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WEBVTT kvos special 36 02 s67

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One of the things that we found
in working with the American

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Indians and the
Mexican-Americans

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and the other youngsters,
was that ethnic group

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seems not to be a determining
factor-- that they

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emerged as individuals.

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And the success of the
program, in reference

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to the progress that the
youngsters have made,

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is much more in
relationship to the strength

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of the individual child
rather than the ethnic group.

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I think, further, that we
are gaining a lot of insight

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into the feelings and
reactions of these youngsters.

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The reports that they
were able to give to us,

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in reference to how
they feel about school

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and how they feel about
some of the experiences

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that they have had,
differ rather remarkably

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from the school's
attitudes toward the way

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in which these youngsters
behave in the usual classroom

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situation.

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It's our hope then,
that as we work

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with the public schools
in the two county area,

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we will have some real
information-- information that

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will be useful to the
average teacher in helping

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these youngsters.

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You mentioned an American
Indian component.

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How many American Indians?

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What is the percentage
of American Indians

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in the project?

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We had 50 participants,
and of the 50,

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26 were American Indians.

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Now, here again, when you
have a charming little--

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or rather rotund boy,
as a matter of fact,

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with bright red hair, and
another short, stubby baseball

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player with blond hair,
both of whom are Indians,

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we are using the term in
a rather general fashion.

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What's the size of
the Rockefeller grant?

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We have $100,000 for
a two-year program.

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Our program differs
again from [INAUDIBLE]

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in that the youngsters
just have one opportunity.

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Those youngsters who were
involved here at Western

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last summer are being
followed with a control group

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but will not return
to the campus.

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We're in the process now
of soliciting nominations

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for 50 additional
participants who

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will take part in the
program this coming summer.

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The holder of a Title III grant
under the Higher Education

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Act of 1965, Dr.
Larry Douglas, is

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carrying on a rather different
sort of investigation

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with the disadvantaged.

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Tell us about it, Larry.

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Well, the project is
designed to find out

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what has been the effect in the
Seattle public school system,

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especially in the central
area of the program.

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The compensatory
education program

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is designed for treating
the disadvantaged pupils

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in the public
schools themselves.

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For the last two years,
we've had teachers here

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and instituted teachers
for the disadvantaged

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with whom we work.

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And they've presumably
learned certain techniques.

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And this is designed
to find out what

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they have done, what has
happened because of what

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they've done, if anything,
more or less also,

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to find out certain basic
statistical information-- how

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many pupils there are that
can be so classed, how

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many teachers there are,
what the programs involve,

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how much information
is being fed out

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to the community, especially
the parents, and so on.

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And to examine whether,
effects such as reduction

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of dropout rate, and so on,
can be ascertained from it.

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VICOED means visual
communication education.

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And we're trying
to prepare people

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for industry, or for the
public schools as teachers--

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and the community colleges.

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So they will have a
much broader background

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than the traditional
graphic arts program.

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These new programs in VICOED
will include such things

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as the design of communications,
visual presentations,

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printed media, and the big
information and storage

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retrieval systems.

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You also have
considerable support

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from industry, as well as that
$490,000 Ford Foundation grant,

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do you not?

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Yes, we have
approximately $317,000

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as of January the
first this year.

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From all industrial sources.

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From all industrial sources.

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Now, this includes
a work study program

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from the Boeing company.

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Yes.

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All told then, you are now
the boss of about 3/4 million

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dollar operation.

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That's right.

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Then including this-- in
addition to this, really--

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the schools have been putting
in about $350,000, also.

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Now, you say the schools?

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The college and
the pilot schools,

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in the form of equipment,
supplies, materials,

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release time for teachers
traveling, and so on.

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How many schools are tied in
a satellite to the program,

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right?

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There are four high
schools in Vancouver, BC,

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which makes it really an
international project.

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There's one high
school in Bellingham.

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There are four in
Tucson, Arizona.

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One in Kailua, Hawaii.

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There's a junior
college in Seattle,

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and the Milwaukee
Institute of Technology.

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This grew out of a
philosophic position

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that I published
in '62, and it's

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based on the
following statement.

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The question one asks,
and the frame of reference

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in which one asks it,
determines the kind of data

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that one looks for and
the answer one gets.

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The answers can be divided
into several different kinds

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of problems.

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I have called these specific
problems, for example.

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An example of that would
be, how many swings

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will this pendulum bob
make in 10 seconds?

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The answer to this
question is a singular one

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and can be answered by the
first, second, third, fourth,

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fifth, and sixth grade students
with whom we are working.

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A second kind of question
deals with a comparative.

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It compares two answers.

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For example, how many
swings will the pendulum

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make in 10 seconds without
the presence of a magnet,

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and with the
presence of a magnet?

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This, too, is easily
answered by the children.

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There is a single event
that they would have

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to do to answer the question.

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These are the easiest ones.

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The third kind of
question is one

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that one would
call experimental.

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This involves doing more than
one thing to find the answer.

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For example, one could say, how
does the number of oscillations

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of the pendulum bob vary with
the distance the magnet is

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from the pendulum?

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Now one would have to use
several different distances

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to see that as the
distance of the magnet

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decreases the effect
upon the pendulum bob

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will also decrease.

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This would then be called
a qualitative experimental

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question.

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The quantitative
experimental question

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would be a quantification,
or getting an equation,

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for the data that
one would collect.

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We are in the business
here of studying

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the structure and the
properties of atomic nuclei.

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As you know, atomic
nuclei consist

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of neutrons and protons.

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The problem is to
decipher the motions that

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go on within the
atomic nucleus based

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upon this knowledge
of its structure.

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To do this, we need fairly
high energy particles.

00:12:46.480 --> 00:12:49.220 align:middle line:84%
We used in this
laboratory neutrons

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to bombard atomic nuclei and
investigate their structure.

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We produce these neutrons
with this hardware

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that you will see in the lab.

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The neutrons are produced by the
collision of hydrogen isotopes.

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We use heavy hydrogen isotopes,
known as deuterium and tritium.

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We bombard deuterium
into tritium

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with an approximate
energy of 200,000 volts.

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And this, amazingly, produces--

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in a fusion reaction--

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about 15 million volt neutrons.

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These neutrons
have enough energy

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to enable the investigator
to blast apart atomic nuclei

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and to investigate
their structure.

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I'm sitting at
the console, which

00:13:37.670 --> 00:13:42.890 align:middle line:84%
controls the device behind about
270 tons of concrete shielding

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designed to protect
the investigators

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and surrounding people from
the hazards of radiation.

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We have a number of
instruments, which

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we use for counting particles
that emerge from neutron

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bombardments of light nuclei.

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These instruments
consists of scalers

00:14:02.120 --> 00:14:05.780 align:middle line:90%
and amplifiers and computers.

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Our main instrument is a
very simple accelerator,

00:14:10.610 --> 00:14:14.610 align:middle line:84%
which is just to produce
the neutrons alone.

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The neutrons are then
used to investigate

00:14:18.880 --> 00:14:22.070 align:middle line:84%
the various structures
of light nuclei.

00:14:22.070 --> 00:14:24.770 align:middle line:84%
One problem which
we are interested in

00:14:24.770 --> 00:14:30.410 align:middle line:84%
is the problem of the
very lightest nuclei.

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It turns out that there are no
pure atomic nuclei consisting

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of only protons
or only neutrons.

00:14:37.835 --> 00:14:40.760 align:middle line:90%


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We have, hopefully,
some preliminary data

00:14:45.740 --> 00:14:51.150 align:middle line:84%
which indicates that there
is a pure atomic nucleus.

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We call it the tri-neutron.

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Well, you're amending your
previous statement, then.

00:14:54.950 --> 00:14:57.740 align:middle line:84%
You may have found a
new nucleus, right?

00:14:57.740 --> 00:14:59.360 align:middle line:90%
We may have found a new nucleus.

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The preliminary
data, of course, will

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be submitted to periodicals
and a criticism of the rest

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of the scientific world.

00:15:07.790 --> 00:15:21.520 align:middle line:90%


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Clearly no one of the
researchers extant at Western

00:15:24.610 --> 00:15:27.790 align:middle line:84%
Washington State College
can be regarded as typical,

00:15:27.790 --> 00:15:32.200 align:middle line:84%
but in many ways, Dr. June
Ross epitomizes the new breed.

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First of all, she
is from Australia--

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Ph.D from the
University of Sydney,

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postgraduate training
and research at Yale,

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subsequently at
other universities--

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and finally has settled
down here at Western

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with her husband,
Dr. Charles Ross.

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Dr. Charles Ross is engaged
in geological research.

00:15:48.580 --> 00:15:50.680 align:middle line:90%
Dr. June Ross in paleobiology.

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This makes her one
of the new breed,

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as well, since we did not have
such disciplines present--

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or such research
present at Western

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until a couple of years ago.

00:15:59.540 --> 00:16:02.640 align:middle line:84%
Then, too, Dr. June Ross
epitomizes the new researchers

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at Western, in that most of
her salary and most of her time

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is devoted to pure research--

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and from funds drawn
from private agencies

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and from federal foundations.

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Finally, you will
observe that Dr. June

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Ross is possessed propitiously
of two X chromosomes.

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Again, a peculiarity a
few years ago at Western.

00:16:20.170 --> 00:16:24.090 align:middle line:84%
But many of our outstanding
researchers now are female.

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June, what's that
spongy material

00:16:26.258 --> 00:16:27.550 align:middle line:90%
that you're dealing with there?

00:16:27.550 --> 00:16:30.620 align:middle line:90%
Oh, this coral-like material.

00:16:30.620 --> 00:16:31.780 align:middle line:90%
This is a colony--

00:16:31.780 --> 00:16:35.110 align:middle line:84%
a calcareous colony
of an ectoproct.

00:16:35.110 --> 00:16:38.290 align:middle line:84%
Generally, they look
very close to a coral,

00:16:38.290 --> 00:16:42.100 align:middle line:84%
and therefore, we generally
think of them more as corals.

00:16:42.100 --> 00:16:46.930 align:middle line:84%
This one is quite familiar to
the many people in the Puget

00:16:46.930 --> 00:16:48.130 align:middle line:90%
Sound area.

00:16:48.130 --> 00:16:52.360 align:middle line:84%
And these finger-like
dendritic growths

00:16:52.360 --> 00:16:55.660 align:middle line:84%
occur below the low
tide level, going down

00:16:55.660 --> 00:16:58.120 align:middle line:90%
in the subtidal region.

00:16:58.120 --> 00:17:03.010 align:middle line:84%
The calcareous material secreted
by these various organisms--

00:17:03.010 --> 00:17:07.490 align:middle line:84%
primarily marine organisms--
takes many different forms.

00:17:07.490 --> 00:17:09.579 align:middle line:84%
And I have been
concerned primarily

00:17:09.579 --> 00:17:13.810 align:middle line:84%
with the different calcification
structures that are present

00:17:13.810 --> 00:17:16.960 align:middle line:84%
in the variety of
forms, covering

00:17:16.960 --> 00:17:19.180 align:middle line:90%
over about 4,000 species.

00:17:19.180 --> 00:17:22.000 align:middle line:84%
Where did you get these samples
of the 4,000 species from,

00:17:22.000 --> 00:17:22.930 align:middle line:90%
June?

00:17:22.930 --> 00:17:25.450 align:middle line:90%
These come from many places.

00:17:25.450 --> 00:17:29.110 align:middle line:84%
Some of them are fossil
material from the United States,

00:17:29.110 --> 00:17:32.220 align:middle line:84%
coming from New York State
across the central states.

00:17:32.220 --> 00:17:35.110 align:middle line:84%
And as I have mentioned, these
come from the Puget Sound,

00:17:35.110 --> 00:17:36.670 align:middle line:90%
San Juan Islands.

00:17:36.670 --> 00:17:39.070 align:middle line:84%
Some of this material
here is off the South

00:17:39.070 --> 00:17:41.050 align:middle line:90%
Australian continental shelf.

00:17:41.050 --> 00:17:44.800 align:middle line:84%
And other material I have
seen from the Himalayas

00:17:44.800 --> 00:17:47.253 align:middle line:90%
and various places in Europe.

00:17:47.253 --> 00:17:49.170 align:middle line:84%
And in many of these
areas have you, yourself,

00:17:49.170 --> 00:17:50.180 align:middle line:90%
done the fieldwork?

00:17:50.180 --> 00:17:51.370 align:middle line:90%
The fieldwork?

00:17:51.370 --> 00:17:54.250 align:middle line:84%
All of it in the
United States and some

00:17:54.250 --> 00:17:58.690 align:middle line:84%
of the material from Australia
I have done the fieldwork on.

00:17:58.690 --> 00:18:01.960 align:middle line:84%
And the Himalayan material
was reference material

00:18:01.960 --> 00:18:07.210 align:middle line:84%
from the Dutch and the Austrian
expeditions to the Himalayans

00:18:07.210 --> 00:18:10.540 align:middle line:90%
about two, three years ago.

00:18:10.540 --> 00:18:13.450 align:middle line:84%
This is Dr. Carol Diers of
the psychology department,

00:18:13.450 --> 00:18:16.600 align:middle line:84%
and Dr. Diers is
responsible for publications

00:18:16.600 --> 00:18:18.460 align:middle line:84%
in the field of
personality research.

00:18:18.460 --> 00:18:21.200 align:middle line:84%
Could you tell us something
about it, Dr. Diers?

00:18:21.200 --> 00:18:21.700 align:middle line:90%
Yes.

00:18:21.700 --> 00:18:24.520 align:middle line:84%
One of our concerns
was what it is

00:18:24.520 --> 00:18:28.270 align:middle line:84%
that determines an individual's
response to personality test

00:18:28.270 --> 00:18:29.470 align:middle line:90%
items.

00:18:29.470 --> 00:18:32.950 align:middle line:84%
We discovered that one
of these determinants

00:18:32.950 --> 00:18:37.160 align:middle line:84%
is the tendency to answer in
a socially desirable manner.

00:18:37.160 --> 00:18:40.840 align:middle line:84%
What that is--
when items portray

00:18:40.840 --> 00:18:43.390 align:middle line:84%
socially desirable
characteristics in the society,

00:18:43.390 --> 00:18:45.400 align:middle line:84%
then by far the
majority of people

00:18:45.400 --> 00:18:48.750 align:middle line:84%
tend to attribute these
characteristics to themselves.

00:18:48.750 --> 00:18:49.810 align:middle line:90%
I see.

00:18:49.810 --> 00:18:51.310 align:middle line:84%
You're also responsible
for bringing

00:18:51.310 --> 00:18:55.300 align:middle line:84%
some rather unusual animals
to Western, are you not?

00:18:55.300 --> 00:18:58.210 align:middle line:84%
Yes, a few years ago we
purchased some armadillos

00:18:58.210 --> 00:19:00.250 align:middle line:90%
from Comfort, Texas.

00:19:00.250 --> 00:19:03.180 align:middle line:90%
Had them shipped up here by air.

00:19:03.180 --> 00:19:07.510 align:middle line:84%
And we're interested in
them for research purposes.

00:19:07.510 --> 00:19:09.880 align:middle line:84%
Could you tell us what's
special about armadillos?

00:19:09.880 --> 00:19:11.260 align:middle line:90%
Why you needed them?

00:19:11.260 --> 00:19:14.890 align:middle line:84%
Yes, and they're a very unusual
animal in that they always give

00:19:14.890 --> 00:19:18.910 align:middle line:90%
birth to four identical young.

00:19:18.910 --> 00:19:20.247 align:middle line:90%
That is, usually four.

00:19:20.247 --> 00:19:20.830 align:middle line:90%
And they are--

00:19:20.830 --> 00:19:21.130 align:middle line:90%
Quadruplets.

00:19:21.130 --> 00:19:21.700 align:middle line:90%
Right.

00:19:21.700 --> 00:19:24.910 align:middle line:84%
And they are born from
the same fertilized

00:19:24.910 --> 00:19:27.040 align:middle line:90%
egg, so they are identical.

00:19:27.040 --> 00:19:29.410 align:middle line:84%
And why is this
important to you?

00:19:29.410 --> 00:19:31.360 align:middle line:84%
We had hoped, in
using these animals,

00:19:31.360 --> 00:19:33.430 align:middle line:84%
to be able to
control the heredity

00:19:33.430 --> 00:19:37.660 align:middle line:90%
variable in our experiments.

00:19:37.660 --> 00:19:41.140 align:middle line:84%
What we had intended to do,
was to have the young separated

00:19:41.140 --> 00:19:44.050 align:middle line:84%
from the mother at birth
as soon as possible, then

00:19:44.050 --> 00:19:46.690 align:middle line:84%
place the young in different
environments and later,

00:19:46.690 --> 00:19:50.230 align:middle line:84%
observe what the results
of this would be.

00:19:50.230 --> 00:19:53.840 align:middle line:84%
We would have heredity
controlled ideally,

00:19:53.840 --> 00:19:55.180 align:middle line:90%
because they are identical.

00:19:55.180 --> 00:19:58.090 align:middle line:84%
We can therefore use a very
small number of animals

00:19:58.090 --> 00:20:01.420 align:middle line:84%
and perhaps come up with some
rather radical differences.

00:20:01.420 --> 00:20:03.430 align:middle line:90%
How did this turn out?

00:20:03.430 --> 00:20:07.000 align:middle line:84%
Unfortunately, we never
ran the experiment.

00:20:07.000 --> 00:20:10.900 align:middle line:84%
The baby armadillos did
not survive very well.

00:20:10.900 --> 00:20:13.870 align:middle line:84%
First of all, the mother, when
giving birth to the armadillos,

00:20:13.870 --> 00:20:16.120 align:middle line:84%
had a tendency to
kill them and eat them

00:20:16.120 --> 00:20:18.190 align:middle line:84%
within a few hours
following birth.

00:20:18.190 --> 00:20:22.780 align:middle line:84%
This was very disastrous for
our experimental intentions.

00:20:22.780 --> 00:20:25.600 align:middle line:90%
Of course.

00:20:25.600 --> 00:20:29.350 align:middle line:84%
We did manage to get one
litter away from the mother,

00:20:29.350 --> 00:20:31.400 align:middle line:90%
and we attempted to rear them--

00:20:31.400 --> 00:20:33.400 align:middle line:90%
feeding them artificially.

00:20:33.400 --> 00:20:36.010 align:middle line:84%
However, it seems that
the humidity in this area

00:20:36.010 --> 00:20:37.300 align:middle line:90%
is unfavorable.

00:20:37.300 --> 00:20:40.030 align:middle line:90%
And they contracted pneumonia.

00:20:40.030 --> 00:20:41.530 align:middle line:84%
They're used to a
very dry climate.

00:20:41.530 --> 00:20:42.190 align:middle line:90%
Is that right?

00:20:42.190 --> 00:20:44.830 align:middle line:90%
Yes, fairly dry.

00:20:44.830 --> 00:20:46.870 align:middle line:84%
Practically all
departments at Western

00:20:46.870 --> 00:20:49.520 align:middle line:84%
are involved in research
in one way or another.

00:20:49.520 --> 00:20:52.120 align:middle line:84%
We're now in the geography
department with Dr. Mookherjee.

00:20:52.120 --> 00:20:54.110 align:middle line:84%
Could you tell us
about your workplace?

00:20:54.110 --> 00:20:54.610 align:middle line:90%
Yes.

00:20:54.610 --> 00:20:58.300 align:middle line:84%
I've been engaged in a couple
of research projects in India.

00:20:58.300 --> 00:21:02.230 align:middle line:84%
And in one such project, I'm
now making some correlation

00:21:02.230 --> 00:21:06.220 align:middle line:84%
analysis between the rate of
food production and population

00:21:06.220 --> 00:21:08.620 align:middle line:84%
growth in various
parts of the country

00:21:08.620 --> 00:21:11.830 align:middle line:90%
to identify the deficit areas.

00:21:11.830 --> 00:21:14.110 align:middle line:84%
Then I intend to
make some analyses

00:21:14.110 --> 00:21:16.870 align:middle line:84%
of the patterns of planning
that have been done,

00:21:16.870 --> 00:21:19.360 align:middle line:84%
or that is being
done, in these areas

00:21:19.360 --> 00:21:21.430 align:middle line:90%
to overcome this shortage.

00:21:21.430 --> 00:21:23.320 align:middle line:84%
With these analyses,
I hope to be

00:21:23.320 --> 00:21:28.510 align:middle line:84%
able to make up some
interpretations at what

00:21:28.510 --> 00:21:32.320 align:middle line:84%
can be done in these areas
to overcome the deficit.

00:21:32.320 --> 00:21:42.520 align:middle line:84%
In another project, I'm working
on some cities around Calcutta,

00:21:42.520 --> 00:21:46.120 align:middle line:84%
making some
socioeconomic analyses.

00:21:46.120 --> 00:21:50.440 align:middle line:84%
I'm taking such variables as
economic-based educational

00:21:50.440 --> 00:21:56.730 align:middle line:84%
facilities and employment
opportunities in these cities--

00:21:56.730 --> 00:22:00.640 align:middle line:90%
the size of 25,000 to 100,000--

00:22:00.640 --> 00:22:03.430 align:middle line:84%
to see whether or
not these cities

00:22:03.430 --> 00:22:06.220 align:middle line:84%
will be able to absorb
Calcutta's growing

00:22:06.220 --> 00:22:08.560 align:middle line:90%
population in future.

00:22:08.560 --> 00:22:10.840 align:middle line:84%
This is Dr. Joseph
Hashisaki, chairman

00:22:10.840 --> 00:22:13.113 align:middle line:90%
of Western's math department.

00:22:13.113 --> 00:22:14.530 align:middle line:84%
The math department
at Western has

00:22:14.530 --> 00:22:17.050 align:middle line:84%
been preeminently successful
in getting grants,

00:22:17.050 --> 00:22:19.780 align:middle line:84%
both pure research grants
and more particularly,

00:22:19.780 --> 00:22:22.300 align:middle line:84%
National Science
Foundation programs

00:22:22.300 --> 00:22:24.260 align:middle line:84%
for experienced and
inexperienced teachers

00:22:24.260 --> 00:22:26.880 align:middle line:90%
and summer institutes.

00:22:26.880 --> 00:22:29.620 align:middle line:84%
By all odds, the most successful
of all of our departments,

00:22:29.620 --> 00:22:31.660 align:middle line:84%
and several of them, as
you've already learned,

00:22:31.660 --> 00:22:33.860 align:middle line:90%
have been quite successful.

00:22:33.860 --> 00:22:36.910 align:middle line:84%
Joe, why do you have a lock
on getting summer institute

00:22:36.910 --> 00:22:40.840 align:middle line:84%
grants from the National
Science Foundation?

00:22:40.840 --> 00:22:42.280 align:middle line:84%
Well, Herb, I
don't think we have

00:22:42.280 --> 00:22:46.900 align:middle line:84%
a lock on getting these summer
grants and academic year

00:22:46.900 --> 00:22:48.460 align:middle line:90%
institutes.

00:22:48.460 --> 00:22:52.870 align:middle line:84%
But I think that we've been
fortunate here at Western

00:22:52.870 --> 00:23:00.100 align:middle line:84%
in attracting very able young
staff of mathematicians,

00:23:00.100 --> 00:23:04.420 align:middle line:84%
who are active in
mathematical research

00:23:04.420 --> 00:23:06.490 align:middle line:90%
and scholarly activity.

00:23:06.490 --> 00:23:11.770 align:middle line:84%
And at the same time, they
have a deep concern for teacher

00:23:11.770 --> 00:23:13.430 align:middle line:90%
education and teachers.

00:23:13.430 --> 00:23:16.600 align:middle line:84%
And I think that
this comes through

00:23:16.600 --> 00:23:20.200 align:middle line:90%
in writing our proposals.

00:23:20.200 --> 00:23:22.990 align:middle line:84%
While it's very-- wishing
to spare your blushes a go,

00:23:22.990 --> 00:23:25.750 align:middle line:84%
but speaking of the success
of the NSF institutes,

00:23:25.750 --> 00:23:29.090 align:middle line:84%
is it not true that
your own textbook-- that

00:23:29.090 --> 00:23:32.440 align:middle line:84%
is Joseph Hashisaki's textbook--
is the one standardly used

00:23:32.440 --> 00:23:36.100 align:middle line:84%
in the NSF math institutes
for elementary teachers?

00:23:36.100 --> 00:23:37.630 align:middle line:90%
Yes.

00:23:37.630 --> 00:23:41.350 align:middle line:84%
The book, which John
Peterson and I wrote,

00:23:41.350 --> 00:23:46.720 align:middle line:84%
has been used most widely
in the summer institutes

00:23:46.720 --> 00:23:48.730 align:middle line:90%
for the elementary teachers.

00:23:48.730 --> 00:23:50.380 align:middle line:84%
I think one of the
reasons for that

00:23:50.380 --> 00:23:53.860 align:middle line:84%
is when the book
was written, it was

00:23:53.860 --> 00:23:57.310 align:middle line:84%
written with the
teachers in mind

00:23:57.310 --> 00:24:01.180 align:middle line:84%
rather than our own ego
or something like that.

00:24:01.180 --> 00:24:04.120 align:middle line:84%
We were trying to
write a book which

00:24:04.120 --> 00:24:07.160 align:middle line:84%
would actually be useful and
helpful to the teachers that

00:24:07.160 --> 00:24:07.660 align:middle line:90%
are--

00:24:07.660 --> 00:24:09.820 align:middle line:84%
You mean you did not write
it for the critical math

00:24:09.820 --> 00:24:10.520 align:middle line:90%
reviewers.

00:24:10.520 --> 00:24:12.670 align:middle line:84%
But rather, for the
classroom teacher?

00:24:12.670 --> 00:24:13.480 align:middle line:90%
Yes.

00:24:13.480 --> 00:24:19.780 align:middle line:84%
This is one mistake that
many writers tend to make.

00:24:19.780 --> 00:24:24.310 align:middle line:84%
And that is writing with
what the reviewer is going

00:24:24.310 --> 00:24:27.400 align:middle line:84%
to say about the book,
and they very often

00:24:27.400 --> 00:24:30.990 align:middle line:90%
get far too sophisticated.

00:24:30.990 --> 00:27:46.007 align:middle line:90%