offer social studies education. It then suggests that the censorship of these books stifles critical inquiry in social studies classrooms. The article explores possible next steps that social studies educators, and advocates of social studies education, could take to address the uptick in book censorship, and it closes with a brief conclusion

Low-lying levels in some spherical and rotational nuclides by Coulomb excitation and radiative capture of thermal neutrons

The work presented in this dissertation was performed in order to obtain additional information on the level schemes and decay properties of several nuclei in an attempt to explain the observations in terms of an applicable nuclear model. Various nuclear models are discussed in Section II. A general review from the classical point of view of the Coulomb excitation reaction is discussed in Section III and the thermal-neutron-capture reaction is outlined in Section IV. The experimental equipment and procedure is discussed in Section V in which the ramper method of energy determination is outlined. This method allows the measurement of y-ray energies to an accuracy of [approximately] 0.1 keV in many cases and therefore increases the chances for an unambiguous placement of the γ-ray in a level scheme. A method for the accurate determination of the analyzing system dead time is also presented. The exclusive use of Ge(Li) detectors is made in both singles and coincidence γ-ray studies. A series of measurements on the singles and coincidence γ-ray spectra as well as the conversion electron spectra following the decay of ⁶⁶Ge is presented in Section VI. This nucleus decays primarily by allowed beta transitions permitting the determination of the quantum mechanical parameters of many of the states in ⁶⁶Ge. This nuclide is expected to exhibit excited states being primarily single-particle in nature. The shell model structure of these states could lead to the occurrence of forbidden M1 transitions and indeed the first excited state of ⁶⁶Ge does exhibit a retarded M1 transition as reflected in its 21 nsec lifetime. Measurements of the de-excitation γ-rays following Coulomb excitation of the low-lying levels in ¹⁰⁵Pd are presented in Section VII. Attempts to describe this nucleus in terms of Nilsson orbitals have been largely unsuccessful. A description of the low-lying levels in terms of the core-excitation model is presented. The agreement between the experimental observations and the predictions of the core-excitation model is somewhat less than satisfying. However, accurate B(E2)[up arrow] transition probabilities are presented which may be compared to a more extensive theoretical treatment. Section VIII discusses the thermal-neutron-capture reaction ¹⁸⁶W ([nu, gamma])¹⁸⁷W]. Both high-energy and low-energy γ-rays have been observed using both singles and coincidence γ-ray spectroscopic techniques in an attempt to construct an unambiguous level scheme. The resulting low-lying energy levels are discussed in terms of the Nilsson model including the Coriolis band mixing terms. Evidence is presented for the existence of Coriolis mixed states built on the [512]3/2̄⁻, and [510]1/2⁻ intrinsic states . The results of the model-predicted energy level sequence and γ-ray branching ratios are discussed --Abstract, pages ii-iii

Symbolic Boundaries and the Clinical Preparation of Teacher Candidates

The purpose of this essay is to make sense of the two divides in the clinical preparation of teacher candidates: (1) between professional knowledge and skilled practice, and (2) between university-based courses and school-based field experiences. This essay extends the work of Lamont and Molnár (2002) to conceptualize symbolic boundaries related to these two divides. Within this framework, a review of the research highlights three main implications. First, teacher education programs need to design teaching and learning experiences that allow teacher candidates to use the professional knowledge they have gained through their university courses across multiple educational settings. Second, such collaborative efforts, we argue, would help bridge the institutions’ approaches to teaching and learning and, therefore, send a more consistent message to teacher candidates about what constitutes professional knowledge and skilled practice in teaching. Third, a rapid and dramatic shift to online learning as a result of the COVID-19 pandemic highlights these divides even further and pushes universities and PK-12 schools to reevaluate how teachers and teacher candidates are developing professional knowledge and skilled practice. Using symbolic boundaries as a framework for understanding existing divides – divides that are likely to shift and change as a result of the COVID-19 pandemic – may help determine how to better prepare today’s teacher candidates for the challenges of classroom teaching

Charism that Lives: Translating the Message of St. Vincent de Paul for Today’s Teacher Education

One way that St. Vincent’s mission of compassion has expanded in modern times is through the work of Catholic Vincentian universities such as St. John’s University in Queens, New York. Consistent with Vincentian charism, the university’s mission statement proclaims, “Wherever possible, we devote our intellectual and physical resources to search out the causes of poverty and social injustice and to encourage solutions that are adaptable, effective, and concrete.” By working with and supporting preservice teachers, we can meet St. Vincent’s call to serve those in need. First, we provide a short biography of St. Vincent de Paul’s life, selecting parts of the saint’s life that capture the essence of his ministry and legacy. After this biography, we discuss how the work and life of St. Vincent de Paul is reflected in our own work

Ursinus College Alumni Journal, Summer 1937

Current comment: Ave, alumni! • President\u27s page • 67th annual commencement • Toward a greater Ursinus • Dr. Price\u27s research presented by A. M. A. • Letter from president of Woman\u27s Club outlines organization\u27s objective • About ourselves • Dr. Behney new alumni director • $100,000 scholarship fund being raised as lasting memorial to Dr. Omwake • 1937 varsity football schedulehttps://digitalcommons.ursinus.edu/alumnijournal/1000/thumbnail.jp

Ursinus College Alumni Journal, Spring 1941

Current comment • President\u27s page • Campus notes: Founders Day celebration transferred to autumn; Haines \u2703 and Deininger \u2715 take leading parts in commencement program; Speakers; May pageant • Alumni Association nominates officers for coming year • Messiah • Ursinus Woman\u27s Club holds successful card party • Hands across Panama theme for all-Ursinus conference • Winter sports • About ourselves • 71st annual commencementhttps://digitalcommons.ursinus.edu/alumnijournal/1011/thumbnail.jp