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In the Catholic world, the year 2017 is marked by the celebration of the 100th anniversary of the Apparitions of Mary in Fátima, Portugal. Although the field of the devotional and popular …
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AbstractC-Inductive arguments are arguments that increase the probability of a hypothesis. In this paper, we offer a C-Inductive argument for the Roman Catholic hypothesis. We specifically argue that one would expect the Miracle of Fátima on Roman Catholicism more so than on alternative hypotheses. Since our argument draws on confirmation theory, we first give a primer for how confirmation theory works. We then, provide the historical facts surrounding the Miracle of Fátima. We offer up two competing naturalistic explanations that attempt to explain the historical facts, but then, argue that a supernatural explanation is superior. Having established that something miraculous likely occurred at Fátima, we move to argue for the overall thesis of the paper. Finally, we engage several objections to our argument.
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The geochemistry and mineralogy of sediments provide relevant information for the understanding of the origin and metallogenic mechanism of ferromanganese nodules and crusts. At present, there are still few studies on the sediment origin of the Clarion–Clipperton Zone (CCZ) of the east Pacific, particularly on the systematic origin of sediments with a longer history/length. Here, bulk sediment geochemistry and clay mineral compositions were analyzed on a 5.7 m gravity core (GC04) obtained at the CCZ, an area rich in polymetallic nodules. The results indicate that the average total content of rare earth elements (REE), including yttrium (REY), in sediments is 454.7 ppm and the REEs distribution patterns normalized by the North American Shale Composite of samples are highly consistent, with all showing negative Ce anomalies and more obvious enrichment in heavy REE (HREE) than that of light REE (LREE). Montmorillonite/illite ratio, discriminant functions and smear slide identification indicate multiple origins for the material, and are strongly influenced by contributions from marine biomass, while terrestrial materials, seamount basalts and their alteration products and authigenic source also make certain contributions. The REY characteristics of the sediments in the study area are different from those of marginal oceanic and back-arc basins, and more similar to pelagic deep-sea sediments. Based on LREE/HREE-1/δCe and LREE/HREE-Y/Ho diagrams, we conclude that samples from the study area had pelagic sedimentary properties which suffered from a strong “seawater effect”.
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This work describes a method to study glass transition on native starch powders, based on dynamical mechanical thermal analysis using compression tests, and was applied to wheat flour (13.5% water content). This method will allow the determination of Tg in native (unprocessed) starchy materials, with minimal disturbance of the natural structures. The influence of the test conditions (heating rate, frequency and strain) on the glass transition measurements was determined using factorial designs. The values of Tg determined as the maxima of the energy dissipation (peaks in E″) of native flour and of freeze-dried pre-gelatinized flour were not statistically different (around 64 °C). The heating rate did not affect the measurements in the range tested (0.25 to 1 °C min−1). An interactive effect of the strain amplitude and the frequency was detected. The significance of this interaction can be caused by differences in mechanical energy dissipation, which would indicate that not only temperature but also the total energy input may affect this transition. Slight effects of phase separation between gluten and starch were found on native flour.
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A questionnaire-based methodology for constructing an overall index of school effectiveness is reported, focusing on within-school conditions of schools, which is currently being used in the Free State of South Africa. The article reports the construction and use of a straightforward instrument for measuring the effectiveness of key aspects of the conditions for school effectiveness in the Free State, using a variety of dimensions. It indicates how this instrument can identify where to intervene in improving schools in order to gain the maximum return on investment of time, effort, development activity and support. The instrument provides aggregated and disaggregated data for individual schools, groups of schools and whole districts, both at a single point in time and over time, thereby enabling the most economical and beneficial development to be planned for targeted individual schools and groups of schools. It enables users to identify the key drivers of the internal school conditions for effectiveness, development and change in schools.
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To determine whether living according to specific traditional Chinese cultural values was associated with satisfaction of the five needs in Maslow’s motivational hierarchy and overall life satisfaction, a mixed-method approach was employed, with an empirical questionnaire and supplemental interviews. The questionnaire assessed the hypothesized relationships that traditional Chinese values had with personal life outcomes, including health, employment, satisfaction of the five needs from Maslow’s hierarchy, and life satisfaction. The interviews examined the relationships that several demographic variables had with living by traditional Chinese values. The results of the empirical data revealed that most Chinese people today are still living according to the traditional Chinese cultural values, and that living by those traditional values are strongly associated with satisfaction of all five of the human needs in the Maslow hierarchy, as well as with overall life satisfaction. Additionally, the results of the qualitative interviews readily supported the empirical findings, and also revealed that the time during which inter-generational transmission of the Chinese cultural values occurs is when parents teach those values to their children at a very early age, that is, between 3 and 8 years old, before the children start primary school.
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