President Finn, friends, and colleagues, I am truly delighted to accept the Hess Medal for 2013. It is difficult to express one's feelings adequately on receipt of such a prestigious award, but a mixture of pride, humility, and thankfulness for a long and lucky career all occur. It did not start propitiously as my high school grades would only ensure undergraduate entry into the Northern Polytechnic, a second-tier institution in London. Nevertheless, I was enthused by several great teachers, including John Charalambous (inorganic chemistry) and Stephen Morel, a field geologist who had worked for many years in Malawi. They pushed me into trying for graduate school, and I was fortunate to find the eclectic Roger Strens my supervisor at Newcastle.
In this work, Z(3)-graded quantum (h, j)-superplane is introduced with a help of proper singular g matrix and a Z(3)-graded calculus is constructed over this new h-superplane. A new Z(3)-graded (h, j)-deformed quantum (super)group is constructed via the obtained calculus.
Gerlich, D.
Plasil, R.
Zymak, I.
Hejduk, M.
Jusko, P.
Mulin, D.
Glosik, J.
Stabilization of H-3(+) collision complexes has been studied at nominal temperatures between 11 and 33 K using a 22-pole radio frequency (rf) ion trap. Apparent binary rate coefficients, k* = k(r) + k(3)[H-2], have been measured for para- and normal-hydrogen at number densities between some 10(11) and 10(14) cm(-3). The state specific rate coefficients extracted for radiative stabilization, k(r)(T-ij), are all below 2 x 10(-16) cm(3) s(-1). There is a slight tendency to decrease with increasing temperature. In contrast to simple expectations, k(r)(11 K-ij) is for j = 0 a factor of 2 smaller than for j = 1. The ternary rate coefficients for p-H-2 show a rather steep T-dependence; however, they are increasing with temperature. The state specific ternary rate coefficients, k(3)(T-ij), measured for j = 0 and derived for j = 1 from measurements with n-H-2, differ by an order of magnitude. Most of these surprising observations are in disagreement with predictions from standard association models, which are based on statistical assumptions and the separation of complex formation and competition between stabilization and decay. Most probably, the unexpected collision dynamics are due to the fact that, at the low translational energies of the present experiment, only a small number of partial waves participate. This should make exact quantum mechanical calculations of k(r) feasible. More complex is three-body stabilization, because it occurs on the H-5(+) potential energy surface.
This article examines the historiography of J. H. Hexter's ‘middle group’, arguing that current trends in historical scholarship have revived the need for a convincing scheme of faction in the Long Parliament. Hexter's evidence is discussed, and his supporters and critics addressed, before the hypothesis of a moderate, secular, constitutionalist lobby is subjected to scrutiny through a tract by William Prynne, commissioned by the Commons at the height of middle group ‘ascendancy’. In light of this, it is argued that Prynne represents a body of opinion within the Commons that was radical, religious and essentially Anglo‐Saxon, which has implications for neo‐whig, bicameral and ‘Three Kingdoms’ interpretations alike.
R. S. Peters never explicitly talks about wisdom as being an aim of education. He does, however, in numerous places, emphasize that education is of the whole person and that, whatever else it might be about, it involves the development of knowledge and understanding. Being educated, he claims, is incompatible with being narrowly specialized. Moreover, he argues, education enables a person to have a different perspective on things, 'to travel with a different view' [Peters, R. S. (1967). What is an educational process? In R. S. Peters (Ed.), The concept of education (pp. 1-23). Routledge and Kegan Paul]. In asserting this about education, Peters has more in common with another great English educator, John Henry, Cardinal Newman, than one might expect, given they are separated by about a century and start from different philosophical perspectives, namely Kant to a significant degree in the former and Aristotle in the latter. Both nevertheless acknowledge the importance of reason and its development in any education worthy of the name. I will argue that in describing the 'educated person' Peters is not far from the view of Newman, who saw education as being about the 'enlargement of mind'. Although Newman hesitates to call 'enlargement of mind' wisdom, and Peters does not use either term, there are good grounds for proposing that in distinguishing between education and training, and in asserting education is moral education because it is concerned to improve persons, Peters acknowledges the higher purposes of education and hence, we can add, its connection with wisdom. Significantly, what such a reading of Peters emphasizes is his insistence on the intrinsic value of education, a view seemingly lost in modern market-driven conceptions of education.