Oxidation studies of some refractory metals

Samples of niobium, tantalum, molybdenum and tungsten metals have been given phosphided cases by heating in a phosphorous atmosphere. The samples were subsequently exposed to air at an elevated temperature. In tests at 800°C, the phosphided samples resisted air oxidation markedly compared to the pure untreated samples. The phosphided cases were only a few microns thick yet oxidation resistance of all these samples extended for several hours. Phosphided samples with 90° edges did not resist oxidation at the edges as well as rounded edge samples

Mrs. Edward B. Witte ; [James Meredith] to Mr. Meredith ; Mrs. Witte (3 October 1962 ; 28 December 1962)

https://egrove.olemiss.edu/mercorr_pro/1235/thumbnail.jp

The 2018 Nobel Laureates and Foreign-Born Scholars in the U.S. Higher Education System

Each year, the Nobel Prize is awarded to outstanding individuals in the fields of Economics, Physics, Medicine or Physiology, Chemistry, Literature, and Peace. Unlike in prior years, in 2018, none of the American winners were foreign-born individuals who immigrated to the United States or who were working at a U.S. institution at the time they won. But the United States did play an important role in their formation; nine of the twelve 2018 Nobel Laureates were either students, teachers, or research fellows at U.S. institutions of higher education at some point in their lives, even if they were not born in the United States. Three of the 2018 Nobel Laureates were foreign-born academics who spent considerable time at U.S. institutions. Their stories are the stories of dozens of foreign-born Nobel Prize Laureates and other gifted scientists who came to the United States to follow their dreams of knowledge and of genuine contribution to the wellbeing of humankind

Higher Education Exchange: 2007

This annual publication serves as a forum for new ideas and dialogue between scholars and the larger public. Essays explore ways that students, administrators, and faculty can initiate and sustain an ongoing conversation about the public life they share.The Higher Education Exchange is founded on a thought articulated by Thomas Jefferson in 1820: "I know no safe depository of the ultimate powers of the society but the people themselves; and if we think them not enlightened enough to exercise their control with a wholesome discretion, the remedy is not to take it from them, but to inform their discretion by education."In the tradition of Jefferson, the Higher Education Exchange agrees that a central goal of higher education is to help make democracy possible by preparing citizens for public life. The Higher Education Exchange is part of a movement to strengthen higher education's democratic mission and foster a more democratic culture throughout American society.Working in this tradition, the Higher Education Exchange publishes interviews, case studies, analyses, news, and ideas about efforts within higher education to develop more democratic societies

A Critical Examination of the Ethics of AI-Mediated Peer Review

Recent advancements in artificial intelligence (AI) systems, including large language models like ChatGPT, offer promise and peril for scholarly peer review. On the one hand, AI can enhance efficiency by addressing issues like long publication delays. On the other hand, it brings ethical and social concerns that could compromise the integrity of the peer review process and outcomes. However, human peer review systems are also fraught with related problems, such as biases, abuses, and a lack of transparency, which already diminish credibility. While there is increasing attention to the use of AI in peer review, discussions revolve mainly around plagiarism and authorship in academic journal publishing, ignoring the broader epistemic, social, cultural, and societal epistemic in which peer review is positioned. The legitimacy of AI-driven peer review hinges on the alignment with the scientific ethos, encompassing moral and epistemic norms that define appropriate conduct in the scholarly community. In this regard, there is a "norm-counternorm continuum," where the acceptability of AI in peer review is shaped by institutional logics, ethical practices, and internal regulatory mechanisms. The discussion here emphasizes the need to critically assess the legitimacy of AI-driven peer review, addressing the benefits and downsides relative to the broader epistemic, social, ethical, and regulatory factors that sculpt its implementation and impact.Comment: 21 pages, 1 figur

Collaboration Between Universities and Public Schools for Improved Student Achievement: A Report on the Progress of a Developing Partnership

This article reports the progress of one project aimed at bringing together professionals from post-secondary and K-12 environments. The project is being implemented at Richards Middle (RMS) in Columbus, Georgia and involves a collaborative partnership between several universities and RMS, resulting in a school-based evaluation initiative with direct implications for strengthening leadership, training, and instructional practices in schools. Faculty researchers from three universities from two states, Troy University, Columbus State University, and Auburn University are working collaboratively with faculty and staff of Richards Middle School on an inquiry with a three-fold purpose. The primary goal is to evaluate the effectiveness of the school’s International Baccalaureate (IB) Programme in its first year of implementation in the sixth grade. A second goal of the investigation is to evaluate the effectiveness of the staff training and development process employed during the initial year in terms of effective professional learning practices. A third goal is to investigate the effectiveness of the collaborative process itself in terms of the implementation of the dialogic approach discussed in Clark, et al. (1996)

Is Stormwater Treated? A Survey of Awareness and Behaviors That May Impact Nonpoint Source Education

2010 S.C. Water Resources Conference - Science and Policy Challenges for a Sustainable Futur

Comparing impingement boiling vs. pool boiling to improve technological insight into liquid cooling in electronics [abstract]

Abstract only availableWith the field of technology advancing at a rapid pace so must the technology behind cooling these electronic parts. My research compares two completely different of cooling operations and compares many different fluids in each method. This research will help lead the electronics industry into the future of liquid cooling. The first method is impingement boiling where jets of fluid spray a heated copper coupon and as the fluid rapidly boils it removes large amounts of heat. Jet arrays will be tested for one jet, four jets, and nine jets. Also we will experiment with different sorts of surface finishes on the heated copper coupon to see how this affects heat transfer. The three fluids that will be tested in this experiment are Water, Ethanol, and HFE7000. With these fluid's contrasting properties we should obtain great insight into what properties are most desired for this form of cooling. The second method of removing heat will be by pool boiling. For these tests will have a similar copper coupon, but in this case the fluid is allowed to gather in a pool completely submersing the copper coupon. We will be testing the fluids listed above plus some additional nanofluids. This is a very simple form of boiling that yields great amounts of heat transfer. Pool boiling as well as impingement boiling both have a very positive outlook for the future of liquid cooling and I hope to offer more insight though my research