Relevant bibliographies by topics / Critical race theory

Academic literature on the topic 'Critical race theory'

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Published: 4 June 2021
Last updated: 29 July 2024

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Journal articles on the topic "Critical race theory"

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Möschel, Mathias. "Critical Race Theory." Zeitschrift für kritik - recht - gesellschaft, no. 4 (2021): 476. http://dx.doi.org/10.33196/juridikum202104047601.

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Mills, Charles W. "Critical Race Theory." Ethnicities 9, no. 2 (June 2009): 270–81. http://dx.doi.org/10.1177/14687968090090020502.

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Bell, Katherine M. "Critical Race Theory." Feminist Media Histories 4, no. 2 (2018): 57–60. http://dx.doi.org/10.1525/fmh.2018.4.2.57.

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Martinez, Aja Y., and Robert O. Smith. "Critical Theory, Critical Race Representations." Writers: Craft & Context 4, no. 1 (September 8, 2023): 52–59. http://dx.doi.org/10.15763/issn.2688-9595.2023.4.1.52-59.

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This is the lead contribution for the series of fourteen student essays that follow. This first contribution offers contextual information about the course as well as suggestions for replicating this course in other contexts. Provided course materials are a course schedule, readings, and assignments.
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Mocombe, Paul C. "Against Critical Race Theory." Explorations in Ethnic Studies 37-38, no. 1 (January 1, 2017): 83–106. http://dx.doi.org/10.1525/esr.2017.37_38.1.83.

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Treviño, A. Javier, Michelle A. Harris, and Derron Wallace. "What's so critical about critical race theory?" Contemporary Justice Review 11, no. 1 (March 2008): 7–10. http://dx.doi.org/10.1080/10282580701850330.

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Martinez, Aja Y. "Why Critical Race Theory Matters." Ethnic Studies Review 45, no. 1 (2022): 23–32. http://dx.doi.org/10.1525/esr.2022.45.1.23.

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On September 22, 2020, the 45th President of the United States issued an “Executive Order on Combating Race and Sex Stereotyping.” This executive order took specific aim at Critical Race Theory (CRT) as the ideology responsible for creating a supposed “different vision” of America. This comment argues that CRT provides society a necessary (even crucial) way to look at how the law and other policies within institutions, such as schools, function in ways that racially privilege some and discriminate against others—it is an additional way of seeing, an alternative lens. CRT better prepares us as teachers, leaders, researchers, and activists to be institutionally and pedagogically antiracist. CRT serves to expose, analyze, and challenge majoritarian stories of racialized privilege. CRT can help to strengthen traditions of social, political, and cultural survivance and justice. CRT teaches us that “construction of another world—a socially and racially just world—is possible” (Yosso 14–15). Critical Race Theory matters.
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Zewude, Rahel, and Malika Sharma. "Critical race theory in medicine." Canadian Medical Association Journal 193, no. 20 (May 16, 2021): E739—E741. http://dx.doi.org/10.1503/cmaj.210178.

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Ledesma, María C., and Dolores Calderón. "Critical Race Theory in Education." Qualitative Inquiry 21, no. 3 (February 25, 2015): 206–22. http://dx.doi.org/10.1177/1077800414557825.

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Rocco, Tonette S., Judith D. Bernier, and Lorenzo Bowman. "Critical Race Theory and HRD." Advances in Developing Human Resources 16, no. 4 (August 11, 2014): 457–70. http://dx.doi.org/10.1177/1523422314544294.

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Dissertations / Theses on the topic "Critical race theory"

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Dunbar, Anthony W. "Critical race information theory applying a CRITical race lens to information studies /." Diss., Restricted to subscribing institutions, 2008. http://proquest.umi.com/pqdweb?did=1779835191&sid=16&Fmt=2&clientId=48051&RQT=309&VName=PQD.

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Zakipour, Maneli. "Polisvåldet i USA : ett critical race theory perspektiv." Thesis, Stockholms universitet, Juridiska institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-121394.

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SCAMARDO, Giovanna Maurilia Aurora. "LA CRITICAL RACE THEORY RICOSTRUZIONE STORICO CRITICA E ANALISI INTERSEZIONALE DELLA DISCRIMINAZIONE." Doctoral thesis, Università degli Studi di Palermo, 2014. http://hdl.handle.net/10447/91292.

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Adodo, Sophia. "THE FASHION RUNWAY THROUGH A CRITICAL RACE THEORY LENS." Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1461576556.

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Shen, Phoebe. "A Critical Race Theory Intervention into the Cultural Defense Debate." Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/scripps_theses/911.

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The cultural defense is an informal term that describes the use of cultural information to mitigate criminal responsibility, often used in conjunction with traditional defense strategies such as provocation or insanity. Arguments for the cultural defense include respecting cultural practices under the liberal narrative that frames the United States as a multicultural and pluralistic society. Advocates of the cultural defense recognize the harmful effects of the false universalism of the law. However, the cultural defense has been criticized as essentialist and harmful as it has been used in high profile cases to justify violence against women of color. The cultural defense superficially prioritizes the needs of marginalized communities by acknowledging the importance of culture in the administration of the criminal law. The rationale behind the cultural defense is politically appealing, but the impacts of the defense are incompatible with the goals of antisubordination, which will be further described by Critical Race Theory. Because the debate surrounding the cultural defense has yet to make significant advances, I argue that Critical Race Theory offers an essential starting point in intervening in the debate, ultimately transforming the realm of legal jurisprudence through its explicit race consciousness and examination of racialized power. In particular, I will examine the concepts of intersectionality and interest convergence which will offer valuable perspective into the cultural defense debate.
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Romero, Augustine Francis. "Towards a Critically Compassionate Intellectualism Model of Transformative Education: Love, Hope, Identity, and Organic Intellectualism Through the Convergence of Critical Race Theory, Critical Pedagogy, and Authentic Caring." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/194496.

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This critical race qualitative research study examines the perspectives of Chicanas\os regarding their educational experiences. Critical race theory in education has been critical in the effort to bring a deeper understanding of the racism that is experienced in American schools by Chicanas\os and other children of color. This study examines the intersectionality of American education; the Chicana\o social, political and historical experiences; and racism.This study is informed by theoretical frames from the disciplines of critical race theory, Latino critical race theory and their educational implications, new racism, Chicana/o authentic caring, and critical pedagogy. These theories expose inequality and injustice that adhere in American schools, and they help me understand that Chicana/o students, their parents and their communities are constructors of knowledge and facilitators of critical transformation.The study triangulates qualitative data through two critical components: interviews and an archival evaluation of the academic impact of the Social Justice Education Project and its Critically Compassionate Intellectualism (CCI) model of transformative education. The interview component consists of one open-ended focus group interview and one open-ended interview. In the archival segment, I evaluate informal open-ended student interviews, end of the year progress reports, post-program surveys, and achievement and graduation data.These data indicate that racism remains a key variable within the educational experiences of Chicanas\os students in SUSD schools. Additional findings indicate that the student cohorts that participate in the Social Justice Education Project and experience the CCI model of transformative education have a higher AIMS pass rate and higher graduation rates than those students cohorts that do not experience both the Social Justice Education Project and its CCI model.Given these findings, the study proposes that educational leaders demonstrate the political will that is needed to discover and implement multiple forms of critical transformative educational praxis. In addition, the need for more research that centers the voices of students and that focuses on racism and the Chicana\o contemporary experience.
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Aleshire, Seth Peter. "The Spectrum of Discourse: A Case Study Utilizing Critical Race Theory and Critical Discourse Analysis." Diss., The University of Arizona, 2014. http://hdl.handle.net/10150/338708.

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This case study provides empirical evidence of the master and counternarrative described by Critical Race Theory (CRT) and seeks to understand the impact of these narratives in educational policy and practice. In 2010, Arizona passed A.R.S. §15-112, a law that was designed to eliminate the Mexican American Studies (MAS) program in the Tucson Unified School District. Utilizing the literature on culturally-relevant pedagogy and leadership, this case study uses a CRT theoretical framework and Critical Discourse Analysis (CDA) methodology to analyze the narratives of 26 participants. While the program was under investigation by the State for violation of A.R.S. §15-112 all of the teachers involved in MAS participated in qualitative interviews. In addition, this case study analyzes the narratives of two student focus groups, school administrators, and district governing board members well as the written findings of two former State Superintendents of Public Instruction both of whom found the program in violation of the law. By specifically focusing on the styles and genres described in a CDA methodology the findings provide evidence of both the master and counternarrative but also a spectrum of discourse in which other forms of narrative reside. Implications from this research include a more complex theory of discourse beyond the dichotomy of the master and counternarrative, the application of a new methodological tool in CRT, and recommendations for educational leaders and policy makers interested in advocating for a culturally relevant approach.
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Blaisdell, Benjamin Noblit George W. "Critical race theory as dialogic performance with white teachers addressing colorblindness /." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2006. http://dc.lib.unc.edu/u?/etd,177.

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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2006.
Title from electronic title page (viewed Oct. 10, 2007). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the School of Education (Culture, Curriculum, and Change)." Discipline: Education; Department/School: Education.
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Kim, Carolyn. "Applying critical race theory to multicultural children's books : race and racism in Korean-Canadian children's books." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/7555.

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The metaphor of Canadian society as a “mosaic” had been used to describe Canada’s diverse society, even before Canada’s adoption of the Multicultural Act in 1988, with the government policy “to recognize all Canadians as full and equal partners in Canadian society.” The government’s aims suggest comfortable integration, but racism is a part of Canada’s history and remains a problem, though this has been overlooked since Canadians have clung to the vision of Canada as a tolerant society. Canadian children’s books reflect some of the racial oppression that certain cultures endured but they do not overall serve well in representing distinct cultural groups in Canada and their diverse racial experiences. The year 2002 was a milestone for Korean-Canadian children’s literature with Janie Jaehyun Park’s The Tiger and the Dried Persimmon earning a place as a finalist for the prestigious Canadian Governor General’s Literary Award for Illustration and winning the Elizabeth Mrazik-Cleaver Picture Book Award. Canada has not seen an abundance in the publication of Korean-Canadian children’s books as America has seen with Korean American children’s books, but there have been a handful of books that involve Korean Canadian characters and culture, most of which have not been written by Korean-Canadian authors. This observation led to my research questions: “Are there any observable biases in the books that have been published about Koreans and Korean Canadians?” Also, “How does the racial identity of the authors or illustrators shape their views when writing books for children?” I discovered that the sample size of Korean-Canadian books is very small (only 10 published thus far), as I undertook research to qualitatively determine racial biases through the application of key principles from Critical Race Theory. In looking at Korean-Canadian children’s books and their background, I outlined not only the history of Korean immigration and social history in Canada, but China’s history of racism in Canada, which acted as a precursor toracial sentiments that contributed to stereotyping of Asians to this day. And, since a common mistake among people is the grouping of all Asians as Chinese, I determined to show that Korean culture has not been treated as distinct. Investigation of the Korean-Canadian books published so far shows that a very limited range of experiences is represented for child readers, and that crucially missing are the voices from the Korean-Canadian community to tell their stories for children.
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Young, Evelyn. "Grounding critical race theory in participatory inquiry: Raising educators' race consciousness and co-constructing antiracist pedagogy." Thesis, Boston College, 2010. http://hdl.handle.net/2345/1841.

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Thesis advisor: Diana Pullin
In recent years, critical race theory (CRT) has garnered much attention in education scholarship as a way to examine the racialized practices that persist in U.S. schooling. This study was a grassroots attempt at using CRT as the theoretical framework to engage a group of administrators and teacher leaders at one urban school in inquiry-based discourse that focused on raising the educators' race consciousness and co-constructing an antiracist pedagogy. A combined method of action research and critical case study was used as the research methodology. This dissertation reports on three notable findings that surfaced from the study. One, the participants largely perceived racism an individual pathology, not as a system of privilege. Because the participants regarded themselves as educators who were committed to social justice, they were often deceived by their activism to recognize their own complicity in the perpetuation of racist ideologies in their practice. Two, despite the overwhelming criticisms against NCLB in scholarly literature, the participants at this low-income, racially-diverse, urban school were passionately in favor of the goals behind the statute. With the recent push toward the development of common core content standards through the Race to the Top program, increased dialogue regarding what knowledge should be considered "common" and "core" needs to occur in order to breach the impasse between the divergent curricular viewpoints held by all stakeholders. Three, although culturally relevant pedagogy is widely espoused and utilized in educational research and practice, it is often not commonly understood as a conceptual framework that advocates the three-pronged elements of academic success, cultural competence, and sociopolitical consciousness. Findings revealed wide misconceptions and misuse of the theory that stemmed from teachers' cultural bias, the nature of racism in school settings, and the lack of support to adequately implement theories into practice. ` All of these findings revealed issues of power, positionality, and privilege that were deeply entrenched in the policies and practices of the school, which suggested that greater collaboration between scholars and practitioners was necessary in order to engender ongoing critical self-reflection and reconceptualization of theories as viable pedagogical tools to begin the work of antiracism
Thesis (PhD) — Boston College, 2010
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Administration and Higher Education
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Books on the topic "Critical race theory"

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Aylward, Carol A. Critical race theory & praxis. Toronto: Faculty of Law, University of Toronto, 2002.

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Hylton, Kevin. 'Race' and sport: Critical race theory. New York, NY: Routledge, 2008.

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Cole, Mike. Critical Race Theory and Education. New York: Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230620117.

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Cole, Mike. Critical Race Theory and Education. New York: Palgrave Macmillan US, 2017. http://dx.doi.org/10.1057/978-1-349-95079-9.

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Dixson, Adrienne D., Celia K. Rousseau Anderson, and Jamel K. Donnor, eds. Critical Race Theory in Education. 2nd edition. | New York, NY : Routledge is an imprint of the Taylor & Francis Group, an Informa Business, [2017]: Routledge, 2016. http://dx.doi.org/10.4324/9781315709796.

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Jean, Stefancic, ed. Critical race theory: An introduction. New York: New York University Press, 2001.

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Jean, Stefancic, ed. Critical race theory: An introduction. 2nd ed. New York: New York University Press, 2011.

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Connor, David J., Beth A. Ferri, and Subini A. Annamma. Enacting Disability Critical Race Theory. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003380313.

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Davis, Julius, and Christopher C. Jett, eds. Critical Race Theory in Mathematics Education. New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315121192.

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Richard, Delgado, ed. Critical race theory: The cutting edge. Philadelphia: Temple University Press, 1995.

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Book chapters on the topic "Critical race theory"

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LeDuff, Kim M. "Critical Race Theory." In The Routledge Companion to Media and Race, 65–73. London ; New York : Routledge, Taylor & Francis Group, 2017.: Routledge, 2016. http://dx.doi.org/10.4324/9781315778228-6.

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Mkandawire-Valhmu, Lucy. "Critical Race Theory." In Cultural Safety, Healthcare and Vulnerable Populations, 49–55. Milton, Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315708706-5.

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Willis, Arlette Ingram. "Critical Race Theory." In Literacies and Language Education, 17–29. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02252-9_2.

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Willis, Arlette Ingram. "Critical Race Theory." In Literacies and Language Education, 1–13. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-02321-2_2-1.

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Collins, Patricia Hill. "Critical race theory." In Routledge International Handbook of Contemporary Social and Political Theory, 84–94. 2nd ed. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003111399-5.

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Minniear, Mackensie, and Megan E. Cardwell. "Critical Race Theory." In Engaging Theories in Interpersonal Communication, 246–57. 3rd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003195511-22.

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Bauman, Richard W. "Critical Race Theory." In Critical Legal Studies, 183–202. New York: Routledge, 2021. http://dx.doi.org/10.4324/9780429044793-23.

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Lavender, Isiah. "Critical Race Theory." In The Routledge Companion to Cyberpunk Culture, 308–16. London; New York : Routledge, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9781351139885-37.

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Walle, Alf H. "Critical Race Theory." In True Believers and the Great Replacement, 79–95. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003364368-11.

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Kumaran, Maha. "Critical Race Theory." In Springer Texts in Education, 97–102. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-04394-9_16.

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Conference papers on the topic "Critical race theory"

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Ogbonnaya-Ogburu, Ihudiya Finda, Angela D. R. Smith, Alexandra To, and Kentaro Toyama. "Critical Race Theory for HCI." In CHI '20: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3313831.3376392.

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Price, Todd. "Critical Race Theory as Policy as Curriculum?" In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1894429.

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Brugar, Kristy. "In Their Bubble: Teacher Perceptions of "Critical Race Theory Laws"." In 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2003623.

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Howard, Isis. "Critical Race Theory and the Use of Media." In 17th International Conference of the Learning Sciences (ICLS) 2023. International Society of the Learning Sciences, 2023. http://dx.doi.org/10.22318/icls2023.650782.

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Lobato-Creekmur, Graziela. "Does Culturally Responsive Teaching Inherently Operationalize Critical Race Theory?" In AERA 2022. USA: AERA, 2022. http://dx.doi.org/10.3102/ip.22.1884213.

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Lobato-Creekmur, Graziela. "Does Culturally Responsive Teaching Inherently Operationalize Critical Race Theory?" In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1884213.

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Dyches, Jeanne. "Students' Experiences Designing Critical Race Theory–Oriented Visual Essays." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1690580.

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Kelly, Laura. "Teacher Opposition to So-Called Critical Race Theory Bans." In 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2008501.

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James-Gallaway, ArCasia. "Critical Race Theory and Education History: Constructing a Race-Centered History of School Desegregation." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1681038.

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Morgan, Hani. "Derick Bell's Influence on the Development of Critical Race Theory." In 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2003945.

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Reports on the topic "Critical race theory"

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Hartley, Curtis, and Allyson Kelley. Lessons in Critical Race Theory. Allyson Kelley & Associates PLLC, April 2024. http://dx.doi.org/10.62689/hgzcul.

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Racism and discrimination are the root causes of health disparities in our world. Most schools of public health fail to address these issues. Critical Race Theory (CRT) is a viable framework for exploring how racial bias is reinforced at various levels in our society and how privilege differs based on race. Health promotion pedagogy informed by CRT and social justice can be an opportunity to explore relationships, social cohesion, and promote health equity. This paper describes and explores how an undergraduate/graduate public health instructor and students at the University of North Carolina Greensboro presented materials and speakers that influenced how students perceived racism and discrimination as a public health problem. Students learned about perspective, privilege, and positionality during guest interviews throughout the class. Excerpts of student essays presented in this paper demonstrate how college health courses like this one can transform, change, heal, and connect students with a world that dismantles racism and promotes health equity and justice for all. Teaching public health and social justice requires a different teaching approach and unique content developed in an authentic way from individuals with lived experience of social justice issues. Elevating CRT as a framework and giving voice to the historically minoritized and marginalized must be the goal of transformative pedagogy in health promotion. Now is the time.
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Hull, Logan. Questioning the Constitutionality of Iowa House File 802 and Teaching Critical Race Theory in Public Institutions. Ames (Iowa): Iowa State University, December 2023. http://dx.doi.org/10.31274/cc-20240624-1185.

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Lantz, Paula. The Tenets of Critical Race Theory Have a Long-Standing and Important Role in Population Health Science. Milbank Memorial Fund, July 2021. http://dx.doi.org/10.1599/mqop.2021.0714.

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Thompson, Charlie. State support for civic engagement. Learning Policy Institute, April 2023. http://dx.doi.org/10.54300/878.726.

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Civics education continues to gain national importance, especially in the aftermath of the 2020 presidential election and with recent debates about the teaching of history and critical race theory in schools. At the same time, Americans’ civics knowledge seems to be in a state of decline, with the first recorded drop in U.S. adults being able to name all three branches of government since 2016. Despite the increasing interest in strengthening civics education, states continue to differ in their interpretation of what constitutes relevant and high-quality civic engagement among students. As of 2018, 42 states required students to take a course in civics and government, with 8 of those states requiring a full year of civics and 19 states requiring a civics exam to graduate, often resembling the U.S. citizenship test. Two states, New Hampshire and Pennsylvania, allow local education agencies to develop locally determined assessments of students’ civics knowledge or else require that students take the U.S. citizenship test. A growing number of states are encouraging civic learning and acknowledging that students can be active participants in civic life. This report describes how 10 states are implementing policies that increasingly support a new approach to civics education that engages students in inquiry, civic reasoning, and civic action.
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Wright, Allan, and Francisco A. Ramirez. What are the Fiscal Limits for the Developing Economies of Central America and the Caribbean? Inter-American Development Bank, May 2017. http://dx.doi.org/10.18235/0011799.

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This study uses simulations of state-dependent distributions of fiscal limits for 18 economies in Central America and the Caribbean to better understand governments¿ ability to service their debt, arising from endogenously determined dynamic Laffer curves. Using a small, open economy model to simulate macroeconomic fundamentals and fiscal policy interactions, the empirical findings produced results not previous available for these economies, showing varying and wider distributions of fiscal limits for the open economy model subject to terms-of-trade and flexible exchange rate shocks. This indicates that terms-of-trade and exchange rate volatility impacted the ability of national economies to service their debt. It is therefore prudent that policymakers and central bankers consider models that incorporate the use of trade and exchange rate volatility as a robust way of more accurately determining fiscal limits, which are a critical component in understanding governments' ability to service their debt.
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Wenk and Elsea. L51787 Fatigue-Based Guideline for Pipeline Storage Facilities. Chantilly, Virginia: Pipeline Research Council International, Inc. (PRCI), June 1998. http://dx.doi.org/10.55274/r0011282.

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To assess the influence of line packing on the long term structural integrity of defected pipelines requires the availability of material property data that characterize the rate at which a flaw will extend under cyclic pressure conditions and the critical conditions at fracture, and a computational tool to perform the calculations needed to predict service lifetimes. The objective of the present work was to make both of these requirements available to gas industry engineers so that they could quickly and efficiently assess different line packing procedures in terms of their effects on the life of a pipeline. Towards these ends, a literature search was performed to identify what fatigue and fracture data were available for pipeline steels under typical service conditions.
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Bruce. L52090 Near-Neutral pH SCC - Dormancy and Re-Initiation of Stress Corrosion Cracks. Chantilly, Virginia: Pipeline Research Council International, Inc. (PRCI), April 2003. http://dx.doi.org/10.55274/r0011360.

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The objective of this research project was to identify the environmental, metallurgical, and mechanical conditions that lead to dormancy and re-initiation of previously dormant stress corrosion cracks. These parameters would assist pipeline operators in mitigating near-neutral pH SCC on their systems, and allocating resources for pipeline maintenance. Unload-reload transients were found to increase the crack growth rate in the majority of the experiments and to re-initiate dormant stress corrosion cracks in several cases. On the other hand, there was no consistent effect of the presence or magnitude of overloads on crack growth behavior. The simulated hydrostatic tests had relatively little effect on the crack velocities for near dormant conditions, but consistently inhibited subsequent crack growth for actively growing cracks. The results of analyses of the data and modeling suggest that the R ratio (ratio of minimum to maximum pressure) and frequency of pressure fluctuations on an operating pipeline can be used as a tool to rank segments of pipelines base on the mechanical driving force for propagation of near neutral pH SCC. The concept of a critical crack tip strain rate, which can be related to the R ratio and frequency, also can be used to reasonably predict whether a given set of loading conditions will lead to dormancy.
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8

Fuchs, Marcel, Ishaiah Segal, Ehude Dayan, and K. Jordan. Improving Greenhouse Microclimate Control with the Help of Plant Temperature Measurements. United States Department of Agriculture, May 1995. http://dx.doi.org/10.32747/1995.7604930.bard.

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A model of the energy balance of a transpiring crop in a greenhouse was developed in a format suitable for use in climate control algorithms aimed at dissipating excess heat during the warm periods. The model's parameters use external climatic variables as input. It incorporates radiation and convective transfer functions related to the operation of control devices like shading screens, vents, fans and enhanced evaporative cooling devices. The model identified the leaf boundary-layer resistance and the leaf stomatal and cuticular resistance as critical parameters regulating the temperature of the foliage. Special experiments evaluated these variables and established their relation to environmental factors. The research established that for heat load conditions in Mediterranean and arid climates transpiring crops maintained their foliage temperature within the range allowing high productivity. Results specify that a water supply ensuring minimum leaf resistance to remain below 100 s m-1, and a ventilation rate of 30 air exchanges per hour, are the conditions needed to achieve self cooling. Two vegetable crops, tomato and sweet pepper fulfilled maintained their leaf resistance within the prescribed range at maturity, i.e., during the critical warm season. The research evaluates the effects of additional cooling obtained from wet pad systems and spray wetting of foliage.
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Paternesi Meloni, Walter, Davide Romaniello, and Antonella Stirati. On the Non-Inflationary effects of Long-Term Unemployment Reductions. Institute for New Economic Thinking Working Paper Series, April 2021. http://dx.doi.org/10.36687/inetwp156.

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The paper critically examines the New Keynesian explanation of hysteresis based on the role of long-term unemployment. We first examine its analytical foundations, according to which rehiring long-term unemployed individuals would not be possible without accelerating inflation. Then we empirically assess its validity along two lines of inquiry. First, we investigate the reversibility of long-term unemployment. Then we focus on episodes of sustained long-term unemployment reductions to check for inflationary effects. Specifically, in a panel of 25 OECD countries (from 1983 to 2016), we verify by means of local projections whether they are associated with inflationary pressures in a subsequent five-year window. Two main results emerge: i) the evolution of the long-term unemployment rate is almost completely synchronous with the dynamics of the total unemployment rate, both during downswings and upswings; ii) we do not find indications of accelerating or persistently higher inflation during and after episodes of strong declines in the long-term unemployment rate, even when they occur in country-years in which the actual unemployment rate was estimated to be below a conventionally estimated Non-Accelerating Inflation Rate of Unemployment (NAIRU). Our results call into question the role of long-term unemployment in causing hysteresis and provide support to policy implications that are at variance with the conventional wisdom that regards the NAIRU as an inflationary barrier.
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Ellinger, Matt, Francois Ayello, and Guanlan Liu. PR-186-213600-R01 Generic External Corrosion Growth Rate Distributions for Buried Pipelines. Chantilly, Virginia: Pipeline Research Council International, Inc. (PRCI), March 2024. http://dx.doi.org/10.55274/r0000059.

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External corrosion growth rates in buried pipelines are influenced by a vast quantity of parameters, and the interaction of these parameters creates complexities that can be challenging to understand. As a result, external corrosion growth rates are difficult to estimate and measure. Further, the detailed actual conditions where external corrosion growth is occurring are often not known. When external corrosion growth rates cannot be calculated (i.e., using a corrosion growth rate model) or measured (i.e., ILI run-to-run comparisons), default corrosion growth rates are frequently utilized in making Integrity Management decisions. Often, these default, or assumed, corrosion growth rates are overly conservative. Using overly conservative external corrosion rates can result in a poor utilization of resources. However, there may be locations of isolated and accelerated corrosion growth in which the assumed rates are non-conservative. Non-conservative assumed external corrosion growth rates can result in lack of awareness of locations that may become critical prior to the next planned integrity assessment. Therefore, it is ideal to evaluate appropriate external corrosion growth rates along the length of a given pipeline. Applied external corrosion growth rates are utilized in making Integrity Management decisions on a pipeline, such as optimizing excavation programs and establishing integrity reassessment intervals, and therefore, it is important to utilize realistic rates that are accurate and not overly conservative. This report describes a methodology for establishing generic external corrosion growth rate distributions based on empirical ILI and corrosion modeling data. The report describes key parameters that affect, or can be utilized to establish, external corrosion growth rates. The identified key parameters include data that should be understood and/or readily available to pipeline operators. The authors of this report have created external corrosion growth rate distribution curves for each combination of the identified key parameters. The results of this project can be utilized by pipeline operators to establish data driven and justifiable external corrosion growth rates on pipelines in which rates are not able to be calculated from historical and/or ILI run-to-run comparisons.
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