Raman Spectroscopic and SEM Analysis of Sodium-Zippeite

Raman at 298 and 77 K and infrared spectra of two samples of sodium-zippeite were studied and interpreted. U-O bond lengths in uranyl were calculated and compared with those inferred from the X-ray single crystal structure data of a synthetic sodium-zippeite analog. Hydrogen-bonding network in the studied samples is discussed. O-H…O bond lengths were calculated and compared with those predicted from the X-ray single crystal structure analysis

Isomorphic Substitution in Vanadinite [Pb5(VO4)3C1] - Raman Spectroscopic Study

The Raman and infrared spectroscopy of three vanadinite [Pb5(VO4)Cl] specimens from three localities has been studied. Single crystal Raman spectra were obtained and the spectra were found to be both orientation and temperature dependent. Measurement of the Raman spectra at liquid nitrogen temperature enabled better band separation and increased intensities of weak bands through band narrowing enabling, the assignment of the bands in vanadinites to be made. Two types of isomorphous substitution are identified (a) substitution in the bulk of the crystal where electron beam microanalysis identifies the presence of calcium and copper. (b) surface substitution where infrared spectroscopy shows the isomorphous substitution of vanadate by phosphate and of chloride by hydroxyl groups

Count me in! Gender and ethnic minority attainment in school science

There is no single 'solution' to the 'problem' of under-achievement in school science by certain groups. Such under-achievement is strongly connected to the ways that society views the members of these groups. It is not enough for schools to be isolated islands of good practice; they need to help students critically reflect on the world inside and outside of school, and then equip students with the necessary tools to deal with this world. A number of strategies are suggested for use in schools to help pupils and students from groups which often underachieve to get more from their science lessons

UTSI atmospheric science program

Two areas of research were carried out concerned with meteorological and environmental inputs to aviation systems. One effort dealt with the investigation of wind fields about bluff geometries typical of buildings or other man made obstructions to the surface wind and the behavior of craft flying through these disturbed wind fields. The second effort was the definition and mathematical models of atmospheric wind shear associated with thunderstorms, stable boundary layers, and synoptic fronts. These mathematical models can be utilized in flight simulators to train pilots and flight crews and to develop instrumentation for landing in adverse wind shear conditions

Meteorological and environmental inputs to aviation systems: Opening remarks

Opening remarks for the workshop are given. A description of the workshop and a schedule of the committee meetings are presented. Tables of suggested questions for discussion and lists of the individual participants for the various committees are also presented

Reducing Able-bodied Entitlement: The Effects of Education, Privilege Acknowledgment, and Inter-group Contact

Too often, socially privileged individuals act in ways that display entitlement, ignorance, or disregard for marginalized people, even when they are educated about the dynamics of oppression and privilege. Because education alone may not be sufficient to reduce prejudices held by the privileged, it is necessary to determine which additional factors most effectively motivate privileged individuals to embody support for the marginalized in their everyday actions. One such factor identified as influential in the cultivation of inter-group harmony is inter-group contact. In this research, I focus on able-bodied people and their sense of entitlement to their surroundings; specifically, I examine whether meaningful inter-group contact between people with disabilities and able-bodied people who have been educated about disability issues and who acknowledge their able-bodied privilege affects their appropriation of amenities designed for people who use mobility devices. My findings have implications for policies and programs: initiatives that incorporate both educational and interactional components are better equipped to foster disabilityfriendly climates than are single-axis approaches