18th and 19th Century European Philosophy and the Justification of Colonial and Economic Exploits

The theories and philosophies that have evolved over the course of human history have each influenced and affected the politics and the behaviors of the societies where they are popularized. We wish to study the sorts of relationships that may exist between popular European philosophies of the 18th and 19th centuries, and the political ideologies of the time, and why they still bear relevance in global politics today’s globalized international community

A forward solution for RF impedance tomography in wood

Both integral equation and differential equation methods enable modelling current and hence impedance of wood, to provide the forward solution for impedance tomography that in turn provides a measure of its internal moisture distribution. Previously, we have used a series impedance model and successfully demonstrated measurement of internal moisture distribution. Here we describe the adaptation of our integral equation method for this application. This has required an alternative calculation to model the impressed field from the segmented electrodes used in the measurements to date, and we demonstrate distortion of the anomalous field due to the presence of a wood dielectric, and the field magnitude. Further work will be required to translate the resulting field distribution from our model, to complex current and hence impedance readings, to allow completion of tomographic reconstruction using this approach

Heuristic assessment of psychological interventions in schools (HAPI Schools)

This is the peer reviewed version of the following article: [Platt, I. A., Kannangara, C., Carson, J., & Tytherleigh, M. (2021). Heuristic assessment of psychological interventions in schools (HAPI Schools). Psychol Schs, 58, 1399–1415], which has been published in final form at [https://doi.org/10.1002/pits.22527]. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions. This article may not be enhanced, enriched or otherwise transformed into a derivative work, without express permission from Wiley or by statutory rights under applicable legislation. Copyright notices must not be removed, obscured or modified. The article must be linked to Wiley’s version of record on Wiley Online Library and any embedding, framing or otherwise making available the article or pages thereof by third parties from platforms, services and websites other than Wiley Online Library must be prohibited.Children spend more time in school than in any other formal setting and, with mental illness in children on the rise, there is more pressure on schools to intervene in student mental health than ever before. In the current study, two phases of semi-structured interviews were conducted with school leaders and special educational needs coordinators (Phase 1, N = 23; Phase 2, N = 11), to investigate first‐hand experiences in dealing with student mental illness. Thematic analysis, drawing on Grounded Theory, was used to identify themes. The results identified deprivation as one of the main causes of mental ill‐health in students, with insufficient budgets, inappropriate mental health services, and overly long waiting times as barriers to intervention. Difficulties in identifying appropriate mental health interventions to use in school were also reported. The authors propose a simple four‐point heuristic, for assessing the quality of school‐based mental health interventions to be used by school staff, so that educators can more readily identify appropriate mental health support for their students

Housing Intervention and Neighbourhood Development: Harnessing Change in West Broadway

During the period leading to the early 1990s the West Broadway area of inner city Winnipeg experienced many signs of neighbourhood decline, such as residential fires, housing abandonment and structural deterioration. From the mid 1990s considerable amounts of volunteer energy, public funding and philanthropic resources were devoted to turning the neighbourhood around, focusing efforts through community development, employment training, arts programs, housing upgrading and other themes. Many individuals and organizations combined their capabilities in the attempt to create an inclusive and diverse community. The study Housing Intervention and Neighbourhood Development was grounded in the need to take stock of changes in the neighbourhood and to relate these to knowledge of the nature of neighbourhood change. It was intended that this would enable an informed assessment of whether dynamics such as gentrification, disinvestment and stabilization appear to be in operation in parts of the neighbourhood. This assessment, in turn, would support discussion of strategies that could be implemented to help guide how the neighbourhood would unfold

Through-culm wall mechanical behaviour of bamboo

Performance of full-culm bamboo structures is dominated by longitudinal splitting behaviour, often exacerbated by connection details. This behaviour is a function of the transverse properties of this highly orthotropic material. Considerable study of the longitudinal properties of bamboo is available in which it is often concluded that bamboo may be considered as a fibre-reinforced composite material and material properties may be assessed using rule-of-mixture methods. Nonetheless, few studies have addressed the transverse properties of the bamboo culm wall, despite these largely governing full-culm behaviour. This study investigated the transverse material property gradient through the culm wall and attempts to connect the mechanical results to physical observations and phenomena. Most importantly, the study demonstrates that the complex transverse behaviour of bamboo does not appear to behave as a classic fibre-reinforced composite material in the direction transverse to the fibres. In this study, five different bamboo species, Phyllostachys edulis, Phyllostachys bambusoides, Phyllostachys meyeri, Phyllostachys nigra, and Bambusa stenostachya were tested using a modification of the flat-ring flexure test to obtain a measure of the transverse tensile capacity of the bamboo. Microscopy analyses are used to qualitatively describe the culm wall architecture and to quantitatively assess the failure modes through the culm wall thickness.</p

The Hummingbird Project Year 2: Decreasing Distress and Fostering Flourishing in a Pragmatic Pre-Post Study

Copyright © 2024 Platt, Hochard, Tytherleigh, Kannangara, Carson, McFaul and North. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these termsMulti-component Positive Psychology Interventions (mPPIs) in secondary schools have been shown to improve mental health outcomes for young people. The Hummingbird Project mPPI is a six-week program of workshops designed to introduce a variety of positive psychology (PP) concepts to secondary school aged children in schools to improve well-being, resilience, and hope. The effects on mental distress, however, were not explored. The current study, therefore, was designed to replicate the effects of the Hummingbird Project mPPI on positive mental health and to also explore the effects on symptoms of mental distress. Secondary school-aged children (N = 614; mean age = 11.46 years) from a sample of secondary schools located across the North West of England (N = 7) participated in the study; the majority of children were in Year 7 (94%). The PP concepts explored included happiness, hope, resilience, mindfulness, character strengths, growth mindset, and gratitude. The results showed significant improvements associated with the mPPI in well-being (as measured by the World Health Organization Well-Being Index; WHO-5), hope (as measured by the Children’s Hope Scale; CHS), and symptoms of mental distress (as measured by the Young Person’s Clinical Outcomes in Routine Evaluation; YP-CORE) from pre- to post-intervention. While acknowledging the limits due to pragmatic concerns regarding the implementation of a control group, the effectiveness of the Hummingbird Project mPPI on well-being was replicated alongside reducing the symptoms of mental distress. Future evaluation, however, will need to implement more robust designs and consider follow-up duration to assess the longer-term effects of the Hummingbird Project mPPI

Energy dependence of {\rm K}S0^0_{\rm S} and hyperon production at CERN SPS

Recent results on K$^0_{\rm S}$ and hyperon production in Pb-Pb collisions at 40 and 158 $A$ GeV/$c$ beam momentum from the NA57 experiment at CERN SPS are presented. Yields and ratios are compared with those measured by the NA49 experiment, where available. The centrality dependence of the yields and a comparison with the higher collision energy data from RHIC are discussed.Comment: 4 pages, 3 figures, proceedings of QM2004 conferenc

The use of journals in children's writing development

xii, 120 leaves : chart, plan ; 28 cm.The purpose of this study is to analyze the content of dialogue journals of selected third grade students in order to discover the predominant themes in their writing. A second purpose is to explore how a teacher used the information gained from journals with her students to make curriculum decisions in her classroom. Although many reasons have been given for using journals in school writing programs, few studies have examined the role and impact of dialogue journals in primary grade classrooms. It is hoped that this study will add to the knowlege concerning dialogue journals in primary grades. This study is rooted in the desire to explore and explain what it means for a teacher to enter into a dialogue through journal writing with his or her students. It is hoped that this investigation will not only provide new insights into this relationship but also describe what grade three students and their teacher write about in the process of utilizing a journal. Six grade three students and thier teacher were involved in this study. Student journal entries, the teacher responses to the students' journal entries, and subsequent teacher interviews were all subjected to content analysis. The principal finding of this study was that dialogue journals not only provided a safe and secure environment in which children could express their ideas and knowledge, but it also became an important curriculum tool where specific writing needs and/or instruction based on interest could be met cooperatively. All student wrote on a variety of topics, regardless of their writing ability, and the teacher always responded in a positive manner. This study may provide added awareness of the possibilities of utilizing dialogue journal writing for cooperative curriculum planning. If teachers provide opportunities for students to become partners in curriculum planning, based on their needs, perhaps schools may become more personally fulfilling for both teachers and students