Pressure induced gas break through in rock salt – Implications from laboratory investigations and field studies

2010 ◽  
pp. 139-147
Author(s):  
T Popp ◽  
D Brückner ◽  
W Minkley
1983 ◽  
Vol 26 ◽  
Author(s):  
Norbert Jockwer

ABSTRACTAs a result of the heat producing high-level radioactive waste, volatile components which are in the host rock will be liberated and further gases will be generated by thermal cracking and radiolysis.


1980 ◽  
Vol 70 (3) ◽  
pp. 511-523 ◽  
Author(s):  
P. D. Ready ◽  
H. Croset

AbstractObservations are reported on diapause and laboratory breeding of Phlebotomus perniciosus Newst. and P. ariasi Tonnoir, the two phlebotomine sandflies incriminated as vectors of visceral leishmaniasis in southern France. Previous field studies had suggested that both species are univoltine in southern France, but the present laboratory investigations showed that diapause is obligatory for neither species. Temperature (both species) and photoperiod (P. perniciosus) were found to affect diapause-induction, and diapause was commonly determined before the overwintering stage (the fourth-instar larva). The results showed that P. perniciosus can be mass-reared for at least three uninterrupted generations each year if it is maintained at 28°C in LD 17:7. Further investigations are needed if P. ariasi is also to be bred in sufficient numbers for epidemiological experiments; its colonisation was prevented primarily by low fertility, and attempts at forced insemination were unsuccessful.


1975 ◽  
Vol 3 (1) ◽  
pp. 37-40 ◽  
Author(s):  
David S. Cordray ◽  
James A. Mcmartin ◽  
Jerry I. Shaw

On October 16, 1973, the Nobel Peace Prize awards were announced. Within four days, a field study was conducted to examine attribution of responsibility for contributions toward peace. Two major findings included (1) an inverse relationship between extremity of outcome and responsibility attribution, and (2) a positive relationship between the respondent's personal similarity to the target person and responsibility attribution. These results demonstrate the utility of field studies inasmuch as the data are consistent with predictions derived from laboratory investigations of attribution theory.


Author(s):  
Hita Pandita ◽  
Gendoet Hartono

The location of the discovery of mollusk fossils on the island of Java is spread in various places. One location is in the Kulon Progo region known as West Progo beds. However, due to the lack of studies of mollusk fossils in the Kulon Progo region, this resulted in a lack of understanding of the location of the discovery. This study was intended to re-record the location of fossil molluscs discovery in the Kulon Progo region, with the aim of contributing to the stratigraphic arrangement in Kulon Progo. Research methods include literature studies, field investigations and laboratory analysis. The literature study includes libraries of the Dutch colonial era regarding the location of the discovery of mollusk fossils. Field studies in the form of stratigraphic measurements and sampling. Laboratory investigations include petrographic observations and identification of micro and macro fossils. The results of the investigation successfully re-identified the Kembang Sokkoh and Spolong locations which are two types of locations on the West Progo beds. Based on the lithological characteristics of the two locations included in the Jonggrangan Formation, with the Lower Miocene age based on an analysis of the fossil content of the molluscs.


Author(s):  
Naomi Oreskes

Some historians have concluded that plate tectonics caused a change in the standards of the geological community, but the shift in standards of the American scientific community was not so much the result of the development of plate tectonics as it was a larger trend that helped to cause it. Geologists consciously chose to move their discipline away from observational field studies and an inductive epistemic stance toward instrumental and laboratory measurements and a more deductive stance. This shift helps to explain why geologists felt compelled to attend to the demands of geodesists even at the expense of their own data: it was the geodesists’ data, rather than their own, that seemed to be in the vanguard of their science. Geologists at the start of the twentieth century had high hopes for their discipline, and they were not disappointed. The Carnegie Institution’s Geophysical Laboratory became one of the world’s leading locales for laboratory investigations of geological processes, and work done there inspired scientists at other American institutions. At Harvard, for example, Reginald Daly joined forces with Percy Bridgman to raise funds for a high pressure laboratory to determine the physical properties of rocks under conditions prevailing deep within the earth. The application of physics and chemistry to the earth was also advanced at the Carnegie’s Department of Terrestrial Magnetism, where scientists pursued geomagnetism, isotopic dating, and explosion seismology.’ By mid-century, the origins of igneous and metamorphic rocks had been explained, the age of the earth accurately determined, the behavior of rocks under pressure elucidated, and the nature of isostatic compensation resolved, largely through the application of instrumental and laboratory methods. Similar advances occurred in geophysics and oceanography. The work that Bowie and Field instigated in cooperation with the U.S. Navy, and that scientists at places like Wood’s Hole and the Scripps Institution of Oceanography greatly furthered, had grown by the 1950s into a fully fledged science of marine geophysics and oceanography with abundant financial and logistical backing. This work —in gravity, magnetics, bathymetry, acoustics, seismology— relied on instrumentation, much of it borrowed from physics.


2017 ◽  
pp. 244-253
Author(s):  
Dhaval Patel

Teaching Biology through Inquiry requires that students ask questions and figure things out for themselves. It involves the attempt to answer questions and seek information. Inquiry can be conducted in a variety of ways: observing nature, predicting outcomes, manipulating variables, analyzing situations, and verifying assertions. It may involve discussing topics with others, reading, conducting field studies, surveys, and laboratory investigations, or all of these as one attempts to discover new knowledge and to figure things out.


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