317,968 research outputs found
Strong homestead
No full textJ.R. Strong and home on Deep Creek, northwest of Potlatch. Names read as subjects appear, left to right: McElroy, Alice; Alva; Mrs. J.R. Strong; Eaa Estes; Eunice Moak; J. R. Stron
Strong homestead
No full textJ.R. Strong and home on Deep Creek, northwest of Potlatch. Names read as subjects appear, left to right: McElroy, Alice; Alva; Mrs. J.R. Strong; Eaa Estes; Eunice Moak; J. R. Stron
Safe Strong and Free Programme evaluation
No full textThis research was funded by Safe Strong and Free Highland. The Safe Strong and Free (SSF) project is an abuse prevention programme aimed at young children to reduce the vulnerability of young children to abuse and assault. The programme consists of a series of three workshops that are delivered to all pre-school children in all nurseries in the Highland area. The programme is partly funded by Highland Council. The workshops are interactive and include three topics: Bullying, Strangers and Secrets. In May 2017 SSF commissioned researchers at the Centre for Child Wellbeing and Protection (CCWP) to evaluate its programme. The primary aim of this evaluation is to consider the extent to which key messages conveyed during the workshops are learned and applied by the children who take part in the programme. This research was undertaken between January 2018 to June 2019. In order to gain an in depth understanding of the impact of the workshops from a range of perspectives, this research comprised of multiple methods. Workshops were observed at nine nurseries in a range of urban and rural locations. A total of 14 workshops were observed throughout the duration of the evaluation. Children from three of these nurseries participated in a follow-up activity with the researcher to explore the extent to which they remembered they key workshop messages. We also observed everyday life in two nurseries three months after participating in the SSF workshops to see to what extent children put into practice the messages learnt during the workshops. We found that in general, children engage well with the workshops. They particularly enjoy the interactive activities. It can be difficult to maintain the engagement of some children especially when groups are larger, or there are more distractions in the environment. The skills and qualities of SSF project workers are a valuable asset and for the most-part, they are able to keep children engaged, interested and focused. Children seem to mostly understand key messages, but some appear confusing to some children. Reinforcement, repetition and embedding the key messages into the culture and routines of nurseries and schools is beneficial. It is also necessary to consider accessibility and inclusion for children who have disabilities, additional support needs or who are not under the care of their parents or have parents who are identify as LGBTQ+. We also consulted with nursery staff and parents/carers. Nursery staff and parents/carers of children who participated in workshops were invited to complete a questionnaire or an online survey. Any parent/carer whose child participated in the workshops between 1997 to June 2018 were invited to complete the online survey. There were 90 respondents. Parents of all children who participated in a workshop throughout the duration of this evaluation, between January 2018 to June 2019 were invited to complete a questionnaire. There were 407 respondents. Parents whose child participated in a workshop that was observed during the first year of the evaluation were asked to complete a follow-up questionnaire. There were nine respondents. In addition, nursery staff completed a questionnaire. There were 134 respondents. We also interviewed 5 early years practitioners at two nurseries to explore their views regarding the SSF workshops in more depth. We found that the SSF workshops were highly valued by most respondents. Parents were grateful for the opportunity to discuss these topics with their children particularly topics they may find difficult to raise themselves. We found many examples of children putting into practice key messages, especially around bullying and strangers. Some children are confused by the secrets workshop, and some parents do not feel confident about talking about this with their children. For most children, most of the key messages seem to be understood well, though most participants felt 5 reinforcement and refresher workshops would be beneficial. Learning is therefore viewed as on-going and this is more possible if key messages are embedded into everyday lives of children. Parents and staff express a desire to be involved and help children learn. It is important that workshop materials and resources are accessible to nursery practitioners and parents in a way which suits them and is accessible to different abilities, including literacy and language needs. After analysing data from the first year of this evaluation we found that one area for development was the inclusion of children with additional support needs in the workshops. SSF had piloted a workshop for children with additional support needs, and during the second year of this evaluation (September 2018 to June 2019) we evaluated the delivery of the pilot workshops at one school for children with additional support needs. To do this, we carried out observations of refresher workshops delivered to four children, and we interviewed parents of children (n=3) and school and SSF staff members (n=5). We found that most children were enthusiastic to participate in workshops and some remembered key messages and could repeat them. Visual and interactive resources were highly valued, as were the skills, qualities and flexibility of the SSF project worker. This work requires the project worker to adapt materials to each individual child, and communication needs are a central part of this. Parent and school involvement are key to embedding this learning, and the workshops acted as an opportunity for parents to increase their awareness through education about the vulnerabilities of their child. Whilst this was challenging for them, it was also appreciated
Whole cloth quilt by Mabel Strong-Williams
No full textImage of Whole Cloth quilt created in 1934 by Mabel Strong-Williams. Also includes questionnaires describing the quilt completed by Denise Strong as part of the Utah Quilt Guild\u27s documentation days held from 1988-1994
Strong Equivalence of Qualitative Optimization Problems
No full textWe introduce the framework of qualitative optimization problems (or, simply, optimization problems) to represent preference theories. The formalism uses separate modules to describe the space of outcomes to be compared (the generator) and the preferences on outcomes (the selector). We consider two types of optimization problems. They differ in the way the generator, which we model by a propositional theory, is interpreted: by the standard propositional logic semantics, and by the equilibrium-model (answer-set) semantics. Under the latter interpretation of generators, optimization problems directly generalize answer-set optimization programs proposed previously. We study strong equivalence of optimization problems, which guarantees their interchangeability within any larger context. We characterize several versions of strong equivalence obtained by restricting the class of optimization problems that can be used as extensions and establish the complexity of associated reasoning tasks. Understanding strong equivalence is essential for modular representation of optimization problems and rewriting techniques to simplify them without changing their inherent properties
Continued fractions which correspond to two series expansions and the strong Hamburger moment problem
No full textJust as the denominator polynomials of a J-fraction are
orthogonal polynomials with respect to some moment functional, the
denominator polynomials of an M-fraction are shown to satisfy a skew
orthogonality relation with respect to a stronger moment functional.
Many of the properties of the numerators and denominators of an M-
fraction are also studied using this pseudo orthogonality relation
of the denominator polynomials. Properties of the zeros of the
denominator polynomials when the associated moment functional is
positive definite are also considered.
A type of continued fraction, referred to as a J-fraction, is
shown to correspond to a power series about the origin and to another
power series about infinity such that the successive convergents of
this fraction include two more additional terms of anyone of the
power series. Given the power series expansions, a method of
obtaining such a J-fraction, whenever it exists, is also looked at.
The first complete proof of the so called strong Hamburger moment
problem using a continued fraction is given. In this case the
continued fraction is a J-fraction.
Finally a special class of J-fraction, referred to as positive
definite J-fractions, is studied in detail.
The four chapters of this thesis are divided into sections.
Each section is given a section number which is made up of the
chapter number followed by the number of the section within the
chapter. The equations in the thesis have an equation number
consisting of the section number followed by the number of the
equation within that section.
In Chapter One, in addition to looking at some of the
historical and recent developments of corresponding continued
fractions and their applications, we also present some preliminaries.
Chapter Two deals with a different approach of understanding
the properties of the numerators and denominators of corresponding
(two point) rational functions and, continued fractions. This
approach, which is based on a pseudo orthogonality relation of the
denominator polynomials of the corresponding rational functions,
provides an insight into understanding the moment problems. In
particular, results are established which suggest a possible type
of continued fraction for solving the strong Hamburger moment
problem.
In the third chapter we study in detail the existence
conditions and corresponding properties of this new type of continued
fraction, which we call J-fractions. A method of derivation of one
of these 3-fractions is also considered. In the same chapter we also
look at the all important application of solving the strong Hamburger
moment problem, using these 3-fractions.
The fourth and final chapter is devoted entirely to the study
of the convergence behaviour of a certain class of J-fractions,
namely positive definite J-fractions. This study also provides some
interesting convergence criteria for a real and regular 3-fraction.
Finally a word concerning the literature on continued fractions
and moment problems. The more recent and up-to-date exposition on
the analytic theory of continued fractions and their applications is
the text of Jones and Thron [1980]. The two volumes of Baker and
Graves-Morris [1981] provide a very good treatment on one of the
computational aspects of the continued fractions, namely Pade
approximants. There are also the earlier texts of Wall [1948] and
Khovanskii [1963], in which the former gives an extensive insight
into the analytic theory of continued fractions while the latter,
being simpler, remains the ideal book for the beginner. In his
treatise on Applied and Computational Complex Analysis, Henrici
[1977] has also included an excellent chapter on continued fractions.
Wall [1948] also includes a few chapters on moment problems and
related areas. A much wider treatment of the classical moment
problems is provided in the excellent texts of Shohat and Tamarkin
[1943] and Akhieser [1965]
James Bond: international man of gastronomy
No full textThis article is concerned with the representation of food and drink in Ian Fleming’s James Bond novels. In particular, it examines how the author uses Bond’s culinary knowledge and habits of consumption as an important constituent of his hero’s character. Similarly, the food choices of other characters, notably villains, are shown to be linked, by Fleming, to core aspects of their identity − principally their ethnicity. Bond’s impulse to observe and classify, very much in evidence in the novels’ food sequences, is examined in terms of the texts’ construction of Bond as a skilled identifier of signs
The currents <strong>j</strong>
No full text<p><strong>Figure 4.</strong> The currents <strong>j</strong><sub><em>s</em></sub>, <strong>j</strong><sub><em>o</em></sub> and <strong>j</strong> = <strong>j</strong><sub><em>s</em></sub> + <strong>j</strong><sub><em>o</em></sub>, for the ground state of a trapped particle with Weyl coupling, with j=\frac{1}{2}, m=\frac{1}{2} and <em>v</em> = 10. For clarity, we have scaled the currents <strong>j</strong><sub><em>i</em></sub> by {\rm e}^{r^{2}} to account for the Gaussian damping of the wavefunction, and measured distance in units of 1/<em>v</em>, the spin–orbit length. In all figures the plane defined by <em>y</em> = 0 is plotted. The arrows represent flows of the local normalized current vector. The colour density represents the out-of-plane component of the spin textures, with lightest colour representing the maximal out-of-plane current, and the darkest representing maximal in-plane current. All three currents are azimuthally symmetric. (a) The spin currents, <strong>j</strong><sub><em>s</em></sub>, have oscillations on the length scale <em>r</em> ~ 2π/<em>v</em>. On the axis with <em>z</em> = 0, the local spin vector is polarized entirely out-of-plane at solutions to tan <em>rv</em> = −<em>rv</em>/<em>v</em><sup>2</sup>. For large <em>v</em>, the solutions are given approximately by <em>rv</em> = <em>n</em>π, where <em>n</em> is an integer. The odd solutions feature in-plane vortex loops of spin, while the spin forms anti-vortices at the even solutions. (b) The orbital currents, <strong>j</strong><sub><em>o</em></sub>, are dominated by the in-plane component, which is stronger than the out-of-plane components by a factor of <em>v</em>. A small out-of-plane component is largest on the <em>z</em> = 0 axis. In the upper half plane with <em>y</em> > 0, current converges on the point <em>r</em> = 0, while on the lower half plane all the current diverges away from the point <em>r</em> = 0. (c) The total current, <strong>j</strong>, is the sum of orbital and spin currents. The contributions from spin and orbital degrees of freedom are conserved independently.</p> <p><strong>Abstract</strong></p> <p>We investigate the properties of an atom under the influence of a synthetic three-dimensional spin–orbit coupling (Weyl coupling) in the presence of a harmonic trap. The conservation of total angular momentum provides a numerically efficient scheme for finding the spectrum and eigenfunctions of the system. We show that at large spin–orbit coupling the system undergoes dimensional reduction from three to one dimension at low energies, and the spectrum is approximately Landau level-like. At high energies, the spectrum is approximately given by the three-dimensional isotropic harmonic oscillator. We explore the properties of the ground state in both position and momentum space. We find the ground state has spin textures with oscillations set by the spin–orbit length scale.</p
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