X-ray analysis of some mixed crystals of the silver halides

Mixed crystals of silver chloride with silver bromide, and silver bromide with silver iodide, in various proportions of the components, were examined by the X-ray powder method of crystal structure analysis. The AgClAgar mixtures showed the simple cubic structure (NaCl type) characteristic of the pure components, with a lattice spacing lying between those of the two components and following a linear relation with the molecular concentration of each component.Most of the AgBr-AgI. mixtures showed the existence of twoTable II

     

5.

Navigating Transitions: Challenges for Engineering Students     

Deborah Moore-Russo  Jillian N. Wilsey  Michael J. Parthum Sr.  Kemper Lewis 《理论付诸实践》2017,56(4):291-299

As college students enter engineering, they face challenges when they navigate across various transitions. These challenges impact whether a student can successfully adapt to the rigorous curricular requirements of an engineering degree and to the norms and expectations that are particular to engineering. This article focuses on the transitions between disciplinary literacies, primarily addressing how ideas are communicated and which types of semiotic representations are valued, required, and ignored by the different cultures that come into play both prior and during a student’s engineering education. Specifically, it addresses navigation:

• Across secondary to postsecondary institutional expectations, contrasting common curricular experiences of secondary students and postsecondary curricular expectations.

• Between and within disciplines (including mathematics and science), which often have different ways of communicating and representing a single concept, especially in theoretical applications and practical calculations.

• From the traditional pedagogies of classrooms to the different methods and expectations of laboratory settings (for example, collaborative engagement in planning, experimentation, an understanding of experimental error, and an understanding of how all three are communicated and represented).

     

6.

Fog corrections in photographic densities     

R.B. Wilsey 《Journal of The Franklin Institute》1925,200(4):536

     

7.

Intensification and reduction with pyro developers     

R.B. Wilsey 《Journal of The Franklin Institute》1920,189(2):247-248

     

8.

Dual identities: organizational negotiation in STEM-focused Catholic schools     

Matthew Kloser  Matthew Wilsey  Dawn W. Hopkins  Julie W. Dallavis  Erin Lavin  Michael Comuniello 《Cultural Studies of Science Education》2018,13(2):549-579

In the last decade, STEM-focused schools have opened their doors nationally in the hope of meeting students’ contemporary educational needs. Despite the growth of these STEM-focused institutions, minimal research exists that follows how schools make a transition toward a STEM focus and what organizational structures are most conducive to a successful transition. The adoption of a STEM focus has clear implications for a school’s organizational identity. For Catholic schools, the negotiation of a new STEM focus is especially complex, as Catholic schools have been shown to generally possess a distinct religious and cultural organizational identity. The adoption of a second, STEM-focused identity raises questions about whether and how these identities can coexist. Framed by perspectives on organizational identity and existing conceptualizations of the cultural and religious hallmarks of Catholic schools, this study utilizes a multiple-case study design to explore the organizational transition of four Catholic K-8 institutions to Catholic STEM-focused schools. These cases demonstrate the particular challenges of negotiating multiple organizational identities. While variation existed in how the four schools accommodated these identities, the most promising environments for successful transition drew upon an aggregative model of identity negotiation, that is, when schools attended to both identities, but ensured that the original Catholic identity of the school remained foundational to all decisions. The least successful identity negotiations occurred when there was a lack of common understanding about what comprised a STEM-focused school, leading to minimal buy-in from stakeholders or when a school sought to make the transition for recruitment or marketing rather than mission-driven reasons. Discussion of the more successful identity aggregation provides a framework for schools within and beyond the religious sector that desire to adopt an additional STEM-focused identity.     

9.

The measurement of intensifying factors of x-ray intensifying screens     

R.B. Wilsey 《Journal of The Franklin Institute》1924,198(3):401-402

     

10.

The spectral selectivity of photographic deposits: Part I. Theory,Nomenclature, and Methods     

L.A. Jones  R.B. Wilsey 《Journal of The Franklin Institute》1918,185(2):231-267

     

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Mol. per cent. AgCl.	Mol. per cent. AgBr.	Lattice spacing 100 Planes.
0	100	2.884
20	80	2.862
40	60	2.840
50	50	2.827
60	40	2.815
80	20	2.794
100	0	2.770

Navigating Transitions: Challenges for Engineering Students

As college students enter engineering, they face challenges when they navigate across various transitions. These challenges impact whether a student can successfully adapt to the rigorous curricular requirements of an engineering degree and to the norms and expectations that are particular to engineering. This article focuses on the transitions between disciplinary literacies, primarily addressing how ideas are communicated and which types of semiotic representations are valued, required, and ignored by the different cultures that come into play both prior and during a student’s engineering education. Specifically, it addresses navigation:

• Across secondary to postsecondary institutional expectations, contrasting common curricular experiences of secondary students and postsecondary curricular expectations.

• Between and within disciplines (including mathematics and science), which often have different ways of communicating and representing a single concept, especially in theoretical applications and practical calculations.

• From the traditional pedagogies of classrooms to the different methods and expectations of laboratory settings (for example, collaborative engagement in planning, experimentation, an understanding of experimental error, and an understanding of how all three are communicated and represented).

     

Dual identities: organizational negotiation in STEM-focused Catholic schools

In the last decade, STEM-focused schools have opened their doors nationally in the hope of meeting students’ contemporary educational needs. Despite the growth of these STEM-focused institutions, minimal research exists that follows how schools make a transition toward a STEM focus and what organizational structures are most conducive to a successful transition. The adoption of a STEM focus has clear implications for a school’s organizational identity. For Catholic schools, the negotiation of a new STEM focus is especially complex, as Catholic schools have been shown to generally possess a distinct religious and cultural organizational identity. The adoption of a second, STEM-focused identity raises questions about whether and how these identities can coexist. Framed by perspectives on organizational identity and existing conceptualizations of the cultural and religious hallmarks of Catholic schools, this study utilizes a multiple-case study design to explore the organizational transition of four Catholic K-8 institutions to Catholic STEM-focused schools. These cases demonstrate the particular challenges of negotiating multiple organizational identities. While variation existed in how the four schools accommodated these identities, the most promising environments for successful transition drew upon an aggregative model of identity negotiation, that is, when schools attended to both identities, but ensured that the original Catholic identity of the school remained foundational to all decisions. The least successful identity negotiations occurred when there was a lack of common understanding about what comprised a STEM-focused school, leading to minimal buy-in from stakeholders or when a school sought to make the transition for recruitment or marketing rather than mission-driven reasons. Discussion of the more successful identity aggregation provides a framework for schools within and beyond the religious sector that desire to adopt an additional STEM-focused identity.