Charles Clarke Chapman and family, 1890

Studio portrait of Charles Clarke Chapman with his brothers and sisters, 1890. Back row: Charles C. Chapman, Emma Johnson [Mrs. Lewis], Franklin Marion Chapman. Front row, left to right: Colum C. Chapman, Dolla [Harris], Louella [Thamer], Samuel James.

Irvin [Ernie] Clarke Chapman in California Christian College football uniform. Los Angeles, California, 1930

Irvin [Ernie] Clarke Chapman in football uniform on the campus of California Christian College, Los Angeles, California, 1930.

Chapman family group on porch, New Year's Day, 1929-1930

Chapman family group on porch, New Year's Day, 1929-1930. Written on back: "Father, Mother, Sister, with Jim, his wife and daughter."

La caricatura política de Ricardo Rendón y el final de la hegemonía conservadora 1920-1930

Cierto día contemplando la obra de Velásquez llamada Las Meninas, se puso de manifiesto, claramente, que existe una forma de lenguaje que busca transmitir y representar un contenido, una esencia. Esto es lo que busca el pintor, de la misma manera y guardando las debidas proporciones, que un político al tratar de transmitir algo con un discurso. Pero ¿Tendrán algo en común un pintor y un político? Desde el punto de vista discursivo sí. Para el primero su caballete, sus pinturas y su lienzo se constituyen en herramientas del lenguaje, mientras que para el segundo, las palabras, sus significados y la fuerza de sus frases cumplen el mismo propósito. Los dos tienen un público, los dos son el reflejo de una situación determinada y los dos buscan una tener la atención de los que los observan y escuchan. El pintor contempla una realidad y la plasma, el político elabora un discurso observando las necesidades del momento, así ambos se constituyen en “dadores de sentido” y personificaciones de un imaginario social.

Britain since 1930 : Linked to the local community during the Second World war.

Forma parte de una serie indicada para alumnos del Key Stage dos y que cubre Unidades de estudio Básicas o Core Study Units. Cada unidad de estudio es independiente, con un equilibrio en cada una de ellas entre el conocimiento teórico y las actividades prácticas. Una característica especial de esta serie es el 'enlace' a otro tema relacionado con Unidades de Estudio Suplementarias. En este caso, el enlace es: la vida en la localidad durante la Segunda Guerra Mundial.

Charles Darwin.

Se hace un análisis tanto de la vida personal como de la trayectoria profesional e investigadora del autor de la teoría de la evolución de las especies. El texto tiene distintos tipos de letra y de dificultad para motivar a los estudiantes a leer en un nivel más elevado. Tiene, además, cronología de su vida y de su época, glosario, bibliografía y direcciones de internet.

La Llengua de l'heroi: notes sobre la llengua del segle XX a partir de les traduccions catalanes de David Copperfield de Charles Dickens

Estudi comparatiu de les dues traduccions catalanes publicades de David Copperfield de Charles Dickens. La primera de Josep Carner feta l’any 1930 però publicada el 1964 i la segona obra de Joan Sellent del 2003. L’anàlisi mostra que ambdues traduccions, excel·lents, reflecteixen una evolució singular i força accelerada del model de llengua que els traductors fan arribar al seu públic, que és reflex de la complexa història de la llengua catalana del segle xx, que encara s’ha d’escriure.

Uma visita ao universo matemático de Lewis Carrol e o (re)encontro com sua lógica do nonsense

Notable mathematics teacher, Lewis Carroll, pseudonym of Charles Lutwidge Dodgson (1832-1898), made the mixture of mathematics with literature a ludic environment for learning that discipline. Author of Alice s Adventures In Wonderland and its sequel Alice Through The Looking Glass, he eventually created a real and complex universe which uses what we call the logic of the nonsense as an element to motivate the development of mathematical thinking of the reader, taking it as well, learn by establishing a link between the concrete (mathematics) and the imaginary (their universe). In order to investigate and discuss the educational potential of their works and state some elements that can contribute to a decentralized math education from the traditional method of following the models and decorate formulas, we visited his works based on the studies of archeology of knowledge (FOUCAULT, 2007), the rational thought and symbolic thinking (VERGANI, 2003) and about the importance of stories and narratives to the development of human cognition (FARIAS, 2006). Through a descriptive, analytical study, we used the literary construction and presented part of our study in form of a mathematical novel, to give the mathematical school a particular charm, without depriving it of its basics properties as discipline and content. Our study showed how the works of Carroll have a strong didactic element that can deploy in various activities of study and teaching for mathematics classes

Search for B-s(0)->mu(+)mu(-) decays at D0

We report results from a search for the decay B-s(0)->mu(+)mu(-) using 1.3 fb(-1) of p (p) over bar collisions at root s = 1.96 TeV collected by the D0 experiment at the Fermilab Tevatron Collider. We find two candidate events, consistent with the expected background of 1.24 +/- 0.99, and set an upper limit on the branching fraction of B(B-s(0)->mu(+)mu(-))< 1.2x10(-7) at the 95% C.L.

Measurement of the p(p)over-bar -> WZ+X cross section at root s=1.96 TeV and limits on WWZ trilinear gauge couplings

We present measurements of the process p (P) over bar -> WZ + X -> l 'nu(l ')l (l) over bar at root s = 1:96 TeV,where l and l ' are electrons or muons. Using 1 fb(-1) of data from the D0 experiment, we observe 13 candidates with an expected background of 4.5 +/- 0.6 events and measure a cross section sigma(WZ) = 2.7(-1.3)(+1.7) pb. From the number of observed events and the Z boson transverse momentum distribution, we limit the trilinear WWZ gauge couplings to -0: 17 <= lambda(Z) <= 0.21 (Delta k(Z) <= 0.29(lambda(Z) = 0) at the 95% C.L. for a form factor scale Lambda = 2 TeV. Further, assuming that Delta g(1)(Z) = Delta k(Z), we find -0.12 <= Delta k(Z) <= 0.29(lambda(Z) = 0) at the 95% C. L. These are the most restrictive limits on the WWZ couplings available to date.

Measurement of inclusive differential cross sections for Upsilon(1S) production in p(p)over-bar collisions at root s=1.96 TeV

We present measurements of the inclusive production cross sections of the Upsilon(1S) bottomonium state in p (p) over bar collisions at root s=1.96 TeV. Using the Upsilon(1S)->mu(+)mu(-) decay mode for a data sample of 159 +/- 10 pb(-1) collected by the D0 detector at the Fermilab Tevatron collider, we determine the differential cross sections as a function of the Upsilon(1S) transverse momentum for three ranges of the Upsilon(1S) rapidity: 0 <\y(Upsilon)\<= 0.6, 0.6 <\y(Upsilon)\<= 1.2, and 1.2 <\y(Upsilon)\<= 1.8.

Measurement of the ratio of B+ and B-0 meson lifetimes

The ratio of the B+ and B-0 meson lifetimes was measured using data collected in 2002-2004 by the D0 experiment in Run II of the Fermilab Tevatron Collider. These mesons were reconstructed in B&RARR;μ(+)ν D*-X decays, which are dominated by B-0 and B&RARR;μ(+)ν(D) over bar X-0 decays, which are dominated by B+. The ratio of lifetimes is measured to be τ(+)/τ(0)=1.080&PLUSMN; 0.016(stat)&PLUSMN; 0.014(syst).

Search for right-handed W bosons in top quark decay

We present a measurement of the fraction f(+) of right-handed W bosons produced in top quark decays, based on a candidate sample of t (t) over bar events in the lepton+jets decay mode. These data correspond to an integrated luminosity of 230 pb(-1), collected by the D0 detector at the Fermilab Tevatron p (p) over bar Collider at root s=1.96 TeV. We use a constrained fit to reconstruct the kinematics of the t (t) over bar and decay products, which allows for the measurement of the leptonic decay angle theta(*) for each event. By comparing the cos theta(*) distribution from the data with those for the expected background and signal for various values of f(+), we find f(+)=0.00 +/- 0.13(stat)+/- 0.07(syst). This measurement is consistent with the standard model prediction of f(+)=3.6 x 10(-4).