The Bishop-Phelps-Bollob\'{a}s property for operators on C(K)C(K)

We provide a version for operators of the Bishop-Phelps-Bollob\'{a}s Theorem when the domain space is the complex space $C_0(L)$. In fact we prove that the pair $(C_0(L), Y)$ satisfies the Bishop-Phelps-Bollob\'{a}s property for operators for every Hausdorff locally compact space $L$ and any $\mathbb{C}$-uniformly convex space. As a consequence, this holds for $Y= L_p (\mu)$ ($1 \le p < \infty$).Comment: 13 page

Observations of Cavitation on a Three-Dimensional Oscillating Hydrofoil

A test apparatus was designed and constructed to observe the effect of sinusoidal pitching oscillations on the cavitation of three-dimensional hydrofoils. The apparatus is capable of oscillating hydrofoils at a rate up to 50 Hz and provides for adjustments in oscillation amplitude and mean angle of attack. Observations of the effect of pitching oscillation on cavitation have been made for a NACA 64-309 (modified) hydrofoil operating at its designed mean angle of attack of 7 degrees with an oscillation amplitude of 2 degrees. Photographs illustrating the interaction between natural cavity shedding frequencies and the foil reduced frequency are included

Search for rare leptonic B decays at the Tevatron

Results of a search for the Flavor-Changing Neutral Current decay $B^0_{s,d} \to \mu^+ \mu^-$ using $p\bar{p}$ collision data at $\sqrt{s}=1.96$ TeV collected at Fermilab Tevatron collider by the CDF and D{\O}detectors are presented. CDF reports upper limits on ${\cal B} (B^0_{s} \to \mu^+ \mu^-) \leq 7.5 \cdot10^{-7}$ and ${\cal B}(B^0_{d} \to \mu^+ \mu^-) \leq 1.9 \cdot10^{-7}$ at the 95% C.L. using 171 pb$^{-1}$. The D{\O}Collaboration used 240 pb$^{-1}$ to set an even more stringent limit on the branching ratio for $B^0_{s} \to \mu^+ \mu^-$ of $5.0\cdot 10^{-7}$ at the 95% C.L.Comment: 5 pages, 2 figures, submitted to DPF 2004 conference proceedings, UC Riverside, C

Elementary Preservice Teachers as Warm Demanders in an African American School

The literature related to warm demanding describes teachers who balance care and authority to create a learning environment that supports a culture of achievement for African American students. Embedded in this stance is sociopolitical consciousness that explicitly links teachers’ care and authority with a larger social justice agenda. Drawing on interviews and online course assignments, we describe two preservice teachers’ conceptions and enactments of warm demanding in full-time elementary school internships in an African American elementary school. Findings reveal that although the preservice teachers communicated similar commitments to warm demanding, they enacted the stance differently, suggesting that while warm demanders share similar commitments, their practice may vary. The two cases highlight the promise of teacher education courses and field experiences to be structured in ways that promote the development of teacher aptitudes for strengthening equity and excellence in the education of an historically marginalized population of students