A Quixote in imagination might here find...an ideal baronage : Landscapes of Power, Enslavement, Resistance, and Freedom at Sherwood Forest Plantation

In the winter of 1862, two armed forces descended upon Fredericksburg; one blue, one gray. After suffering heavy losses during the Battle of Fredericksburg, the Union Army retreated to the northern banks of the Rappahannock River, making camp in Stafford County. From December 1862 until June 1863, the Union Army overran local plantations and small farm holdings throughout the area, including at Sherwood Forest, the home of the Fitzhugh family. Sherwood Forest was used as field hospital, a signal station, a balloon launch reconnaissance station, and a general encampment during the winter and spring of 1862/1863. Throughout the roughly six-month occupation of Sherwood Forest, many Union soldiers wrote of their time on the property, describing the house, outbuildings, and landscape of the plantation. A lawsuit regarding the Union Army occupation of the property filed by the antebellum owner, Henry Fitzhugh, in the Southern Claims Commission against the federal government also provides unprecedented documentation of life on the plantation before, during, and after the Civil War. These letters and official correspondences, in combination with archaeological evidence, extant landscape features, and oral history are examined to discuss how the landscape was used to convey power and control by the property owners during the antebellum period, with a brief consideration of the postbellum and Jim Crow eras. These same resources also provide evidence of active resistance to and undermining of these structures of power by those who were held in bondage on the property

An Evaluation of Tobacco Pipe Stem Dating Formulas

There are currently three formula dating techniques available to archaeologists studying 17th- and 18th-century colonial sites with imported white, ball-clay, tobacco-pipe stems. The formulas are based on Harrington’s 1954 histogram of time periods: Binford’s linear formula, Hanson’s ten linear formulas, and the Heighton and Deagan curvilinear formula. Data on pipe stem-bore diameters were collected from 28 sites in Maryland, Virginia, North Carolina, and South Carolina to test the accuracy and utility of the three formula dating methods. The results of this project indicate that current conventional use of Binford’s formula, to the exclusion of the other methods, may be problematic, and that the Heighton and Deagan formula is the most accurate of the three options

Factors influencing student nurse decisions to report poor practice witnessed while on placement

Background: While it is commonly accepted that nursing care is generally of a good standard, it would be naïve to think that this is always the case. Over recent years concern about aspects of the quality of some nursing care has grown. In tandem with this, there is recognition that nurses do not always report poor practice. As future registrants, student nurses have a role to play in changing this culture. We know, however, relatively little about the factors that influence student decisions on whether or not to report. In the absence of a more nuanced understanding of this issue, we run the risk of assuming students will speak out simply because we say they should. Objectives: To explore influences on student decisions about whether or not to report poor clinical practice which is a result of deliberate action and which is witnessed while on placement. Methods: Qualitative interviews were conducted with thirteen pre-registration nursing students from the UK. Participants included both adult and mental health nurses with an age range from 20–47. Data were analysed to identify key themes. Category integrity and fit with data was confirmed by a team member following initial analysis. Results: Four themes emerged from the data. The first of these, ‘I had no choice’ described the personal and ethical drivers which influenced students to report. ‘Consequences for self’ and ‘Living with ambiguity’ provide an account of why some students struggle to report, while ‘Being prepared’ summarised arguments both for and against reporting concerns. Conclusion: While there is a drive to promote openness in health care settings and an expectation that staff will raise concerns about quality of care, the reality is that the decision to do this can be very difficult. This is certainly the case for some student nurses. Our results suggest ways in which educationalists might intervene to support students who witness poor practice to report

Two-Band-Type Superconducting Instability in MgB2

Using the tight-binding method for the $\pi$-bands in MgB$_2$, the Hubbard on-site Coulomb interaction on two inequivalent boron $p_z$-orbitals is transformed into expressions in terms of $\pi$-band operators. For scattering processes relevant to the problemin which a wave vector {\bf q} is parallel to $\hat{z}$, it is found to take a relatively simple form consisting of intra-band Coulomb scattering, interband pair scattering etc. with large constant coupling constants. This allows to get a simple expression for the amplitude of interband pair scattering between two $\pi$-bands, which diverges if the interband polarization function in it becomes large enough.The latter was approximately evaluated and found to be largely enhanced in the band structure in MgB$_2$. These results lead to a divergent interband pair scattering, meaning two-band-type superconducting instability with enhanced $T_c$. Adding a subsidiary BCS attractive interaction in each band into consideration, a semi-quantitative gap equation is given, and $T_c$ and isotope exponent $\alpha$ are derived. The present instability is asserted to be the origin of high $T_c$ in MgB$_2$.Comment: 4 pages, to be published in J. Phys. Soc. Jpn. vol. 70, No.

The Gutzwiller wave function as a disentanglement prescription

The Gutzwiller variational wave function is shown to correspond to a particular disentanglement of the thermal evolution operator, and to be physically consistent only in the temperature range U<<kT<<E_F, the Fermi energy of the non-interacting system. The correspondence is established without using the Gutzwiller approximation. It provides a systematic procedure for extending the ansatz to the strong-coupling regime. This is carried out to infinite order in a dominant class of commutators. The calculation shows that the classical idea of suppressing double occupation is replaced at low temperatures by a quantum RVB-like condition, which involves phases at neighboring sites. Low-energy phenomenologies are discussed in the light of this result.Comment: Final version as accepted in EPJ B, 10 pages, no figure

Becoming physical education: the ontological shift to complexity

In this paper, we present the view that an ontological shift to complexitythinking will be significant in the future of physical education (PE). Complexity thinking not only moves PE beyond long dominant modernist approaches but also offers the opportunity to integrate many of the postmodern perspectives that currently seek to frame PE. Four interconnected complexity commonalities, becoming, lived time, selforganisation and boundaries, are presented in an overarching frame to guide future PE developments in ways that are coherent, connected and emergent. PE is subsequently viewed as a complex phenomenon that is always in a non-linear, messy and never-ending process of becoming. Students, teachers and other stakeholders are also complex as their past, present and future experiences constantly merge in a lived time unity to create lifelong and life-wide PE journeys that are both personalised and holistic. Central to these personalised journeys is each stakeholder’s ability to self-organise and influence the trajectory of their pathways. Self-organisation, however, is not a relativist ‘anything goes’ phenomenon but a process that takes place within a multiplicity of boundaries. While boundaries may traditionally be viewed as divisive features, complexity thinking recognises that many boundaries are flexible and enable the creation of ‘boundary spaces’ in which ‘rich’ discussions can take place to develop more coherent, connected and emergent forms of PE. Transdisciplinary Inquiry (TDI) and Ecologically Informed Practice (EIP) are presented as perspectives that can help teachers, and others, create the ‘boundary spaces’ in which ways to plan and introduce complexity-informed forms of PE can be explored. The paper concludes by proposing that the challenge for PE in the future will be for practitioners to develop the adaptability, openness, confidence and self-organising skills that will be needed to make the most effective use of the ‘rich interactions’ that these ‘boundary spaces’ offer