Trapping of transuranium elements by the earth's magnetic field

The search for a transuranium element component of cosmic radiation has been carried out in high altitude balloon experiments. The trapping of high Z elements on orbits in the Earth's magnetic field may lead to a sufficient enhancement of the intensity of particle flux to make it possible to detect these elements by satellite experiments. Calculations are presented that predict the behavior of trapped particles as a function of the predicted flux and energy distribution of high Z elements incident on the Earth's magnetic field. Techniques are suggested for the detection of such particles. In addition, the possibility of production of transuranium elements in the recently discovered pulsars are discussed

Mountain building processes in the Central Andes

False color composite images of the Thematic Mapper (TM) bands 5, 4, and 2 were examined to make visual interpretations of geological features. The use of the roam mode of image display with the International Imaging Systems (IIS) System 600 image processing package running on the IIS Model 75 was very useful. Several areas in which good comparisons with ground data existed, were examined in detail. Parallel to the visual approach, image processing methods are being developed which allow the complete use of the seven TM bands. The data was organized into easily accessible files and a visual cataloging of the quads (quarter TM scenes) with preliminary registration with the best available charts for the region. The catalog has proved to be a valuable tool for the rapid scanning of quads for a specific investigation. Integration of the data into a complete approach to the problems of uplift, deformation, and magnetism in relation to the Nazca-South American plate interaction is at an initial stage

Metadata for describing learning scenarios under European Higher Education Area paradigm

In this paper we identify the requirements for creating formal descriptions of learning scenarios designed under the European Higher Education Area paradigm, using competences and learning activities as the basic pieces of the learning process, instead of contents and learning resources, pursuing personalization. Classical arrangements of content based courses are no longer enough to describe all the richness of this new learning process, where user profiles, competences and complex hierarchical itineraries need to be properly combined. We study the intersection with the current IMS Learning Design specification and the additional metadata required for describing such learning scenarios. This new approach involves the use of case based learning and collaborative learning in order to acquire and develop competences, following adaptive learning paths in two structured levels

Changes in Earnings Differentials in the 1980s: Concordance, Convergence, Causes, and Consequences

This paper analyzes changes in U.S. earnings differentials in the 1980s between race, gender, age, and schooling groups. There are four main sets of results to report. First, the economic position of less-educated workers declined relative to the more-educated among almost all demographic groups. Education-earnings differentials clearly rose for whites, but less clearly for blacks, while employment rate differences associated with education increased more for blacks than for whites. Second, much of the change in education-earnings differentials for specific groups is attributable to measurable economic factors: to changes in the occupational or industrial structure of employment; to changes in average wages within industries; to the fall in the real value of the minimum wage and the tall in union density; and to changes in the relative growth rate of more-educated workers. Third, the earnings and employment position of white females, and to a lesser extent of black females, converged to that of white males in the 1980s, across education groups. At the same time, the economic position of more-educated black males appears to have worsened relative to their white-male counterparts. Fourth, there has been a sizable college-enrollment response to the rising relative wages of college graduates. This response suggests that education-earnings differentials may stop increasing, or even start to decline, in the near future.

"Changes in Earnings Differentials in the 1980s: Concordance, Convergence, Causes, and Consequence"

This paper analyzes changes in U.S. earnings differentials in the 1980s between race, gender, age, and schooling groups. There are four main sets of results to report. First, the economic position of less-educated workers declined relative to the more-educated among almost all demographic groups. Education-earnings differentials clearly rose for whites, but less clearly for blacks, while employment rate differences associated with education increased more for blacks than for whites. Second, much of the change in education-earnings differentials for specific groups is attributable to measurable economic factors: to changes in the occupational or industrial structure of employment; to changes in average wages within industries; to the fall in the real value of the minimum wage and the fall in union density; and to changes in the relative growth rate of more educated workers. Third, the earnings and employment position of white females, and to a lesser extent of black females, converged to that of white males in the 1980s, across education groups. At the same time, the economic position of more-educated black males appears to have worsened relative to their white-male counterparts. Fourth, there has been a sizable college-enrollment response to the rising relative wages of college graduates. This response suggests that education-earnings differentials may stop increasing, or even start to decline, in the near future.