On 2-groups of almost maximal class

Let G be a 2-group of order 2^n, n>5, and nilpotency class n-2. The invariants of such groups determined by their group algebras over the field of two elements are given in the paper.Comment: 25 page

Definable Envelopes of Nilpotent Subgroups of Groups with Chain Conditions on Centralizers

An $\mathfrak{M}_C$ group is a group in which all chains of centralizers have finite length. In this article, we show that every nilpotent subgroup of an $\mathfrak{M}_C$ group is contained in a definable subgroup which is nilpotent of the same nilpotence class. Definitions are uniform when the lengths of chains are bounded

Finite element simulation of thunderstorm electrodynamics in the proximity of the storm

Observations of electric fields, Maxwell current density, and air conductivity over thunderstorms were presented. The measurements were obtained using electric field mils and conductivity probes installed on a U2 aircraft as the aircraft passed approximately directly over an active thunderstorm at an altitude of 18 to 20 km. Accurate electrical observations of this type are rare and provide important information to those involved in numerically modeling a thunderstorm. A preliminary set of computer simulations based on this data were conducted and are described. The simulations show good agreement with measurements and are used to infer the thundercloud's charging current and amount of charge exchanged per flash

Attention Regulation, Emotion Regulation, and Cognitive Flexibility as Mediators of the Relationship Between Mindfulness and Academic Achievement in High School Students

Mindfulness is defined as a process of purposefully paying attention to one’s thoughts, feelings, and experiences in the present moment while taking a nonjudgmental stance on them (Kabat-Zinn, 2009). While originally an Eastern approach technique in spirituality and philosophy, mindfulness has been incorporated into or served as a basis for numerous psychological therapies and treatments (Segal, Williams, & Teasdale, 2002; Kabat-Zinn, 1982, 1990). Research into mindfulness has expanded to the context of learning, where studies have demonstrated that facilitative states of mindfulness can improve the abilities of students to focus, attend, and recall information in an educational setting (Langer, 1997). The effects of mindfulness are well documented, however the mechanisms by which it works remain somewhat unclear. Shapiro, Carlson, Aston, and Freedman (2006) proposed a framework in which mindfulness acts upon psychological change through different mechanisms. They suggested that these mechanisms include self-regulation of attention, values clarification, cognitive, behavioral, and emotional flexibility, and exposure. Carmody, Baer, Lykens, and Olendzki (2009) tested this model and found some initial support for it. The purpose of the present study was to test the framework proposed by Shapiro et al. (2006) with an academic outcome. One hundred two high school students responded to a battery of assessment instruments measuring mindfulness, attention control, emotion regulation, and cognitive flexibility. Results were then compared to student GPA and PLAN assessment scores. Mindfulness demonstrated a significant correlation with attention control, however did not show correlations with emotion regulation or cognitive flexibility. Attention control, emotion regulation, and cognitive flexibility showed no relationship with either measure of achievement. Due to the lack of connections, the model was unable to be tested for mediation. Results suggest a more nuanced relationship between mindfulness and academic outcomes

Attention Regulation, Emotion Regulation, and Cognitive Flexibility as Mediators of the Relationship Between Mindfulness and Academic Achievement in High School Students

Mindfulness is defined as a process of purposefully paying attention to one’s thoughts, feelings, and experiences in the present moment while taking a nonjudgmental stance on them (Kabat-Zinn, 2009). While originally an Eastern approach technique in spirituality and philosophy, mindfulness has been incorporated into or served as a basis for numerous psychological therapies and treatments (Segal, Williams, & Teasdale, 2002; Kabat-Zinn, 1982, 1990). Research into mindfulness has expanded to the context of learning, where studies have demonstrated that facilitative states of mindfulness can improve the abilities of students to focus, attend, and recall information in an educational setting (Langer, 1997). The effects of mindfulness are well documented, however the mechanisms by which it works remain somewhat unclear. Shapiro, Carlson, Aston, and Freedman (2006) proposed a framework in which mindfulness acts upon psychological change through different mechanisms. They suggested that these mechanisms include self-regulation of attention, values clarification, cognitive, behavioral, and emotional flexibility, and exposure. Carmody, Baer, Lykens, and Olendzki (2009) tested this model and found some initial support for it. The purpose of the present study was to test the framework proposed by Shapiro et al. (2006) with an academic outcome. One hundred two high school students responded to a battery of assessment instruments measuring mindfulness, attention control, emotion regulation, and cognitive flexibility. Results were then compared to student GPA and PLAN assessment scores. Mindfulness demonstrated a significant correlation with attention control, however did not show correlations with emotion regulation or cognitive flexibility. Attention control, emotion regulation, and cognitive flexibility showed no relationship with either measure of achievement. Due to the lack of connections, the model was unable to be tested for mediation. Results suggest a more nuanced relationship between mindfulness and academic outcomes

Urban University Access and Affordability: The Implications of the Relationship between Gas Prices and Suburban Transit Ridership

Many college campuses across the country have implemented U-Pass transit programs to mitigate transportation costs for students. However, urban university U-pass programs fall short for suburban students who cannot get to the urban metro area without connecting public transportation. As urban universities rely on suburbs as feeder communities, this study looked at the relationship between suburban commuter ridership and the price of gas as an indicator of college affordability and accessibility. The findings revealed that ridership on suburban transit into an urban university area was significantly sensitive to the price of gas, thereby substantiating the need for partnerships to be developed and sustained to ensure transportation equity

Ordering the zeroes of Legendre functions Pvm(Z0) when considered as a function of v

AbstractIn the following, we will consider the problem of ordering the zeroes of the Legendre functions Pvm(Z0) when m is a nonnegative integer and 0 < z0 <1. Let v = vjm(z0) denote the jth positive root of Pvm(z0) = 0, where j = 1, 2, …. It is well known from the Sturm-Liouville theory that vjm(z0) < vjm + 1(z0) < vj + 1m(z0). We will show that vjm + 2(z0) < vj + 1m(z0). Using these and several other inequalities, we will also show that v10 < v11 < v12 < v20 < v13 < v21 < v14 < v22 < v 30 <v 15 for all 0<z0 <1. Moreover, this is the unique ordering of the first ten vjm(z0)′s for 0<z0<1

Lambayeque Textile Iconography and its Continuity in Chimu and Inca Cultures, and its link to modern Ecuadorian Pujilí Corpus Christi Celebrations

This paper traces the continuity of the iconography and rituals expressed in the textiles of the Late Intermediate Period (900-1470 CE) of the North Coast of Peru. We suggest a new identification for the Principal Deity of the Lambayeque culture. We propose that this image and its attributes continued to be displayed in ceremonial costumes of the later Chimu culture; that the rituals continued into the Inca Period; through the Colonial evangelization of the Americas; and even into contemporary Corpus Christi processions in Ecuador. Iconografía textil Lambayeque y su continuidad en las culturas Chimu y Inca, y su vinculación con el Danzante Pujilí en las celebraciones del Corpus Christi Ecuatoriano Resumen -- Este artículo describe la continuidad de la iconografía y los rituales representados en los textiles del Período Intermedio Tardío (900-1470 d.c.) de la Costa Norte del Perú. Sugerimos una nueva identificación para la Deidad Principal de la cultura Lambayeque. Proponemos que esta imagen y sus atributos continuaron siendo utilizados en trajes ceremoniales de la posterior cultura Chimú; que los rituales continuaron hasta el período Inca; luego durante la época colonial a través de la evangelización de las Américas; e incluso se distinguen en las procesiones contemporáneas de las Octavas de Corpus Christi en Ecuador

Lambayeque Textile Iconography and its Continuity in Chimu and Inca Cultures, and its link to modern Ecuadorian Pujilí Corpus Christi Celebrations

This paper traces the continuity of the iconography and rituals expressed in the textiles of the Late Intermediate Period (900-1470 CE) of the North Coast of Peru. We suggest a new identification for the Principal Deity of the Lambayeque culture. We propose that this image and its attributes continued to be displayed in ceremonial costumes of the later Chimu culture; that the rituals continued into the Inca Period; through the Colonial evangelization of the Americas; and even into contemporary Corpus Christi processions in Ecuador. Iconografía textil Lambayeque y su continuidad en las culturas Chimu y Inca, y su vinculación con el Danzante Pujilí en las celebraciones del Corpus Christi Ecuatoriano Resumen -- Este artículo describe la continuidad de la iconografía y los rituales representados en los textiles del Período Intermedio Tardío (900-1470 d.c.) de la Costa Norte del Perú. Sugerimos una nueva identificación para la Deidad Principal de la cultura Lambayeque. Proponemos que esta imagen y sus atributos continuaron siendo utilizados en trajes ceremoniales de la posterior cultura Chimú; que los rituales continuaron hasta el período Inca; luego durante la época colonial a través de la evangelización de las Américas; e incluso se distinguen en las procesiones contemporáneas de las Octavas de Corpus Christi en Ecuador