Starting performance of synchronous motors

Imperial Users onl

Ancient Laws and New Canadian Refugee Legislation: Evaluating Bill C-31 in Light of the Book of Deuteronomy

Some important innovations within Bill C-31, Protecting Canada’s Immigration System Act, run contrary to the biblical ethics espoused in the book of Deuteronomy, from the Judeo-Christian scriptures. Components of Bill C-31—such as mandatory detention, no right of appeal, and a five-year delay for application for permanent residence (all these apply to only certain groups of claimants)—are challenged by the ethics, system of justice, and polity of Deuteronomy. In Deuteronomy, the Hebrew word “ger” (“stranger”) occurs twenty-one times, indicating the importance of ethics concerning the stranger for this book. Townships and families in Israel have the responsibility to include the stranger in their agricultural, ritual, and cultural lives. Deuteronomy’s ethic towards the stranger is embedded in Israel’s own history of being a “stranger” or “refugee.”Certaines innovations importantes dans le projet de loi C-31 — la Loi visant à protéger le système d’immigration du Canada — va à l’encontre de principes éthiques bibliques préconisés dans le livre du Deutéronome des Écritures judéo-chrétiennes. Des composantes du projet de loi C-31 — telles que la détention obligatoire, l’absence de droit d’appel, et le délais de cinq ans pour demander la résidence permanente (composantes s’appliquant seulement à certains groupes de demandeurs d’asile) — sont contredites par l’éthique, le système de justice et la politique du Deutéronome. Dans ce livre biblique, le mot hébreu pour « étranger » apparaît 21 fois, soulignant l’importance de l’éthique du Deutéronome à l’égard de l’étranger. Les établissements et les familles en Israël ont la responsabilité d’intégrer l’étranger dans leur vie agricole, rituelle et culturelle. L’éthique du Deutéronome à l’égard de l’étranger est ancrée dans l’histoire même d’Israël en tant qu’étranger et réfugié

Architecture and space for thought

This thesis was submitted for the degree of Doctor of Philosophy and awarded by Brunel University, 21/11/1988.This thesis is concerned with the description of individual experiences of (architectural) space in a social milieu. Architecture, while considered to be primarily concerned with space as its medium, has a very impoverished (or occasionally, very contorted) verbal language in which to discuss space. The author, as a beginner teacher, noted this in attempts to explore spatial experience with students of architecture, and resolved with their help to generate an appropriate verbal vehicle. The main body of the thesis relates this attempt and accounts for its failure. The Thesis, thus, follows three intertwined streams. 1) A scientific investigation into means for the description of human experience of (architectural) space, using methods developed from Kelly's Personal Construct Theory Repertory Grids. 2) A partially developed spatial analytic language, my personal response to 1) above, which is to be seen as the start of a new research programme that may last many years (the future of which is outlined). 3) An account of a personal learning experience both from, around and through each of these. These streams are organised into three parts. Part 1: Background Studies - into work in associated areas and fields, with an assessment of their relevance to the undertaking presented here. Part 2: The Experiments - attempting (and failing) to create a language, and the transition from verbal to visual, with critical arguments and observations. Part 3: A New Beginning - learning from the failure of Part 2, and the argument for and commencement of a new research programme

Introduction to Learning Theories

Graham\u27s presentation provides an overview of learning theories drawing on philosophy and psychology

Estimation of abrasion on flint shingle beaches in East Sussex, UK.

In situ abrasion of shingle beach material is a neglected area of study in coastal geomorphology, with reduction in beach volumes normally attributed to longshore and offshore drift. Results from field abrasion experiments conducted on flint shingle beaches on the East Sussex coast, southern England, show that in situ reductions in volume of beach material may be more significant than has been thought. Two beaches composed almost entirely of flint shingle were seeded with hard quartzite from a Devon beach and less resistant limestone from a South Wales beach that are readily distinguishable from the flint. The seeding commenced in January 2001. The pebbles, similar in size and shape to the natural flint shingle, were left in the surf zone at two sites. Prior to exposure the pebbles were engraved with a code number and weighed. At regular intervals those that could be re-found were re-weighed and returned to the beach. Abrasion rates were calculated for each pebble as percentage weight loss per tide. By the end of October 2001, more than 700 measurements of abrasion rates had been made from a total of 431 pebbles. Average limestone abrasion rates (0.0266% loss of weight per tide) were three times greater than those of quartzite (0.0082% per tide). Measurable abrasion rates were recorded over just a few tidal cycles, not only in severe wave conditions but also in much calmer weather. The maximum abrasion rates recorded exceeded 1% per tide for limeston

A cybernetic development of epistemology and observation applied to objects in space and time (as seen in architecture)

This thesis was submitted for the degree of Doctor of Philosophy and awarded by Brunel University.This Thesis proposes a new epistemological ontology which has two peculiar characteristics: Objects in its Universe are formulated as being self-observers (i. e. reflexive); and the nature of observation of Objects by others is shown to contain the logic for computing relationships between Objects in the Universe. This Universe is non-hierarchical, and permits of mutually contradictory beliefs about its Objects to be simultaneously held by different observers. The logic by which observers construct hierarchies in the Universe is shown to need only one variable in order to operate, and to operate from the oscillatory nature of the self-observing Objects producing. a sense of local time in both observer, and observed Objects; the times of which must temporarily come together for observations to be made. Using these notions of Objects and observations, a means, based on the potential for observers to construct 0 hierarchies, is found for analysing arguments, and (potentially) for the improvement of computer performance. A way is described for the representation of observations of Objects to be made, and a conversational idiom is established to account for communication between different observers. The views put forward in this Thesis are demonstrated by various experiments, stories, and references

A comparison of 16 to 19 year old student experiences, in rural and urban schools, FE and sixth form colleges

This study investigates the experiences of 16- to 19-year old students in different educational environments: in school sixth forms, general FE colleges and a sixth form college, taking both A levels and Advanced GNVQs, and in rural (Cornwall) and urban (Southeast London) areas. Firstly, a framework for the study was established, with a consideration of the development of different courses and institutions from an historical perspective. A study of quantitative data, relating to the destinations of young people between the ages of 16 and 18, followed, including an in-depth look at the case study areas of Southeast London and Cornwall. This led into the main study, where interviews were carried out with 138 students, including 16 students who produced photographic diaries of their experiences, in nine institutions. These interviews and photographic diaries explored the experiences of the students in all aspects of their lives, including their time in education as well as their lives beyond the institutions. On the basis of the interviews and diaries, students were classified as either jugglers (those who mixed studying with other interests); workers (those who focussed mainly on their studies) or players (those who did not put a great emphasis on their studies). It was discovered that there were more jugglers in schools, and more players in FE colleges, with figures for the sixth form college falling roughly between the two extremes. Several differences were noted between students in rural and urban areas; for example, as those in relatively remote areas were often forced to remain at the school or college throughout the day, regardless of free periods, both the educational and social aspects of their lives were altered accordingly. There were fewer differnces between those on GNVQ and A level courses, although there were more players among those on GNVQ courses. Although students taking GNVQs and A levels reported different preferred learning activities, the subject had more of an effect on the teaching style used than the type of course, with both GNVQ and A level students typically experiencing similar classroom activities. Students in FE colleges were less likely to report feeling tired or stressed than those in schools and sixth form colleges, but were also more likely to complain that they were not pushed enough by the college, and were therefore not realising their full potential. The implications of these, and other results, are discussed, with suggestions for further research

The Evolution of Football Rules

Football, as we know it, has changed significantly since it\u27s humble beginnings in 1892. In it\u27s early beginnings, football was an all-out brawl. The first football game was played in 1869. It was an intercollegiate contest between Rutgers and Princeton universities, but the game was played according to soccer rules modified from the London Football Association. During the next seven years, rugby gained popularity over soccer and modern football was launched from Rugby. In 1876, the Intercollegiate Football Association (IFA) was formed by Columbia, Princeton, Yale, and Harvard universities. IFA was dedicated to playing football according to rugby rules. Walter Camp, now known as the father of American football, helped establish many of the first rules and regulations of football. Over the next 25 years, the rules of the game changed and transformed the soccer-rugby mix into American football. The game itself has evolved from it\u27s early beginnings; thus, the rules of football had to evolve as well. Revisions to the rules have made football more fair, safer, and more entertaining-- all in the name of improving the game