111,429 research outputs found

    A Wave-centric View of Special Relativity

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    An approach to special relativity is outlined which emphasizes the wave and field mechanisms which physically produce the relativistic effects, with the goal of making them seem more natural to students by connecting more explicitly with prior studies of waves and oscillators

    Opening Pandora\u27s Box: The Status of the Diplomatic Bag in International Relations

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    This Note argues that article 27 [of the Vienna Convention on Diplomatic Relations] provides for the absolute inviolability of the diplomatic bag. Part I discusses the history of the Vienna Convention and its provisions concerning the diplomatic bag. Part II sets forth instances of abuse of the diplomatic bag, proposed remedies, and the arguments in favor of such remedies. Part III suggests that the proper construction of article 27 of the Vienna Convention is that the diplomatic bag is absolutely inviolable and, thus, immune from nonintrusive examinations. This Note concludes that the status of the bag should be reconsidered in order to enable governments to curb its abuses


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    Although providing feedback is commonly practiced in education, there is general agreement regarding what type of feedback is most helpful and why it is helpful. This study examined the relationship between various types of feedback, potential internal mediators, and the likelihood of implementing feedback. Five main predictions were developed from the feedback literature in writing, specifically regarding feedback features (summarization, identifying problems, providing solutions, localization, explanations, scope, praise, and mitigating language) as they relate to potential causal mediators of problem or solution understand and problem or solution agreement, leading to the final outcome of feedback implementation.To empirically test the proposed feedback model, 1073 feedback segments from writing assessed by peers was analyzed. Feedback was collected using SWoRD, an online peer review system. Each segment was coded for each of the feedback features, implementation, agreement, and understanding. The correlations between the feedback features, levels of mediating variables, and implementation rates revealed several significant relationships. Understanding was the only significant mediator of implementation. Several feedback features were associated with understanding: including solutions, a summary of the performance, and the location of the problem were associated with increased understanding; and explanations to problems were associated with decreased understanding. Implications of these results are discussed

    Safe recruitment, social justice, and ethical practice: should people who have criminal convictions be allowed to train as social workers?

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    Decision making in relation to admitting people to train as social workers is, either explicitly or implicitly, an ethical activity. This paper considers ethical and practical issues related to the processing of applicants to social work training in England who have criminal convictions. These issues are explored by focusing on policies that strengthen regulations that exclude ex-offenders from working with children and vulnerable adults. The admissions processes for social work education are analysed in terms of how they contribute to, or counteract, processes of social exclusion. The advice and guidance from the General Social Care Council of England (GSCC) is summarised and analysed. A case study of a social work education partnership grounds the ethical discussion by illustrating the complexities of engaging with combating social exclusion whilst seeking to ensure that the public is protected.</p
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