A theoretical Study of Spectroscopic Properties of van der Waals Trimers

A method for performing calculations on the lower bound states of van der Waals trimers is developed, which models atom-atom-diatom trimers with basis functions in all five degrees of freedom. Spherical harmonic and distributed Gaussian functions and solutions of one-dimensional adiabatic Hamiltonians are used as basis functions. Arg was examined as a precursor system. No spectroscopy has been performed on Ara, nor is this currently feasible. For the systems considered, most experimental data exists for (^v)HCI = 0 Ar(_2)HCl so this is the main target of the work. Predictions are made for Ar(_2)DCl, for (_v)HCI = 1 Ar(_2)HCl, and for (^v)HF =0,1 Ar(_2)HF ; experiments are currently in progress on some of these systems. The current state of knowledge of the pair potentials of the Ar-Ar, and Ar-HF/CI systems is summarised. Physical models for important three body potential terms are suggested; these arise from dipoles induced on the argon atoms, dispersion effects, orbital deformation and the Ar(_2) overlap-induced field. The parameters in the models come from the literature, where possible, and otherwise from a fit to some ab-initio data points for the Ar(_3) and Ar(_2)HCl trimers (Chalasinski et al.).Calculations on Ar(_s) with various two- and three-body potentials are presented and discussed in the context of earlier work. For Ar(_2)HCl a comparison is made with earlier, approximate, work (Hutson, Halberstadt and Beswick). The possible effects of Hamilto- nian approximations are discussed before addressing the effects of individual three-body components. Two sets of three-body parameters are assessed, and indicate that the physical models used are substantially appropriate, although deficient in detail; agreement with experiment is good, with changes in frequencies of about 1.5cm(^-1) arising from the best three-body model. The most important three-body component is found to be the interaction of the overlap-induced field with the HCI permanent multipoles, with the dispersion effects slightly less important and other terms much less so

Witchcraft Trials in the Rhine Region in the Sixteenth Century

This paper examines the dynamics of witchcraft trials in the Lorraine through a selection of late sixteenth-century examples. It shows that local dynamics, including personal relationships between accused witches and their accusers, as well as the accused’s social class, could affect trial proceedings and outcomes.https://pdxscholar.library.pdx.edu/mmft_malleus/1005/thumbnail.jp

The Concept of the New Age in Certain Hope Oracles of the Old Testament

The object of this study is to investigate some of the factors which give rise to eschatological thought in Israel. Specifically we intend to test a hypothesis presented by Georg Fohrer in an effort to determine whether eschatological thought as he defines it developed only during and after the period of the exile or whether it has deeper roots

“Let us eat airtime”:youth identity and ‘xenophobic’ violence in a low-income neighbourhood in Cape Town

This study involved 11 discussion groups and 9 individual interviews with learners at a high school in Dunoon, the area where apparently 'xenophobic' violence first erupted, in Cape Town, in May 2008. The study used qualitative methods to explore these youths' perceptions of different groups who live in Dunoon, descriptions of how these groups interact in daily community life and accounts of what transpired in May 2008. In the research these young people described themselves as 'black' and Xhosa, using these identities to portray local township social and economic processes, in which 'black Xhosa' people are apparently worse off in terms of education, skills and wealth, in comparison to local Somali shopkeepers. Young people also described themselves as aspiring to be modern, urban citizens, shopping at malls and speaking on their cellular telephones. Participants then proceeded to explain the violence towards foreign nationals through a discourse of 'the attacks happened because the people are hungry.' People may well be hungry, but hunger usually turns to violence when a set of beliefs and ideologies exist, in addition to this hunger, which indicate that a situation is unfair and that taking action to bring about change, is justified. Through the combination of identities portrayed by young people in this study- as black, Xhosa and modern citizens- it appears as if the discursive justification for the violence- as due to 'hunger'- was being used partially metaphorically, to describe a set of desires: people in Dunoon want food, but they are also hungry for televisions, laptop computers and airtime for their cellphones. Many of these commodities, which are integral to a modern, middle-class lifestyle, are still largely elusive for groups of the South African urban poor. This leads to resentment and frustration and may produce violence when others in the local environment, such as Somali shopkeepers, appear to enjoy these social and economic privileges, to a greater extent

'Youth amplified': using critical pedagogy to stimulate learning through dialogue at a youth radio show

In this paper I describe and analyse how critical pedagogy, an approach to teaching and learning that encourages students to reflect on their socio-political contexts, may stimulate critical consciousness and dialogue at a youth radio show. The participants, who attended four diverse Cape Town high schools and predominantly lived in poor townships, named the show Youth Amplified. Youth Amplified dialogues were catalysed by a range of materials, including documentary films, newspapers and academic articles, which participants engaged with prior to the show. Participants then generated questions, which contributed to the dialogues that took place live on air. Two central themes emerged from the radio shows. First, the values and discourses of elite schools were transported to Youth Amplified and presented as incontestable truths that often denigrated marginalised learners. Second, participants used ‘race’ as a marker of social difference to make sense of peers and South African society. I argue that critical pedagogy interventions also need to work with educators to reflect on inequalities and socio-political contexts, if such interventions are to be successful. The show illuminated that young South Africans want to speak about racialised and class-based forms of historical oppression, but that these kinds of discussions require skilled facilitation.</p