This study examines the political career of Maurice Edwin "Moon" Landrieu from his election to the Louisiana legislature in 1960 to the end of his first term as mayor of New Orleans in 1974. Landrieu was a white southern liberal who vigorously supported the agenda of the civil rights movement. He succeeded in building an unprecedented coalition between liberal, middle-class whites and a large segment of the black community. As the 1970s unfolded, however, he found his coalition increasingly threatened not just by disgruntled white conservatives, which might be expected, but also by angry black radicals of the Black Panther Party. This study argues that Landrieu's firm commitment to opening up political and economic opportunity to all citizens enabled him to keep his progressive, biracial coalition together and to help pave the way for the 1978 election of Ernest "Dutch" Morial, the first black mayor of New Orleans.

Neste projeto fazemos uma discussão sobre o Ensino de Astronomia, em particular sobre o conteúdo das fases da Lua, na perspectiva da formação de conceitos a partir da Teoria histórico-cultural da Atividade. Com base nesse referencial, lançamos uma proposição teórica que relaciona determinado conceito com suas atividades genéticas, isto é, as atividades historicamente determinadas e culturalmente sistematizadas nas quais o conceito emerge. A essa proposição demos o nome de conceito-atividade. A implicação direta dessa relação é que os conceitos passam a ser entendidos como entidades abertas, dinâmicas, multifacetas e controversas. Para explicitar essas outras qualidades do conceito para o caso da Lua, recorremos a alguns episódios e debates da História da Ciência e elementos da cultura popular que serviram de subsídios para analisar a gênese histórica do conceito de Lua e os sentidos a ela atribuídos. Ainda como parte dessa dissertação, apresentamos e avaliamos a implementação de uma proposta didática para os anos finais do Ensino Fundamental cujo propósito era de ensinar a Lua e suas fases e discutir alguns de seus outros sentidos históricos e culturais. As atividades propostas foram bastante diversificadas, compreendendo: observação, simulação, modelização, interpretação e produção textual, desenho, entrevistas, tomadas de medidas e estimativas. As avaliações dos alunos apontam uma compreensão adequada do modelo astronômico. / In this project we reflect on the Astronomy Education, in particular the content of the phases of the Moon, with respect to the formation of concepts from culturalhistorical activity theory. From this framework, we developed a theoretical proposition that relates a given concept with its genetic activities, i.e., activities historically determined and culturally systematized which the concept emerges directed to a purpose. The proposition that we called a concept-activity. The implication of this relationship is that the concepts are understood as open, dynamic, multifaceted and controversial entities. To make clear these qualities from concept to the case of the Moon, we resorting to some episodes and debates of the History of Science. Also as part of this dissertation, we present, discuss and evaluate the implementation of a proposal to the end of secondary school. The sequence of fifteen classes was compiled with the purpose of teaching about the moon and its phases along with some of the other historical meanings attributed by human culture.

Ce projet se place dans le contexte des futures missions habitées d’exploration du système solaire (avec un horizon de 2025), en respect de la feuille de route proposée par l’ISECG (International Space Exploration Coordination Group) [1]. Une nouvelle avancée serait de maintenir, à un des points de Lagrange du système Terre-Lune, en avant-poste, une station spatiale qui faciliterait l’accès vers les destinations telles que la Lune, Mars et les astéroïdes et permettrait de tester certaines technologies, notamment avant de les employer pour des missions plus lointaines. Un des principaux défis sera de maintenir en permanence et de garantir à bord la santé de l’équipage, à l’aide d’un centre médical (SMC) autonome arrimé à cette station. Se pose alors la problématique de la servitude d’une telle station, pendant la phase de déploiement (assemblage des différents modules constitutifs du centre médical) et la phase opérationnelle. Les enjeux résident, d’un point de vue global, dans la construction des scénarios opérationnels et, d’un point de vue local, la sélection de trajectoires, cherchant notamment à minimiser les incréments de vitesse (la dépense énergétique) et les temps de transport (sauvegarde des équipages). Quelles recommandations pourrait-on apporter en terme d’optimisation de trajectoire, satisfaisant des critères de dépense énergétique, durée de transport et sécurité ? Quels sont les verrous technologiques à lever pour permettre la réalisation d’une telle station spatiale? Quelles seraient les performances à viser pour les sous-systèmes critiques impliqués? Les résultats d’une telle étude permettraient d’ouvrir des perspectives de recherche et développement dans le domaine des vols habités, notamment dans le domaine du transport mais également dans l’optique d’une occupation de longue durée. / In the context of future human space exploration missions in the solar system (with an horizon of 2025) and according to the roadmap proposed by ISECG (International Space Exploration Coordination Group) [1], a new step could be to maintain as an outpost, at one of the libration points of the Earth-Moon system, a space station. This would ease access to far destinations as Moon, Mars and asteroids and would allow to test some innovative technologies, before employing them for far distant human missions. One of the main challenges will be to maintain permanently, and ensure on board crew health thanks to an autonomous space medical center docked to the proposed space station, as a Space haven. Then the main problem to solve is to manage the station servitude, during deployment (modules integration) and operational phase. Challenges lie, on a global point of view, in the design of the operational scenarios and, on a local point of view, in trajectories selection, so as to minimize velocity increments (energy consumption) and transportation duration (crew safety). Which recommendations could be found out as far as trajectories optimization is concerned, that would fulfill energy consumption, transportation duration and safety criterion? What would technological hurdles be to rise for the building of such Space haven? What would be performances to aim at for critical sub-systems? Expected results of this study could point out research and development perspectives for human spaceflight missions and above all, in transportation field for long lasting missions.Thus, the thesis project, presented here, aims at from global system life-cycle decomposition, to identify by phase operational scenario and optimize resupply vehicle mission. The main steps of this project consist in:- Bibliographical survey, that covers all involved disciplines like mission analysis (Astrodynamics, Orbital mechanics, Orthography, N-Body Problem, Rendezvous…), Applied Mathematics, Optimization, Systems Engineering….- Entire system life-cycle analysis, so as to establish the entire set of scenarios for deployment and operations (nominal cases, degraded cases, contingencies…) and for all trajectories legs (Low Earth Orbit, Transfer, Rendezvous, re-entry…)- Trade-off analysis for Space Station architecture- Modeling of the mission legs trajectories- Trajectories optimizationThree main scenarios have been selected from the results of the preliminary design of the Space Station, named THOR: the Space Station deployment, the resupply cargo missions and the crew transportation. The deep analysis of those three main steps sorted out the criticality of the rendezvous strategies in the vicinity of Lagrangian points. A special effort has been set on those approach maneuvers. The optimization of those rendezvous trajectories led to consolidate performances (in term of energy and duration) of the global transfer from the Earth to the Lagrangian point neighborhood and return. Finally, recommendations have been deduced that support the Lagrangian points importance for next steps of Human Spaceflight exploration of the Solar system.

Le dieu Sol, personnification de l’astre du jour, est documenté à Rome et en Italie bien avant l’avènement de l’empire. Dieu longtemps secondaire, ce n’est que durant l’Antiquité tardive qu’il gagne en importance, mais jamais au point de supplanter Jupiter et de devenir la divinité suprême. Cette étude a pour but d’offrir une approche renouvelée de l’interprétation de son image, en mettant en valeur la constance de son iconographie, l’uniformité des messages qui lui sont associés, son importance croissante dans l’idéologie politique impériale, et ensuite de les expliquer et de les réintégrer dans une perspective plus globale du IIe au IVe siècle. Cette présente thèse a ainsi pour but d’étudier les représentations du dieu Sol, à la fois personne divine et personnification de l’astre diurne, puis d’en déduire la nature du pouvoir cosmique du dieu, notamment par l’étude des documents dans lesquels il est mis en relation directe ou indirecte avec d’autres divinités, et de mettre en relief la spécificité de l’utilisation de l’image du dieu Sol dans un contexte impérial. / The Sun deity was documented in Rome and in Italy well before the advent of the Empire. Considered secondary for a long time, this god’s importance grows only during the late Antiquity.This study aims at offering a renewed approach of its image by emphasizing the constancy of its iconography, the uniformity of the messages associated to it, and its increasing importance in the imperial political ideology which we are to explain and place in a more global perspective from the 2nd to the 4th century.Within this thesis we will study the representations of the Sun deity, as a god and as the personification of the sun. From the analysis of its documented relationship to other divinities we will establish its cosmic power and the particular use of its image in an imperial context.

The purpose of this study is to analyze the sedimentology and stratigraphy of the Middle Jurassic Preuss Sandstone and re-evaluate past sedimentological interpretations. The Preuss is located in northern Utah, western Wyoming and eastern Idaho and is stratigraphically equivalent to the Entrada Sandstone, which is Callovian in age (Dossett et al., 2014). This study is the first attempt at 1) a sequence stratigraphic framework, 2) a petroleum system analysis and 3) an extraterrestrial analog study for the Preuss. This study frames the Preuss within three broad facies groups: marine, coastal and terrestrial. The marine group includes the open marine and restricted marine facies with associated subfacies, the coastal group includes coastal sabkha and associated subfacies, and the terrestrial group includes alluvial, inland sabkha and eolian facies with associated subfacies. Three sections in northern Utah and one section in eastern Idaho compromise the focus of this study. The three Utah sections were measured and described, and samples were collected from two Utah sections and the Idaho section. The Preuss Sandstone was deposited in an asymmetrical retroarc basin, consequently the Preuss thickens from the east towards west-central Utah and the Jurassic Elko highlands. The deposits are mostly terrestrial, which is in accord with recent sedimentological interpretations, but at odds with the old paradigm, which postulates that the Entrada and Preuss were largely tidal in origin. There are marine transgressions within the trough of the retroarc basin, and the transgressions affect terrestrial sedimentary patterns. During marine incurstions, alluvium shed off the highlands is confined west of the seaway, and does not prograde east of the trough until all the available accommodation is filled. The Preuss was deposited during a complete third-order sequence-stratigraphic cycle that lies within the Lower Zuni II second-order lowstand. The Preuss Sandstone can be used as an outcrop analog for ancient and modern environments both here on Earth and on other planetary bodies. The petroliferous Norphlet Formation along the U.S. Gulf Coast was deposited in an environment very similar to the Preuss, but the Waltherian succession of facies might be slightly different. Likewise, the facies present in the Preuss are analogous to modern arid environments, such as the Persian Gulf. Furthermore, the alluvial, sabkha, eolian and shallow marine facies of the Preuss are highly similar to facies observed in ancient Martian environments and modern environments on Saturn's moon, Titan.

日月潭紅茶是台灣魚池鄉的地區特色茶，得天獨厚的風土條件下，有足以與世界紅茶相提並論的優良品質及悠久歷史，但沒有相應的價格及知名度。本研究以智慧資源規劃的觀點分析當地紅茶產業事實及市場概況，歸納優質農產品背後的智慧資源所創造的競爭優勢，進行產品定位。在既有的營運模式下導入智慧資源規劃思維，結合實體商品及智慧資源，發揮綜效(synergy)，創造更高的市場價格。日月潭紅茶產業以自產、自製、自銷的小農為主，私品牌林立，形成許多小供應鏈，資源整合不易。價值活動中存在茶樹育種人員品種權保護意識不足、茶葉相關技術過度專利化且未能廣泛應用於產業、茶作及製茶技術欠缺流程化管理、日月潭紅茶品質及產地認證標準不具公信力、技術竅門多內隱在人身上等問題，削弱商品的競爭優勢。當地紅茶產業參與者宜依照不同環節的價值活動，規劃各類智慧資源的優先順序，強化產製銷一元化的小茶農競爭優勢，其中徹底導入產銷履歷制度，將是整合日月潭紅茶各類智慧資源的重要推手。 / Sun Moon Lake black tea is a local tea growth in the specific area of Yuchi in Taiwan. Although its fine quality, owing to Yuchi’s unique growing conditions with long history comparable to world-renowned black teas, but lacks corresponding price and popularity. Intellectual Resources Planning (“IRP”) is a method for conducting industry and market research, including intellectual resources to identify competitive advantages in product positioning. IRP involves a combination of tangible products as well as intellectual resources into an existing business model to maximize value. Currently most of the teas in Yuchi are sold by individual farmers, various private labels and small supply chains are formed independently, making it difficult to integrate resources. Other problems which lead to weaken competitiveness include inadequate plant variety rights, over-patenting of methods and technologies, insufficient documentation in tea production, low credibility of geographical indications of the products, and the fact that tea production techniques are largely tacit knowledge. For the above reasons, Yuchi’s tea industry should prioritize intellectual resources depending on the core content of value activities to strengthen the competitive advantages of small tea farmers. It is also critical to implement traceability systems to track the authentic products so as to the credibility can be preserved and defend.

Current renewed interest in exploration of the moon, Mars, and other planetary objects is driving technology development in many fields of space system design. In particular, there is a desire to land both robotic and human missions on the moon and elsewhere. The core of a successful landing is a robust guidance, navigation, and control system (GN&C). In particular, the landing guidance system must be able to deliver the vehicle from an orbit above the planet to a desired soft landing, while meeting several constraints necessary for the safety of the vehicle. In addition, due to the performance limitations of current launch vehicles, it is desired to minimize the amount of propellant used during the landing. To make matters even more complicated, the landing site may change in real-time in order to avoid previously undetected hazards which become apparent during the landing maneuver. The Apollo program relied heavily on the eyes of the astronauts to avoid such hazards through manual control. However, for missions to the lunar polar regions, poor lighting conditions will make this much more difficult; for robotic missions, this is not an option. It is desired to find a solution to the landing problem such that the fuel used is minimized while meeting constraints on the initial state, final state, bounded thrust acceleration magnitude, and bounded pitch attitude. With the assumptions of constant gravity and negligible atmosphere, the form of the optimal steering law is found, and the equations of motion are integrated analytically, resulting in a system of five equations in five unknowns. When the pitch over constraint is ignored, it is shown that this system of equations can be reduced analytically to two equations in two unknowns. In addition, when an assumption of a constant thrust acceleration magnitude is made, this system can be reduced further to one equation in one unknown. It is shown that these unknowns can be bounded analytically. An algorithm is developed to quickly and reliably solve the resulting one-dimensional bounded search. The algorithm is used as a real-time guidance and is applied to lunar and Mars landing test cases. / text

Sammanfattning De flesta barn fängslas och visar intresse för temat rymden och finner vanligtvis att det är ett mycket intressant ämne. Fokusgruppen har varit elever i årskurs 4-6 och efter några större bortfall var det slutligen elever ifrån 8 klasser som deltog, totalt 94 elever. Eleverna fick svara på en enkät där eleverna i både text och bild bland annat fick förklara hur de trodde att objekten i sol–jord–månsystemet samverkade och rörde sig i förhållande till varandra, vad de placerade i centrum för detta system, hur de såg på orsaken till årstider samt varför vi har dag och natt. De två pedagogerna som undervisade klasserna fick svara på några frågor om hur de såg på undervisningen om astronomi, om den undervisningsmetod de använde sig av och på elevernas lärande och förståelse för ämnet astronomi.    I denna undersökning kunde samma typer av missuppfattningar ses hos dessa elever, som de missuppfattningar som har dykt upp i en rad olika undersökningar som genomförts tidigare år med andra barn ifrån olika länder. Några av de missuppfattningar som fanns hos eleverna i denna undersökning var bland annat att jorden var mittpunkten, något som en femtedel av eleverna visade. Att sol och måne låg i samma omloppsbana runt jorden, årstiderna orsakas av att avståndet till solen förändras och att dag/natt beror på jordens omloppsbana runt solen var några andra missuppfattningar som rådde bland eleverna. Användandet av konkret material och 3D-modeller i undervisningen om rymden tycks vara en viktig del för elevernas förståelse av området.   Nyckelord: undervisning om rymden – astronomiska missförstånd – årstider – dag/natt – omloppsbanor i sol–jord–månsystemet / Abstract Most children find astronomy an interesting subject and usually show an interest during lessons about the subject. The focus group in this paper is Swedish students in school year 4-6. In total there were 94 students from eight classes who answered the survey with simple drawings and explanations about for example how they thought the objects Sun–Earth–Moon orbit each other, which object they placed as the center in this system, what causes season and the reason behind day and night. Two teachers whom educate the students answered some questions about their teaching method, their thoughts about the subject in question and the students learning and understanding of astronomy.   In the study that are presented in this paper the same types of astronomical misconceptions can be seen amongst these students, that has been shown in similar studies of children all over the world. 20 % of the children in this study showed an earth centered Sun–Earth–Moon system. Other misconceptions that were shown was: the sun and the moon shares the same orbit around the earth, that the seasons are caused by the distance to the sun changing and that day and night happens because the earth orbits the sun. The use of concrete material and 3D-models in the education seemed to be important for the students understanding of the subject.   Keywords: Astronomy education – astronomy misconceptions – seasons – day/night – Celestial Motion in the Sun–Earth–Moon system

19 Dec 2004. / Published through the Information Bridge: DOE Scientific and Technical Information. "IS-T 2626" Daniel Bryan Gazda. 12/19/2004. Report is also available in paper and microfiche from NTIS.

Made available in DSpace on 2014-12-17T15:04:57Z (GMT). No. of bitstreams: 1 JoseRVC_DISSERT.pdf: 2715338 bytes, checksum: 5573254dd1832c3e09149026c04d3108 (MD5) Previous issue date: 2011-10-27 / The interdisciplinary nature of Astronomy makes it a field of great potential to explore various scientific concepts. However, studies show a great lack of understanding of fundamental subjects, including models that explain phenomena that mark everyday life, like the phases of the moon. Particularly in the context of distance education, learning of such models can be favored by the use of technologies of information and communication. Among other possibilities, we highlight the importance of digital materials that motivate and expand the forms of representation available about phenomena and models. It is also important, however, that these materials promote the explicitation of student's conceptions, as well as interaction with the most central aspects of the astronomical model for the phenomenon. In this dissertation we present a hypermedia module aimed at learning about the phases of the moon, drawn from an investigation on the difficulties with the subject during an Astronomy course for teaching training at undergraduate level at UFRN. The tests of three semesters of course were analyzed, taking into account also the alternative conceptions reported in the literature in astronomy education. The product makes use of small texts, questions, images and interactive animations. Emphasizes questions about the illumination of the Moon and other bodies, and their relationship to the sun, the perception from different angles of objects illuminated by a single source, the cause of the alternation between day and night, the identification of Moon's orbit around the Earth and the occurrence of the phases as a result of the position of observing it, and the perception of time involved in the phenomenon. The module incorporated considerations obtained from interviews with students in two poles where its given presential support for students of the course, and subjects from different pedagogical contexts. The final form of the material was used in a real situation of learning, as supplementary material for the final test of the discipline. The material was analyzed by 7 students and 4 tutors, among 56 users, in the period in question. Most students considered that the so called "Lunar Module" made a difference in their learning, the animations were considered the most prominent aspect, the images were indicated as stimulating and enlightening, and the text informative and enjoyable. The analysis of learning of these students, observing their responses to issues raised at the last evaluation, suggested gains in key aspects relating to the understanding of the phases, but also indicates more persistent difficulties. The work leads us to conclude that it is important to seek contributions for the training of science teachers making use of new technologies, with attention to the treatment of computer as a complementary resource. The interviews that preceded the use of the module, and the way student has sought the module if with questions and/or previous conflicts - established great difference in the effective contribution of the material, indicating that it should be used with the mediation of teacher or tutor, or via strategies that cause interactions between students. It is desirable that these interactions are associated with the recovery of memories of the subjects about previous observations and models, as well as the stimulus to new observations of phenomena / A caracter?stica interdisciplinar da astronomia a torna um campo de grande potencial para explorar diversos conceitos cient?ficos. Contudo, estudos demonstram grande defici?ncia na compreens?o de conte?dos fundamentais dessa ci?ncia, inclusive no que se refere a modelos que explicam fen?menos que marcam nosso cotidiano, como as fases da Lua. Particularmente em contextos de ensino a dist?ncia, a aprendizagem de tais modelos pode ser favorecida pelo uso das tecnologias da informa??o e comunica??o. Entre outras possibilidades, destacamos a import?ncia de materiais digitais que motivem e ao mesmo tempo ampliem as formas de representa??o dispon?veis sobre fen?menos e modelos. ? importante, por outro lado, que esses materiais favore?am a explicita??o das concep??es do aluno, bem como a intera??o com os elementos explicativos mais centrais do modelo astron?mico para o fen?meno. Nessa disserta??o ? apresentado um m?dulo hiperm?dia voltado ? aprendizagem sobre as fases da Lua, elaborado a partir de uma investiga??o sobre as dificuldades com o tema no contexto da oferta da disciplina Astronomia para as licenciaturas a dist?ncia da UFRN. As provas de tr?s semestres de oferta da disciplina foram analisadas, levando-se em considera??o tamb?m concep??es alternativas em Astronomia relatadas na licenciatura. O produto elaborado faz uso de pequenos textos, quest?es, imagens e anima??es interativas. D? ?nfase a questionamentos sobre a ilumina??o da Lua e de outros corpos, e sua rela??o com o Sol; a percep??o, a partir de diferentes ?ngulos, de objetos iluminados por uma fonte ?nica; a causa da altern?ncia entre dia e noite; a identifica??o da ?rbita da Lua em torno da Terra e aa ocorr?ncia das fases como resultado da posi??o de observa??o do astro; e a percep??o dos tempos envolvidos no fen?meno. Foram incorporadas, em sua elabora??o, considera??es obtidas em entrevistas realizadas como alunos de dois p?los onde s?o ofertadas as licenciaturas a dist?ncia e com pessoas envolvidas como monitoras da disciplina, na UFRN ou em contextos de divulga??o da Astronomia. A forma final assumida foi disponibilizada em contexto real de ensino, como material complementar para a realiza??o da avalia??o final da disciplina. O material foi analisado por 7 alunos e 4 tutores, dentre os 56 usu?rios do mesmo, no per?odo em quest?o. A maioria dos alunos considera que o M?dulo Lunar , como foi chamado, fez diferen?a em sua aprendizagem; as anima??es foram os elementos mais destacados; as imagens foram consideradas estimulantes e esclarecedoras, e o texto, esclarecedor e agrad?vel. A an?lise da aprendizagem desses alunos, observando suas respostas ? quest?es abordadas na ?ltima avalia??o, sugeriu ganhos em importantes aspectos referentes ao entendimento das fases, mas tamb?m indica dificuldades mais persistentes. O trabalho nos leva a concluir que ? importante buscarmos contribui??es para a forma??o de professores de Ci?ncias fazendo uso de novas tecnologias, mas com aten??o ? necessidade de que tais recursos sejam inseridos como instrumentos auxiliares de Ensino. As entrevistas que antecediam o uso do m?dulo, ou a forma como o aluno o buscava se com d?vidas e/ou conflitos pr?vios, fizeram grande diferen?a na contribui??o efetiva do material, indicando que ele deve ser utilizado com media??o de professor ou tutor, ou via estrat?gias que provoquem intera??es entre alunos. ? desej?vel que essas intera??es sejam associadas ? recupera??o das mem?rias dos sujeitos sobre observa??es anteriores, bem como ao est?mulo a novas observa??es dos fen?menos