Effects of lava ponding on Hawaiian fountain heights: an experimental investigation

Hawaiian eruptions are characterized by long-lived eruptions that produce lava fountains that last 300-10000 seconds and can reach 10s to 100s of meters high. During an eruption pyroclasts can fall back and accumulate proximal to the eruption site, forming ramparts or scoria cones that create topographic wells. Lava can accumulate within these topographic wells, creating lava ponds that may affect the behaviour of subsequent lava fountains. When a fountain ascends through a lava pond, it entrains previously erupted pyroclasts and accelerates them; this reduces the flow velocity of the ascending fountain, decreasing its overall height. Published studies have examined the relationship between ponding and variations in lava fountain heights from a theoretical perspective, though these studies have not yet received experimental verification. For this reason, an experimental kit is designed to conduct scaled analogue experiments to investigate the variation of fountain heights with ponding depth. Dimensional analysis is used to facilitate the comparison between laboratory and natural behaviours, while experiments are performed for varying parameters of; pressure head, ponding depth, conduit diameter and fluid viscosity. The collected dataset indicates that increasing volumetric flux corresponds to greater fountain heights, while increased ponding depth reduces fountain heights. A dimensionless model is then identified between dimensionless fountain height and dimensionless ponding depth, which allows the reduction in fountain height due to ponding to be evaluated

Self-Directed Universalists: Social Heroes and Value-Oriented Challenges to Authority

This study investigates the role of values in the actions of social heroes, which previous research has suggested may play a role in motivating principled challenges to authority. Kelman and Hamilton’s (1989) orientation to authority framework was used to identify when value-oriented challenges to authority – suggestive of later social heroism – first emerged in their lives, and the values associated with those behaviors. Analyses of archival interviews with 15 leaders of a social activist group found that all participants acted on a value orientation to authority, and they considered these actions to be important experiences in their development as social heroes. The values most associated with these actions were self-direction, universalism, power and achievement. Four participants made value-oriented challenges to authority in childhood; 14 by late adolescence; and all by young adulthood. The early emergence of this behavior suggests that a value orientation to authority is a core element of their identity, and value-oriented challenges to authority were critical experiences in their developmental trajectories as social heroes

Working in a web of relationships: Experiences of selected second-level teachers in Ireland

Exploring the interlinking of the personal and professional domains in the work of teaching, the study identified at an early stage that classroom relationships are central in teaching, and that this is basis for the overlap of the personal with the professional. Thus, the research came to focus on the nature of these relationships, and their implications for teachers’ lives and careers. It investigates the experiences in teaching of five second-level teachers in Ireland. It uses a constructivist, broadly narrative approach in which participants actively engaged throughout in constructing both their accounts of their careers and the findings of the study. Their accounts are presented in the thesis in the context of their personal and professional journeys. By exploring the nature of classroom interactions from the teachers’ of point of view, the study brings to light perspectives on the nature of schools, education and teaching which are rarely considered in public debate in Ireland. Two primary, linked findings emerge from the study. Firstly, that teaching takes place within a complex web of relationships, and that these form not only the context within which learning takes place, but are, in fact, an important part of the learning itself. And, secondly, the requirement of authenticity in these relationships means that the selfhood of the teacher must be centrally employed in the job of teaching; the teacher must commit personally as well as professionally to the job. Arising from these findings, the study identifies issues of negotiation, values, struggle and resilience as central to teachers’ daily experience in their work. However, it finds that such issues are rarely acknowledged either in public debate or within the profession. Furthermore, it identifies an absence among teachers of a language in which such issues can be articulated or discussed. The omission of these issues from the education debate, publicly and within the profession, provides new explanations for some of the enduring characteristics of Irish second-level schools; issues such as privatism among teachers and the difficulty of promoting sustainable cultural change in schools. It also sheds new light on why teachers are often unconvincing when describing and defending their practice in public

Working in a web of relationships: Experiences of selected second-level teachers in Ireland

Exploring the interlinking of the personal and professional domains in the work of teaching, the study identified at an early stage that classroom relationships are central in teaching, and that this is basis for the overlap of the personal with the professional. Thus, the research came to focus on the nature of these relationships, and their implications for teachers’ lives and careers. It investigates the experiences in teaching of five second-level teachers in Ireland. It uses a constructivist, broadly narrative approach in which participants actively engaged throughout in constructing both their accounts of their careers and the findings of the study. Their accounts are presented in the thesis in the context of their personal and professional journeys. By exploring the nature of classroom interactions from the teachers’ of point of view, the study brings to light perspectives on the nature of schools, education and teaching which are rarely considered in public debate in Ireland. Two primary, linked findings emerge from the study. Firstly, that teaching takes place within a complex web of relationships, and that these form not only the context within which learning takes place, but are, in fact, an important part of the learning itself. And, secondly, the requirement of authenticity in these relationships means that the selfhood of the teacher must be centrally employed in the job of teaching; the teacher must commit personally as well as professionally to the job. Arising from these findings, the study identifies issues of negotiation, values, struggle and resilience as central to teachers’ daily experience in their work. However, it finds that such issues are rarely acknowledged either in public debate or within the profession. Furthermore, it identifies an absence among teachers of a language in which such issues can be articulated or discussed. The omission of these issues from the education debate, publicly and within the profession, provides new explanations for some of the enduring characteristics of Irish second-level schools; issues such as privatism among teachers and the difficulty of promoting sustainable cultural change in schools. It also sheds new light on why teachers are often unconvincing when describing and defending their practice in public

Satire and definition

This paper explores some of the difficulties involved in defining satire. Neither the formal characteristics of satire nor its informing purposes, including its variable associations with humour and the provocation of amusement allow for a unifying definition over the long term. It considers a range of approaches to and types of definition and takes as a principle example the notion of Menippean satire. It argues that a characterisation in terms of family resemblance is more helpful for a strictly historical understanding than formal definitions and that it is misleading to take satire as a genre, let along a literary one. Throughout it also suggests that the case of satire tells us something about definition and the often naive expectations of what definitions can establish

A study of the complexes of diketocyclobutenediol

In this study of the complexes of diketocyclobutenediol, squaric acid, the following original compounds were prepared: zirconyl squarate, indium (III) squarate; titanium (III) squarate, ruthenium (III) squarate, tungsten (VI) squarate, vanadium (III) squarate, and niobium (V) squarate, where squarate refers to the dianion of diketocyclobutenediol. Metal analyses were made on all of these except the ruthenium. However, only three of these metal analyses, namely those for titanium (III) squarate, indium (III) squarate, and zirconyl squarate, warrented [sic] further investigation. Carbon and hydrogen analyses were then made for these three compounds. From the percentage compositions, possible structures were proposed. The tungsten, vanadium, and niobium squarates were all prepared in non-aqueous Solvent. However, the product which was obtained was contaminated with starting materials. In an effort to remove these, liquid-solid extractions were• run but with only partial success. The proposed formulae for titanium (III) squarate is Ti4(III)(C4O4)3(OH)6•6H2O, for indium (III) squarate is In(III)C4O4(OH)•2H2O, and for zirconyl squarate is (ZrO)2C4O4(OH)2•6H2O --Abstract, page ii

Some metal complexes of dihydroxycyclobutenedione

This study involves an investigation of some of the physical and chemical properties of the trivalent metal squarate complexes of iron, vanadium, and indium in order to determine their structure. In this investigation studies were made of the infrared spectra, electronic spectra, x-ray diffraction powder photographs and diffractometer patterns, magnetic susceptibilities, and thermogravimetric patterns for the trihydrate, dihydrate, and anhydrous squarate complexes of vanadium(III) and iron (III) and the dihydrate squarate complex of indium(III). These studies suggest that the structures of the vanadium(III) and iron(III) squarate complexes are dimeric with hydroxyl bridges between the metal atoms. This is supported by the presence of a band between 980 and 1050 cm⁻1 in the infrared spectrum associated with metal-hydroxyl bridging. Crystal field calculations made from data obtained from the electronic spectra of the vanadium(III) squarate trihydrate and vanadium(III) squarate dihydrate suggest that the vanadium atoms are in an approximately cubic crystal field, Racah parameter B = 611 and 655 cm⁻¹ respectively and crystal field splitting l0Dq = 18,900 and 19,650 cm⁻¹ respectively. The x-ray diffraction studies indicate that the vanadium(III) squarate trihydrate and iron(III) squarate trihydrate are isostructural. The magnetic moments of approximately 2.80 B.M. for the trihydrate and dihydrate vanadium(III) squarate complexes are normal for a paramagnetic d² metal complex. However, the magnetic moment of 2.60 B.M. for the anhydrous vanadium(III) squarate complex suggest some spin coupling between metal atoms. The reduced magnetic moment of 5.08 B.M. at room temperature for iron(III) squarate dihydrate, 5.9 B.M. is normal for a d⁵ metal complex, and the temperature dependence study of the magnetic susceptibility indicate that the complex is a binuclear antiferromagnetic system with S = 5/2 and J = -6.8. The reduced moment of 4.6 B .M. and the temperature dependence study of the magnetic susceptibility of anhydrous iron (III) squarate suggest that it is an antiferromagnetic system with the spin-spin exchange taking place between more than two metal atoms. The data collected for indium(III) squarate dihydrate were inconclusive i:n determining its structure --Abstract, pages ii-iii

The Synthesis And Spectroscopic Properties Of Vanadium(III) Squarate Trihydrate

Vanadium(III) squarate trihydrate has been prepared; and the infrared, X-ray diffraction, and electronic spectra of the complex indicate that the central metal atom is in a slightly distorted octahedral field. A thermogravimetric study has shown that the complex loses three water molecules upon heating. A hydroxy-bridged, dimeric structure has been proposed from these data. © 1973, American Chemical Society. All rights reserved

CHRISTOPHER HILL ON THE ENGLISH REVOLUTION: A SCEPTICAL DE-CODING OF SIGNIFICANCES.

Christopher Hill is an eminent historian and hence I am pleased to provide acommentary on his paper concerning the significance of the English Revolution of theseventeenth century. My response is to the version of the paper I was given to read andwhich was then delivered at the workshop, although I understand that a similar versionwas given to a more a general audience earlier in 1987. I propose to approach the topiclargely obliquely--complementing Hill's paper for the most part, rather than criticising itin detail