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The deformation of the surface of the earth is triggered by numerous naturally occurring and artificial processes such as global isostatic adjustment, aseismic and coseismic movement, varying amounts of groundwater or gas stored underground, and soil consolidation due to urbanization. Monitoring these surface deformations is essential to understand the underlying processes and provide authorities and the public with hazard assessments. Remote sensing techniques, such as Persistent Scatterer Interferometry (PSI), have the capability of mapping these deformations. Besides a spatial analysis of the deformation patterns, PSI also provides information on their temporal evolution. Post-processing strategies to analyze the displacement time series have gained interest in recent years. This paper presents our PSI post-processing strategy, which incorporates different deformation models and automatically chooses the best-fitting one based on statistical tests.

The heaviest currently known nuclei, which have up to 118 protons, have been produced in Ca48 induced reactions with actinide targets. Among them, the element tennessine (Ts), which has 117 protons, has been synthesized by fusing Ca48 with the radioactive target Bk249, which has a half-life of 327 d. The experiment was performed at the gas-filled recoil separator TASCA. Two long and two short α decay chains were observed. The long chains were attributed to the decay of Ts294. The possible origin of the short-decay chains is discussed in comparison with the known experimental data. They are found to fit with the decay chain patterns attributed to Ts293. The present experimental results confirm the previous findings at the Dubna Gas-Filled Recoil Separator on the decay chains originating from the nuclei assigned to Ts.

Introduction Religion has played a significant role in the education of young people in Australia from the early days of British settlement. During the 18th and 19th centuries, in addition to the arrival of colonists, Australia’s settlement was characterised by the transportation of huge numbers of convicts from Great Britain. The education of the children of these convicts and poorer settlers was largely seen as a function of the churches. A compulsory and secular system of government schooling was introduced in Australia in the second half of the 19th century. Despite this, non-government and predominantly religious schools within the Catholic systemic education system, continue to play an important role in the education of young Australians. Controversially they receive a significant amount of Commonwealth government funding. In 2016 more than 765,000 students (one in every five students across Australia) are educated in Catholic schools. The primary purpose of this article is to discuss the cases which have asked the High Court of Australia to consider the constitutional validity, of this funding and of the funding of a religious-based program within schools. We begin however by considering the place of religion generally within Australia’s ‘secular’ education system. Australian society generally, as elsewhere, is confronted with issues relating to freedom from religion and freedom of religion. Australian schooling is not immune from these issues and there are many indications that this tension is increasing as Australia becomes more and more multi-cultural and multi-ethnic , and each group is understandably concerned to educate their children within their own religious beliefs and convictions, and to protect them from other, or any, religious influences. Australian courts and tribunals have seen only a ‘sprinkling’ of matters in the education context, largely concerning freedom from religion in government schools. At their heart they question the extent to which ‘secular’ means non-denominational rather than non-religious. First, what is the Australian system of education, and how does it fit within the constitutional foundation of Australian government and society? Australia is a Federation of six states and two territories. Each state and territory (with the exception of the Australian Capital Territory (ACT)) has its own government. The Commonwealth or Federal Government is based in Canberra in the ACT. The relationship between states and territories, and the Commonwealth is established primarily by the Australian Constitution enacted in 1900. The affirmation of Australia as a secular society is contained in Section 116 of this document. Known as ‘the establishment clause’ it is loosely based on that contained in the First Amendment to the US Constitution. It states: The Commonwealth shall not make any law for establishing any religion, or for imposing any religious observance, or for prohibiting the free exercise of any religion, and no religious test shall be required as a qualification for any office or public trust under the Commonwealth. Schooling in Australia is provided under a combination of State and Commonwealth legislation. The Governments of the states, New South Wales, South Australia, Victoria, Queensland, Western Australia and Tasmania and the Northern Territory are responsible for state education and receive funding from the Commonwealth government for the provision of state schools and the payment of teachers. Independent or private schools, and systemic religious schools, are established and administered privately and, in the case of the latter, by religious organisations for example the Catholic Education Commission. They receive a large part of their funding from the Commonwealth Government pursuant to a series of appropriation and other statutes. Questions relating to the position of religion in Australian schools arise in two ways. There have been challenges to religious practices in state schools before various state courts and tribunals within the frame of state education and anti-discrimination legislation. We discuss these briefly at the outset to set the context of the secular education system and what this means in terms of freedom from religion in government schools. But the primary purpose of this article is a discussion of the cases which have much wider constitutional implications as they focus on section 116, and we move to these actions next. They have asked the High Court of Australia to consider the validity of first, the long-standing practice of Commonwealth funding of non-government religious schools, and secondly, the recent government policy of funding a policy of School Chaplains within government schools.

© 2016 selection and editorial matter, Rachael Field, James Duffy and Colin James; individual chapters, the contributors. This chapter discusses the importance of intentionally designing the law curriculum to promote law student well-being, and argues that the work is particularly important in the context of the first year experience of legal education. The law curriculum offers law teachers an opportunity to strategize for important change in legal education by addressing the currently high levels of psychological distress experienced by law students. Harnessing the curriculum to promote student well-being allows legal academics to go to where the student is. Sally Kift says that a truly integrative approach to law curriculum renewal may deliver a viable way forward in a time of dynamic change for both the legal and higher education sectors. Jill Howieson's research at the University of Western Australia provides evidence that teaching dispute resolution knowledge, skills and attitudes can support student well-being, particularly by creating in students a sense of belonging to their law school.

Third article from ECRG project

What should be the place of children’s voices in the running of their schools and in their education? Sadly, in Australia this question is often overlooked in the shifting sands of education policy. Commonly, state and federal governments focus on schools solely through a lens of educational attainment. Increasingly, the emphasis seems to be on the development of the national curriculum, and on the measuring of school and student performance in public examinations, publicised now on the MySchools website. Meanwhile, the media often focus on the behavioural problems with which schools are dealing and statistics reveal an increasing trend towards student disengagement from school through truancy and exclusion. The procedures for addressing problems, prescribed in policy and legislation, tend to be reactive rather than proactive. The formulation and establishment of the United Nations Convention on the Rights of the Child (UNCROC) has led to a mounting global discussion on the rights of children generally. Particularly relevant in the education context is the right of participation set out in Article 12(1) and the link between the development of citizenship principles through democratic practices in schools, and nation-building.3 While participatory and restorative practices in education have been the subject of debate for several decades, and have been implemented elsewhere, such concepts have been slow to enter public consciousness in Australia. The teaching of citizenship in schools here has concentrated on civics classroom education. Increasingly though educators in Australia are taking the initiative in their schools to introduce citizenship by practice and example within the school structure, by ‘doing’ rather than just ‘teaching’. Many of these practices are associated with active citizenship and democracy, and are based on participation in decision making in schools, including in the restoration of interpersonal relationships. Where measures are implemented it is typically through the impetus of a keen principal or staff member, and while there are many indications of their success, they have yet to attract serious attention of education policy makers, legislators, and designers of university education curricula.

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Aim The aim of this study was to analyse the feasibility and reliability of the tests used to determine muscle strength, sprint power, and aerobic capacity in athletes and non-athletes with cerebral palsy (CP). Methods Twenty individuals with spastic CP (four females, 16 males; age range 18-49y; Gross Motor Function Classification System level I, n=15; II, n=5; unilateral CP, n=10; bilateral CP, n=10; athletes, n=12; non-athletes, n=8) participated in the study. Isometric and isokinetic knee flexor and extensor strength, sprint power, and aerobic capacity were determined, using, respectively an isokinetic dynamometer, a Wingate cycling test, and a graded maximal bicycle exercise test, on three occasions. Intraclass correlation coefficients (ICC), standard error of measurements, and smallest detectable differences (SDD) were calculated. Results The feasibility of the isometric strength test, Wingate test, and graded exercise test was good; the isokinetic strength test was difficult to perform for five participants. The strength parameters showed moderate to good ICCs (isometric, 0.74-0.94; isokinetic, 0.88-0.93) but high SDDs (isometric, 25-45%; isokinetic, 30-45%). Sprint power (ICC 0.98; SDD 24%) and aerobic capacity (ICC 0.98-0.99; SDD 16-21%) showed good ICCs and moderate SDDs. Interpretation All tests, except for the isokinetic strength test, seemed to be feasible for almost all participants. All tests are suitable for evaluating changes in a group; however, only large improvements (16-45%) can be detected when monitoring individual changes. © The Authors. Developmental Medicine & Child Neurology © 2012 Mac Keith Press.

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Item does not contain fulltext J.W. van Petersen Reizen is tol betalen Aalten:Fagus ,2002 90-70017-63-6

This paper presents the main findings and lessons learned from the development and implementation of a new methodology for collaborative modelling, social learning and social acceptance of flood risk management technologies. The proposed methodology entails three main phases: (1) stakeholder analysis and engagement; (2) improvement of urban pluvial flood modelling and forecasting tools; and (3) development and implementation of web-based tools for collaborative modelling in flood risk management and knowledge sharing. The developed methodology and tools were tested in the Cranbrook catchment (London Borough of Redbridge, UK), an area that has experienced severe pluvial (surface) flooding in the past. The developed methodologies proved to be useful for promoting interaction between stakeholders, developing collaborative modelling and achieving social acceptance of new technologies for flood risk management. Some limitations for stakeholder engagement were identified and are discussed in the present paper.

LetS ask the kids-yeah right! The focus of this article is a research project being undertaken in Australia which considers participative and restorative practices in New South Wales schools. Jt looks at the research inspiring this project which points to the part democratic principles may play in the engagement of children and young people in their schools and their education, and the development of citizenship principles which they take outside their school gates. This research considers the meaningful participation of children and young people in decision making in schools: its implementation, and its effectiveness and impact on school communities. Citizenship and democracy are about relationships, participation, rights and responsibility. In Australia and New Zealand, and comparative jurisdictions, the debate concerning the teaching of citizenship in schools has traditionally been centred on the extent to which civics education should be included in the school curriculum. In recent years the debate has widened to a more holistic view of citizenship or democracy in schools, from the restrictive approach of classroom learning only, to embrace teaching by practice and example within the school structure. Schools have a unique opportunity not only to teach democratic principles and values but also to reinforce and demonstrate that teaching by their practices and procedures. The model presented by a school provides a crucial template for the value system which students live by for the rest of their lives.

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The feeling is often expressed that there are increasing numbers of students who are less interested in the student experience than in completing their qualifications with the best marks in the shortest possible time. In many instances this translates to a greater readiness to express dissatisfaction when the delivery of a course does not match up to expectations or when there is a perception of having been dealt with unfairly in terms of assessment or in other processes. It is ever more important that universities ensure that their processes and procedures are transparent, fair and consistent, and accommodating of diversity. Student ombudsmen playa vital role in this process, both in their investigations of requests for assistance and in their recommendations on systemic matters. This article considers the challenges faced by the authors in their roles as student ombuds in an Australian university. It contrasts the "last resort" model of student ombud used in that university with models used in other Australian universities and those in comparative jurisdictions, and considers which may be best suited to today's climate of higher education.

Recent cases involving in-house and external lawyers have attracted much media attention, from the C7litigation to the AWB Inquiry. Some of the media commentary and judicial remarks were directed at the role of the internal legal advisers in the conduct of the parties, both before and during litigation. The cases acknowledge the challenges faced by in-house counsel where the duty to client is blended with loyalty to the employer. The requirement for independence is a fundamental principle of the legal profession. The increasing use of in-house counsel challenges this principle. The conflict faced by in-house counsel is predominant in claims for privilege. This article examines the scope for privilege to be claimed in respect of communications involving in-house counsel.

Collaborative practice is emerging as a legitimate option in family law disputes. Its impressive growth over almost two decades indicates that it is likely to continue as a form of dispute resolution, both in terms of the numbers of practitioners and clients practising under the collaborative law framework and the expansion of areas of law suited to this process. One of the fundamental principles of collaborative practice is the engagement of professionals to assist and support the parties in resolving disputes. This article considers the role of legal and non-legal professionals in collaborative practice. An analysis and assessment of ethical issues in collaborative practice demonstrates the benefits of an ethical framework for a coherent set of protocols based on both lawyers' and non-lawyers' common objectives and shared values. The article concludes with a recommendation that there needs to be continuing discussion concerning the intersection of ethics and collaborative practice.

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Children negotiate on a daily basis with parents, teachers and their peers. Their need and ability to learn negotiation skills has increased in acceptance. Programs, such as anti-bullying and peer mediation, are provided by many schools. Do children have the capacity to understand the process of negotiation? Can we provide a framework in which negotiating can be learned and practised in a safe and nurturing environment?

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Item does not contain fulltext F. Seibt Die Begründung Europas. Ein Zwischenbericht über die letzten tausend Jahre Frankfurt am Main:Fischer ,2002 3-10-074421-7

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This paper gives an overview of the Jacob project. This project involves the construction of a 3D virtual environment where an animated human-like agent called Jacob gives instruction to the user. The project investigates virtual reality techniques and focuses on three issues: the software engineering aspects of building a virtual reality system, the integration of natural language interaction and other interaction modalities, and the use of agent technology. The Jacob agent complies with the H-Anim standard. It has been given a task model and an instruction model in order to teach the user a particular task. The results of the project can be generalised so that the agent can be used to instruct other tasks in other virtual environments. One of the applications we foresee is the use of a navigation agent which advises the user in a VR environment or, using a PDA-like device, about a real environment, thatcan be perceived in reality and in a matching virtual reality.

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