Suchergebnisse

The relation between the reheating temperature, the number of e-folds and the spectral index is shown for the Starobinsky model and some of its descendants through a very detailed calculation of these three quantities. The conclusion is that for viable temperatures between 1 MeV and 109 GeV the corresponding values of the spectral index enter perfectly in its 2s C.L., which shows the viability of this kind of models ; This investigation has been supported by MINECO (Spain) Grant MTM2017-84214-C2-1-P and in part by the Catalan Government 2017-SGR-247. ; Peer Reviewed ; Postprint (published version)

This is a very comprehensible review of some key issues in modern cosmology. Simple mathematical examples and analogies are used, whenever available. The starting point is the well-known Big Bang cosmology (BBC). We deal with the mathematical singularities appearing in this theory and discuss some ways to remove them. Next, and before introducing the inflationary paradigm by means of clear examples, we review the horizon and flatness problems of the old BBC model. We then consider the current cosmic acceleration and, as a procedure to deal with both periods of cosmic acceleration in a unified way, we study quintessential inflation. Finally, the reheating stage of the universe via gravitational particle production, which took place after inflation ended, is discussed in clear mathematical terms, by involving the so-called a-attractors in the context of quintessential inflation ; "J.d.H. is supported by grant MTM2017-84214-C2-1-P, funded by MCIN/AEI/10.13039/501100011033, and by "ERDF A way of making Europe". E.E. is supported by MICINN (Spain), project PID2019-104397GB-I00, of the Spanish State Research Agency program AEI/10.13039/501100011033, and by the program Unidad de Excelencia María de Maeztu CEX2020-001058-M. Both authors are also supported in part by the Catalan Government, AGAUR project 2017-SGR-247" ; Peer Reviewed ; Postprint (published version)

Presentación del Monográfico

This research presents the explanatory model of the process of reconstruction of the ʺsocial problemʺ of Intimate Partner Violence (I.P.V) in Spain during last five years, with special attention to the role of media in this process. Using a content analysis of the three more diffused general newspapers, a content analysis of the minutes of the Parliament, and the statistics of the police reports and murders, from January of 1997 to December of 2001, it observes the relationship between the evolution of the incidence of Intimate Partner Violence (I.P.V) (measured by the number of deaths and the number of police reports) and the evolution of stories about this topic in press. It also studies the interconnection of the two previous variables with the political answer to the problem (measured by the interventions on the I.P.V. in the Senate and in the Congress). Data shows that, even though police reports have increased due to the contribution of politics and media, I.P.V murders keep on growing up.

Key Cases is the essential series for anyone studying law, including A Level, LLB, ILEX and post-graduate conversion courses. Understanding and memorising leading cases fully is a vital part of the study of law - the clear format, style and explanations of Key Cases will ensure you achieve this.

American legal education is pretty good. Generally speaking, it is rigorous, and generally speaking, students learn a lot. After three years in law school, students usually leave not only with knowledge of specific legal materials, but also with the sharp analytic skills and ability to work in existing legal institutions that people expect from lawyers. But our society is full of new problems demanding new solutions. Less so than in the past-less than in the 1930s and less than in the 1960s-are lawyers inventing those solutions. Much of the action is moving to graduates trained in other disciplines and professions, such as economics, political science, and business. In our view, the stodginess of American legal education is partly to blame. The plain fact is that American legal education, and especially its formative first year, remains remarkably similar to the curriculum invented at the Harvard Law School by Christopher Columbus Langdell over a century and a quarter ago.1 Invented, that is, not just before the Internet, but before the telephone; not just before man reached the moon, but before he reached the North Pole; not just before Foucault, but before Freud; not just before Brown v. Board of Education, but before Plessy v. Ferguson. There have been modifications, of course; but American legal education has been an astonishingly stable cultural practice.

Case studies provide helpful teaching tools to capture the complexity of administrative problems from an action-oriented perspective. With increasingly complex policy problems at hand, more interdisciplinary, interactive, and discursive approaches to teaching are also in demand. However, the case method offers a broad variety of options for teaching programs, ranging from short case illustrations or vignettes to full-length case studies. Attached to various types of case materials are different didactic approaches that pursue different pedagogic logics and are likely to make different contributions to in-classroom teaching. The case method in teaching public administration, however, comes at a cost and requires extra capacity, higher time budgets as well as new qualifications and roles of teachers plus a good fit of student (self)-selection and teaching objectives. If meaningfully utilized, it enhances our capacity to prepare (future) executives for complex environments.

339The individual in international law — Human rights and freedoms — Prohibition of inhuman and degrading treatment — Judicial infliction of corporal punishment upon juvenile — Punishment not inhuman but sufficiently humiliating to amount to "degrading punishment" — No less degrading because of deterrent effect — Standard of degrading punishment — European Convention for the Protection of Human Rights and Fundamental Freedoms, Article 3Application of European Convention to territories for whose international relations a Member State is responsible — Isle of Man — Application of Convention subject to "local requirements" — Whether any local requirements justifying birching — European Convention, Article 63(3)Procedure of European Court of Human Rights — Applicant wishing to withdraw application — Whether amounting to discontinuance of proceedings — Whether affecting application of Article 50 — Whether necessary to hold investigation in Isle of ManTreaties — Interpretation of the European Convention — Convention a living instrument to be interpreted in the light of present day standards