Fatty-acids and their C-13 signatures in seep carbonates from hydrocarbon seeps on the upper (GC 185) and lower (AC 645) continental slope of the Gulf of Mexico

Here we reported the fatty-acids and their δ 13C values in seep carbonates collected from Green Canyon lease block 185 (GC 185; Sample GC-F) at upper continental slope (water depth: ∼540 m), and Alaminos Canyon lease block 645 (GC 645; Sample AC-E) at lower continental slope (water depth: ∼2200 m) of the Gulf of Mexico. More than thirty kinds of fatty acids were detected in both samples. These fatty acids are maximized at C16. There is a clear even-over-odd carbon number predominance in carbon number range. The fatty acids are mainly composed of n-fatty acids, iso-/anteiso-fatty acids and terminally branched odd-numbered fatty acids (iso/anteiso). The low δ 13C values (−39.99‰ to.32.36‰) of n-C12:0, n-C13:0, i-C14:0and n-C14:0 suggest that they may relate to the chemosynthetic communities at seep sites. The unsaturated fatty acids n-C18:2 and C18:1Δ9 have the same δ 13C values, they may originate from theBeggiatoa/Thioploca. Unlike other fatty acids, the terminally branched fatty acids (iso/anteiso) show lowerδ 13C values (as low as −63.95‰) suggesting a possible relationship to sulfate reducing bacteria, which is common during anaerobic oxidation of methane at seep sites.

Determining the Scope of English Quantifiers

How can one represent the meaning of English sentences in a formal logical notation such that the translation of English into this logical form is simple and general? This report answers this question for a particular kind of meaning, namely quantifier scope, and for a particular part of the translation, namely the syntactic influence on the translation. Rules are presented which predict, for example, that the sentence: Everyone in this room speaks at least two languages. has the quantifier scope AE in standard predicate calculus, while the sentence: At lease two languages are spoken by everyone in this room. has the quantifier scope EA. Three different logical forms are presented, and their translation rules are examined. One of the logical forms is predicate calculus. The translation rules for it were developed by Robert May (May 19 77). The other two logical forms are Skolem form and a simple computer programming language. The translation rules for these two logical forms are new. All three sets of translation rules are shown to be general, in the sense that the same rules express the constraints that syntax imposes on certain other linguistic phenomena. For example, the rules that constrain the translation into Skolem form are shown to constrain definite np anaphora as well. A large body of carefully collected data is presented, and used to assess the empirical accuracy of each of the theories. None of the three theories is vastly superior to the others. However, the report concludes by suggesting that a combination of the two newer theories would have the greatest generality and the highest empirical accuracy.

Ignorance is no Defence but is Inaccessibility? On the Accessibility of National Laws to Foreign Online Publishers

Kohl, U. (2005). Ignorance is no Defence but is Inaccessibility? On the Accessibility of National Laws to Foreign Online Publishers. Information & Communities Technology Law, 14 (1), 25-41. RAE2008 Information & Communications Technology Law Volume 14, Issue 1, 2005 Special Issue: GATED COMMUNITIES

Contractual termination of leases: lessons from the Commonwealth: Pt. 1

This, the first part of a three-part article on contractual termination of leases, considers the extent to which determination of a lease in accordance with the contract law principles of frustration and acceptance of a repudiatory breach has been accepted by Commonwealth courts. Reviews the approaches adopted by the courts in Canada, the US and Australia to the application of contractual principles to landlord and tenant disputes.

Virtual assignments: breach of covenant against parting with or sharing of possession

Comments on the Chancery Division decision in Clarence House Ltd v National Westminster Bank Plc on whether the alienation covenant in a lease of commercial premises had been breached by the tenant effecting a virtual assignment of it, under which all the economic benefits and burdens of the lease were transferred to a third party without there being any actually assignment of the leasehold interest or change in occupancy.

Latin American migration in the central area of Iquique: New fronts of residential location and unequal forms of access to housing

Historically the central area of the city of Iquique has been established as residential space migrants choosing from different backgrounds , however since the late 2000s migration flows are diversified being mostly Latin American immigrants who live in precarious conditions , accessing tugurizados properties , deteriorated in an increasingly growing informal market. The results presented here are derived from quantitative residential location of migrants , as well as the implementation of 13 in-depth interviews . From these results emerge that Latin American migrants access to the same places where once lived internal migrants, however they inhabit a restrictive market , uneven and inadequate living conditions lease, but allows them to articulate residence and proximity to industrial networks , social and popular trade.

The incentives of a resource owner: Evidence from a private oyster fishery

European flat oyster Ostrea edulis fisheries were once abundant around the UK coastline. The sole remaining productive O. edulis fishery in Scotland is in Loch Ryan. This fishery has been privately owned and managed by a single family since 1701. Economic theory predicts that ownership, whether public or private, is a necessary condition for rational fishery management. In this paper, a series of four leases and a licence are examined, covering an 85-year period over the 20th and 21st century, to examine whether the management of the Loch Ryan fishery conforms to the expected norms of rational management. The leases show that, over this period, the owners appear more willing to expend resources on regulating tenant behaviour, supporting the conclusion that successive generations of owners developed an evolving sense of what "rational management" might require. The results of this study could inform the management of other fisheries - both public and private - by emphasising the importance of learning from experience.

Socialized credit and the working-class family economy: a comparative history of Britain and France 1900-2000

This paper provides a comparative analysis of working class consumer credit in Britain and France from the early twentieth century through to the 1980s. It indicates a number of similarities between the two nations in the earlier part of the period: in particular, in the operation of doorstep credit systems. For the British case study, we explore consumer finance offered by credit drapers (sometimes known as tallymen) whilst in France the paper explores a similar system that functioned in the coalmining communities around the city of Lens. Both methods operated on highly socialised relationships that established the trust on which credit was offered and long-term creditor/borrower relationships established. In the second part of the paper, we analyse the different trajectories taken in post-war France and Britain in this area of working class credit. In France this form of socialized credit gradually dwindled due to factors such as ‘Bancarisation’, which saw the major banks emerge as modern bureaucratized providers of credit for workers and their families. In contrast, in Britain the tallymen (and other related forms of doorstep credit providers) were offered a new lease of life in the 1960s and 1970s. This was a period during which British credit providers utilised multiple methods to evade the hire purchase controls put in place by post-war governments. Thus, whilst the British experience was one of fragmented consumer loan types (including the continuation of doorstep credit), the French experience (like elsewhere in Europe) was one of greater consolidation. The paper concludes by reflecting on the role of these developments in the creation of differential experiences of credit inclusion/exclusion in the two nations and the impact of this on financial inequality.

Royal Bank of Canada records, 1973-1977

In 1973, the Royal Bank of Canada began construction on a new office in downtown Toronto known as the Royal Bank Plaza. The $100 million construction project consisted of two triangular office towers linked by a glass-enclosed banking hall. In addition to housing the Royal Bank of Canada’s Ontario headquarters, the Plaza included a two-level shopping concourse with restaurants and boutiques, as well as office space available for lease. The Plaza officially opened on March 10, 1977.

Indenture Lease by Timothy Street to Stroughton Moore

Indenture by which Timothy Street of Niagara Township allowed Stroughton Moore of Lewiston, New York to lease a brick house in the Village of St. Davids for $160.00 payable annually. Mr. Moore would also have use of half the barn. Ezekiel Woodruff was a witness to the signing of this lease, January 29, 1822.

List tracing Details of Water Race to go through the Lands of Phelps, Clendinnan, Sanderson, Butler, and Chase

List (4 pages of printed material) tracing the details of the water race to go through the lands of Phelps, Clendinnan, Sanderson, Butler and Chase. This includes a copy of the following: the authority dated Dec. 22, 1829; a letter of encouragement dated Oct. 24, 1833; a transfer from Dittrick, Adams and others to the Welland Canal Company dated Dec. 6, 1834; a lease from the Welland Canal Co. to Adams and others dated Nov. 28, 1834 and the terms of the indenture dated May 24, 1847.

Letter to S.D. Woodruff from Louis Cabot of Brookline, Massachusetts

Letter to S.D. Woodruff from Louis Cabot of Brookline, Massachusetts asking if shares are transferable by lease, Jan. 3, 1884.

Letter to the Welland Canal Office from Welland Woodruff, Government Director of the Welland Canal Company

Letter to the Welland Canal Office from Welland Woodruff, Government Director of the Welland Canal Company in which he dissents from giving an extension of time to the St. Catharines Water Power Company to extend the lease of water from this time. This is a copy of the original, March 11, 1837.

Arab Women in Translation : the Dynamics of Representation and the Construction of Alterity

Cette recherche examine la traduction et la réception en France, en Grande Bretagne et aux États-Unis de la littérature contemporaine d’expression arabe écrite par des femmes, afin de répondre à deux questions principales: comment les écrivaines provenant de pays arabes perdent-elles leur agentivité dans les processus de traduction et de réception? Et comment la traduction et la réception de leurs textes contribuent-elles à la construction d’une altérité arabe? Pour y répondre, l’auteure examine trois romans présentant des traits thématiques et formels très différents, à savoir Fawḍā al-Ḥawāss (1997) par Ahlem Mosteghanemi, Innahā Lundun Yā ‘Azīzī (2001) par Hanan al-Shaykh et Banāt al-Riyāḍ (2005) par Rajaa Alsanea. L’analyse, basée sur le modèle à trois dimensions de Norman Fairclough, vise à découvrir comment les écrivaines expriment leur agentivité à travers l’écriture, et quelles images elles projettent d’elles-mêmes et plus généralement des femmes dans leurs sociétés respectives. L’auteure se penche ensuite sur les traductions anglaise et française de chaque roman. Elle examine les déplacements qui s’opèrent principalement sur le plan de la texture et le plan pragma-sémiotique, et interroge en quoi ces déplacements ébranlent l’autorité des écrivaines. Enfin, une étude de la réception de ces traductions en France, en Grande Bretagne et aux États-Unis vient enrichir l’analyse textuelle. À cette étape, les critiques éditoriales et universitaires ainsi que les choix éditoriaux relatifs au paratexte sont scrutés de façon à mettre en lumière les processus décisionnels, les discours et les tropes sous-tendant la mise en marché et la consommation de ces traductions. L’analyse des originaux révèle tout d’abord qu’à travers leurs textes, les auteures sont des agentes actives de changement social. Elles s’insurgent, chacune à sa manière, contre les discours hégémoniques tant locaux qu’occidentaux, et (ré-)imaginent leurs sociétés et leurs nations. Ce faisant, elles se créent leur propre espace discursif dans la sphère publique. Toutefois, la thèse montre que dans la plupart des traductions, les discours dissidents sont neutralisés, l’agentivité et la subjectivité des écrivaines minées au profit d’un discours dominant orientaliste. Ce même discours semble sous-tendre la réception des romans en traduction. Dans ce discours réifiant, l’expression de la différence culturelle est inextricablement imbriquée dans l’expression de la différence sexuelle: la « femme arabe » est la victime d’une religion islamique et d’une culture arabe essentiellement misogynes et arriérées. L’étude suggère, cependant, que ce sont moins les interventions des traductrices que les décisions des éditeurs, le travail de médiation opéré par les critiques, et l’intérêt (ou le désintérêt) des universitaires qui influencent le plus la manière dont ces romans sont mis en marché et reçus dans les nouveaux contextes. L’auteure conclut par rappeler l’importance d’une éthique de la traduction qui transcende toute approche binaire et se fonde sur une lecture éthique des textes qui fait ressortir le lien entre la poétique et la politique. Enfin, elle propose une lecture basée sur la reconnaissance du caractère situé du texte traduit comme du sujet lisant/traduisant.

Facebook & Blackboard: comparison of learner perspectives

Different systems, different purposes – but how do they compare as learning environments? We undertook a survey of students at the University, asking whether they learned from their use of the systems, whether they made contact with other students through them, and how often they used them. Although it was a small scale survey, the results are quite enlightening and quite surprising. Blackboard is populated with learning material, has all the students on a module signed up to it, a safe environment (in terms of Acceptable Use and some degree of staff monitoring) and provides privacy within the learning group (plus lecturer and relevant support staff). Facebook, on the other hand, has no learning material, only some of the students using the system, and on the face of it, it has the opportunity for slips in privacy and potential bullying because the Acceptable Use policy is more lax than an institutional one, and breaches must be dealt with on an exception basis, when reported. So why do more students find people on their courses through Facebook than Blackboard? And why are up to 50% of students reporting that they have learned from using Facebook? Interviews indicate that students in subjects which use seminars are using Facebook to facilitate working groups – they can set up private groups which give them privacy to discuss ideas in an environment which perceived as safer than Blackboard can provide. No staff interference, unless they choose to invite them in, and the opportunity to select who in the class can engage. The other striking finding is the difference in use between the genders. Males are using blackboard more frequently than females, whilst the reverse is true for Facebook. Interviews suggest that this may have something to do with needing to access lecture notes… Overall, though, it appears that there is little relationship between the time spent engaging with Blackboard and reports that students have learned from it. Because Blackboard is our central repository for notes, any contact is likely to result in some learning. Facebook, however, shows a clear relationship between frequency of use and perception of learning – and our students post frequently to Facebook. Whilst much of this is probably trivia and social chit chat, the educational elements of it are, de facto, contructivist in nature. Further questions need to be answered - Is the reason the students learn from Facebook because they are creating content which others will see and comment on? Is it because they can engage in a dialogue, without the risk of interruption by others?