Prisons—State Must Devise System Ensuring Indigent Prisoner\u27s Meaningful Access to the Courts

Gilmore v. Lynch, 319 F. Supp. 105 (N.D. Cal. 1970), aff\u27d sub nom. Younger v. Gilmore, 92 S. Ct. 250 (1971)

Transient Moisture Gradient in Fire-Exposed Wood Slab

Improved fire endurance design procedures for heavy timber members may require the input of moisture content-dependent allowable stresses. Therefore, experiments were conducted to characterize the transient moisture gradient in a wood slab subjected to fire on one face. Electrodes and thermocouples embedded within the wood sections monitored moisture and temperature levels at selected locations. Time-moisture content curves indicated an increase in moisture content that appeared to be associated with the vaporization of the bound water in the wood. For the eight slabs tested, the average peak moisture content was 1.26 to 2.00 times greater than the initial moisture content

Educação culturalmente relevante e pedagogia crítica: descentralização das hierarquias de poder

This article considers two educational strategies that serve to empower students by responding more authentically to student needs. We begin by defining our terms and then move to a tiny school deep in the jungles of Central America. This school, like many schools in developing nations, struggles to educate students for an uncertain future. At issue are contradictions extant in a postmodern, globalized world, where colonial domination has been replaced by post-colonialism, which is not free from issues of domination and power. This article offers culturally relevant education and critical pedagogy, in tandem or separately, as a way to forge new links with a society that is attempting to become a more developed nation. Culturally relevant education allows for teaching and learning that is responsive to student needs, while critical pedagogy offers a means of devolving as much power to the students as possible. In this way, students may become empowered to foster meaningful change within their lives and within the societies in which they liveEste artículo considera dos estrategias educativas para capacitar a los estudiantes y responder a sus auténticas necesidades. Comenzamos por definir nuestros términos para dar paso a una pequeña escuela situada en la selvas de América Central. Esta escuela, como muchas escuelas en naciones en vías de desarrollo, se esfuerza por educar a los estudiantes para un futuro incierto. El problema es la contradicción existente en un mundo globalizado y postmoderno, donde la dominación colonial ha sido reemplazada por el post-colonialismo, que no está libre de problemas de dominación y poder. En este artículo se ofrece una alternativa de educación culturalmente relevante y pedagogía crítica, que, en conjunto o por separado, son medios para crear nuevos vínculos en una sociedad que trata de convertirse en una nación más desarrollada. La Educación Culturalmente Relevante permite que la enseñanza y el aprendizaje responda a las necesidades de los estudiantes, mientras que la pedagogía crítica ofrece un medio de dar el poder a los estudiantes. De esta manera, los estudiantes pueden tener el poder para fomentar un cambio significativo en sus vidas y dentro de las sociedades en las que vivenEste artigo considera duas estratégias educacionais para capacitar alunos e responder às suas reais necessidades. Começamos por definir os nossos termos de abrir caminho para uma pequena escola localizada nas selvas da América Central. Esta escola, como muitas escolas em países em desenvolvimento, se esforça para educar os alunos para um futuro incerto. O problema é a contradiccióm existente em um mundo globalizado e pós-moderno, onde o domínio colonial foi substituído pelo pós-colonialismo, que não está livre de problemas de dominação e poder. Este artigo oferece uma alternativa na educação culturalmente relevante e pedagogia crítica, que, em conjunto ou separadamente, são um meio para criar novos elos de uma sociedade que está se tornando uma nação mais desenvolvida. A educação culturalmente relevante permite que o ensino ea aprendizagem atende às necessidades dos estudantes, enquanto a pedagogia crítica fornece um meio de dar poder aos estudantes. Assim, os alunos podem ter o poder de promover mudanças significativas em suas vidas e nas sociedades em que vive

Probing the Ionization State of the Universe at z>6

We present high signal-to-noise ratio Keck ESI spectra of the two quasars known to have Gunn-Peterson absorption troughs, SDSS J1030+0524 (z=6.28) and SDSS J1148+5251 (z=6.37). The Ly alpha and Ly beta troughs for SDSS J1030+0524 are very black and show no evidence for any emission over a redshift interval of ~0.2 starting at z=6. On the other hand, SDSS J1148+5251 shows a number of emission peaks in the Ly beta Gunn-Peterson trough along with a single weak peak in the Ly alpha trough. The Ly alpha emission has corresponding Ly beta emission, suggesting that it is indeed a region of lower optical depth in the intergalactic medium at z=6.08. The stronger Ly beta peaks in the spectrum of SDSS J1148+5251 could conceivably also be the result of "leaks" in the IGM, but we suggest that they are instead Ly alpha emission from an intervening galaxy at z=4.9. This hypothesis gains credence from a strong complex of C IV absorption at the same redshift and from the detection of continuum emission in the Ly alpha trough at the expected brightness. If this proposal is correct, the quasar light has probably been magnified through gravitational lensing by the intervening galaxy. The Stromgren sphere observed in the absorption spectrum of SDSS J1148+5251 is significantly smaller than expected based on its brightness, which is consistent with the hypothesis that the quasar is lensed. If our argument for lensing is correct, the optical depths derived from the troughs of SDSS J1148+5251 are only lower limits (albeit still quite strong, with tau(LyA)>16 inferred from the Ly beta trough.) The Ly beta absorption trough of SDSS J1030+0524 gives the single best measurement of the IGM transmission at z>6, with an inferred optical depth tau(LyA)>22.Comment: To appear in July 2003 AJ, 34 pages, 11 figures; minor changes/typos fixe

The Changing Face of Veterinary Practice: A Special Focus on Rural America

Rural and food animal veterinary practice is evolving in response to changes in society, veterinary student demographics, and business opportunities available in the 21st century. The gravitation of veterinarians toward metropolitan areas has created a perception of under-serviced animal health needs in rural communities. Many rural communities are heavily reliant on agriculture; therefore, this perceived need for veterinarians influences the food animal industry as a whole. Veterinary colleges have changed in response to the increased number of students who are interested in companion animal medicine. These changes have resulted in diminished large animal content in the professional curricula, attrition of the number of faculty teaching food animal medicine, increases in the number of faculty dedicated to small animal curriculum, and an overwhelming sense that the veterinary program is centered around training in preparation for a career in companion animal practice. A multitude of factors likely contribute to the continued gravitation of veterinary students toward small animal practice. Veterinary colleges must strive to maintain a balanced, open-minded view of the profession so that students have an equal opportunity to choose a path that best suits their desires and interests

Ex-vivo and early clinical results using a new pullback atherectomy catheter (PAC)

Digitalitzat per Artypla

Ohio Livestock Waste Management Guide

PDF pages: 3

Replicate Fire Endurance Tests of an Unprotected Wood Joist Floor Assembly

To encourage new developments in building technology, a solid basis for building code requirements is needed. Fire endurance is a code requirement, yet no objective procedure exists for computing a structure's chances of failing (degree of risk) in a fire. However, a model for predicting the fire endurance of part of a structure, a conventional unprotected wood joist floor, is available. The aim of this study was to determine the fire endurance performance of an unprotected wood joist floor for use in the model.Eleven ASTM Standard E 119 floor tests were conducted. All the floors were 2 by 10 Douglas-fir wood joists, sixteen inches on center with 23/32-inch-thick plywood as the floor sheathing. In addition to one trial test, five tests were conducted using a live load of 11.35 lb/ft2. For the other five tests, the live load was 79.2 lb/ft2. Twenty joists were tested for modulus of elasticity and modulus of rupture.The joist population had a mean modulus of rupture of 5.280 lb/in.2 and a mean modulus of elasticity of 1,530,000 lb/in.2. For the five floors loaded to 11.35 lb/ft2, the mean time for initial joist failure was 17.9 min with a coefficient of variation (COV) of 3.7%. For the five floors loaded to 79.2 lb/ft2, the mean time was 6.5 min with a COV of 11.6%. Based on linear interpolation of these results, first joist failure would have occurred in 13.1 min if a 40 lb/ft2 live load had been used, which is the typical live loading specified in the building codes for residential one- and two-family dwellings.As a result of this study, fire-resistance performance of a wood floor is known for a specific population of wood joists with known structural properties. These results can be used to verify and revise the model for predicting fire endurance