JWK Corporation (United States)

Solid state nuclear track detectors (SSNTDs), such as CR-39, have been used to detect energetic charged particles and neutrons. Of the neutron and charged particle interactions that can occur in CR-39, the one that is the most easily identifiable is the carbon breakup reaction. The observation of a triple track, which appears as three alpha particle tracks breaking away from a center point, is diagnostic of the 12C(n, n’)3α carbon breakup reaction. Such triple tracks have been observed in CR-39 detectors that have been used in Pd/D co-deposition experiments. In this communication, triple tracks in CR-39 detectors observed in Pd/D co-deposition experiments are compared with those generated upon exposure to a DT neutron source. It was found that both sets of tracks were indistinguishable. Both symmetric and asymmetric tracks were observed. Using linear energy transfer (LET) curves and track modeling, the energy of the neutron that created the triple track can be estimated.

This paper provides examples and tables that illustrate the process and use of criterion referenced objectives in course design. Instructional design processes include the development of course control documents. When sufficiently detailed course control documents are developed, to sufficient detail, courseware is: (1) produced more efficiently, (2) easily traced back to validated training requirements, and (3) more capable of surviving rigorous tests for validity. A key element in course design is developing a set of properly written objectives. This paper outlines the relationship of objectives to course control documents and describes how appropriately written criterion referenced objectives can guide courseware writers through the course development process. Properly stated objectives guide by incorporating indicators useful in grouping objectives by learning domains, grouping objectives into units of instruction, dividing units of instruction into individual lessons, and assigning instructional media to each lesson.< <ETX xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">&gt;</ETX>

The National Institute of Education funded a 2-year study of programs offering an in-school alternative to out-of-school suspension. The study was conducted in 10 school districts over a 2-year period (1978–80). This study provides a description of the 10 programs visited. The programs are categorized as either large or small districts. Ten aspects of in-school suspension programs are described. The study concludes with a series of observations based on the site visits, which may provide insights to school administrators interested in or responsible for in-school alternative to suspension programs.

This study identifies the patterns of criminal activity among 1,544 members of a drug/alcohol treatment population. a sizable number of the members have a history of involvement in crime. Most of the involvement is in the area of victimless crimes such as narcotics possession, disorderly conduct, and drunkenness. Person, property, and victimless crimes are moderately intercorrelated. The relationships between patterns of criminal activity and drug/alcohol usage are also examined. Person crimes and victimless crimes are less likely to be committed under the influence of drugs than under the influence of alcohol. Property crimes are more likely to be committed to support a drug/alcohol addiction than are person or victimless crimes. While it is true that a majority of arrested addicts or alcoholics began their criminal behavior before they began using drugs on a regular basis, the fact that a large portion of them started a substance during the same year as they launched their criminal careers or in previous years cannot be ignored. While there is no relationship between the extent of drug/alcohol use and criminal behavior, the type of drug, especially when considered in conjunction with the age, race, and sex of the individual, is partially associated with crime.