The Morse-Sard theorem revisited

Let $n, m, k$ be positive integers with $k=n-m+1$. We establish an abstract Morse-Sard-type theorem which allows us to deduce, on the one hand, a previous result of De Pascale's for Sobolev $W^{k,p}_{\textrm{loc}}(\mathbb{R}^n, \mathbb{R}^m)$ functions with $p>n$ and, on the other hand, also the following new result: if $f\in C^{k-1}(\mathbb{R}^n, \mathbb{R}^m)$ satisfies $$\limsup_{h\to 0}\frac{|D^{k-1}f(x+h)-D^{k-1}f(x)|}{|h|}<\infty$$ for every $x\in\mathbb{R}^n$ (that is, $D^{k-1}f$ is a Stepanov function), then the set of critical values of $f$ is Lebesgue-null in $\mathbb{R}^m$. In the case that $m=1$ we also show that this limiting condition holding for every $x\in\mathbb{R}^n\setminus\mathcal{N}$, where $\mathcal{N}$ is a set of zero $(n-2+\alpha)$-dimensional Hausdorff measure for some $0<\alpha<1$, is sufficient to guarantee the same conclusion.Comment: We corrected some misprints and made some changes in the introductio

Division I College Student-Athlete Career Situation and Attitudes toward Career Counseling

Few student-athletes advance to the professional level following their collegiate athletic career, leaving many to pursue alternative career paths. Although much attention has been dedicated to student-athlete academic progress and graduation rates, little attention has been given to student-athlete career development and their attitudes toward career counseling. Since the career development of student-athletes is complex and is affected by several variables, the purposes of the present study were threefold: 1) determine the career situation of male and female student-athletes attending an NCAA Division I university, 2) determine if differences existed between student-athletes and non-athlete students in their attitudes toward career counseling, and 3) determine which demographic variables, career situation factors, and personality factors had the most influence on student-athlete attitudes toward career counseling. Of the student-athletes surveyed (male = 189, female = 164), only 13 met the criteria of being career savvy. The results also indicated that student-athletes value career counseling more than non-athlete students and that females value career counseling more than males. However, males expressed a higher degree of stigma toward career counseling than females. Hierarchical regression analyses revealed that the variables sport facilitates, scholarship status, and barriers were predictors of male value toward career counseling, and the variables lack of career interest and use of services were predictors of male stigma toward career counseling. Hierarchical regression analyses revealed that the variable sports facilitates was the only significant predictor of female value toward career counseling, and the variables career locus of control, sport identity and sport facilitates were significant predictors of female stigma toward counseling

The Burden of Colonial Debt and Indebtedness in Second Generation Filipino American Families

Second generation Filipino Americans (SGFAs) are more likely than other ethnic groups to be depressed and engage in risk behaviors. I discuss challenges SGFAs face with particular focus on the intersection of colonial mentality and intergenerational family conflict. In-depth interviews were conducted with thirty SGFAs. Narratives revealed evidence of both colonial debt, a form of colonial mentality or sense of gratitude for civilizing their indigenous culture, and family indebtedness to first generation parents. Combined with a strong inclination to assimilate, the weight of this indebtedness has had a detrimental effect on SGFAs emotional well being

A method for calculating transient thrust and flow-rate levels for Mariner type attitude control nitrogen gas jets

The purpose of this report is to define and program the transient pneumatic flow equations necessary to determine, for a given set of conditions (geometry, pressures, temperatures, valve on time, etc.), the total nitrogen impulse and mass flow per pulse for the single pulsing of a Mariner type reaction control assembly valve. The rates of opening and closing of the valves are modeled, and electrical pulse durations from 20 to 100 ms are investigated. In developing the transient flow analysis, maximum use was made of the steady-state analysis. The impulse results are also compared to an equivalent square-wave impulse for both the Mariner Mars 1971 (MM'71) and Mariner Mars 1964 (MM'64) systems. It is demonstrated that, whereas in the MM'64 system, the actual impulse was as much as 56 percent higher than an assumed impulse (which is the product of the steady-state thrust and value on time i.e., the square wave), in the MM'71 system, these two values were in error in the same direction by only approximately 4 percent because of the larger nozzle areas and shorter valve stroke used

Epsilon-Near-Zero Al-Doped ZnO for Ultrafast Switching at Telecom Wavelengths: Outpacing the Traditional Amplitude-Bandwidth Trade-Off

Transparent conducting oxides have recently gained great attention as CMOS-compatible materials for applications in nanophotonics due to their low optical loss, metal-like behavior, versatile/tailorable optical properties, and established fabrication procedures. In particular, aluminum doped zinc oxide (AZO) is very attractive because its dielectric permittivity can be engineered over a broad range in the near infrared and infrared. However, despite all these beneficial features, the slow (> 100 ps) electron-hole recombination time typical of these compounds still represents a fundamental limitation impeding ultrafast optical modulation. Here we report the first epsilon-near-zero AZO thin films which simultaneously exhibit ultra-fast carrier dynamics (excitation and recombination time below 1 ps) and an outstanding reflectance modulation up to 40% for very low pump fluence levels (< 4 mJ/cm2) at the telecom wavelength of 1.3 {\mu}m. The unique properties of the demonstrated AZO thin films are the result of a low temperature fabrication procedure promoting oxygen vacancies and an ultra-high carrier concentration. As a proof-of-concept, an all-optical AZO-based plasmonic modulator achieving 3 dB modulation in 7.5 {\mu}m and operating at THz frequencies is numerically demonstrated. Our results overcome the traditional "modulation depth vs. speed" trade-off by at least an order of magnitude, placing AZO among the most promising compounds for tunable/switchable nanophotonics.Comment: 14 pages, 9 figures, 1 tabl

Solar electric propulsion system tests

Design and performance of solar-powered electric propulsion system for interplanetary space exploratio

The cooperative learning: Understanding and increasing the knowledge of the facilities design without a professor extra effort

[EN] Lecturing has been prevailing in higher education. This teaching and learning model hinders the understanding of fundamental concepts in practical courses. The cooperative learning allows an improvement in the student’s achievements, attitudes and persistence. The main goal of this work is to implement the cooperative learning in the teaching of the design of industrial facilities. This methodology aims to solve part of the problems of recently graduate students when they undertake engineering projects lacking knowledge. Finally, the results of an end-of-course satisfaction survey, conducted to assess this experience, are also presented.The authors gratefully acknowledge the financial support provided by the Servicio de Orientación y Formación Docente (Guidance and Teacher Education Service) from University of Extremadura under the context of actions for the Consolidation of the European Higher Education at the University of Extremadura.Ferrera, C.; Fernández, J.; Marcos, A. (2014). The cooperative learning: Understanding and increasing the knowledge of the facilities design without a professor extra effort. Multidisciplinary Journal for Education, Social and Technological Sciences. 1(2):1-18. doi:http://dx.doi.org/10.4995/muse.2014.3262.SWORD11812Aubert, A., Flecha, A., García, C., Flecha, R. and Racionero, S. (2008). Aprendizaje dialógico en la sociedad de la Información. Barcelona. Ed. Hipatia.Aubert, A., Medina, A. and Sánchez, M., (2000). De las agrupaciones flexibles a los grupos interactivos. VIII Conferencia de sociología de la educación, Madrid, Espa-a.Castells M., Flecha, R., Freire, P., Giroux, H., Macedo, D. and Willis, P. (1994). Nuevas perspectivas críticas en educación. Ed Paredes.Chickering, A. W. and Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. Wingspread Journal.Dale, E. (1946). Audio-visual methods in teaching. New York: The Dryden Press.Downing, C. E. and Liu, C. (2012). Getting Students to Teach Each Other: Doing More with Less in IS Education Journal of Information Technology and Application in Education Vol. 1 Iss. 4, 195-206.Flecha, R., Lloret, C. and García, J. M. (1977). Transformemos la escuela. Ed. Renacimiento.Flecha, R. (1997). Compartiendo palabras. El aprendizaje de las personas a través del diálogo. Ed. Paidós Ibérica.Lewis, K. G. (1994) Teaching Large Classes (How to Do It Well and Remain Sane), Chapter 25 in Handbook of College Teaching, edited by K.W. Prichard and R.McL. Sawyer. Westport, Conn.: Greenwood Press.Luzuriaga, L. (1977). Historia de la educación y la pedagogía. Ed. Losada.Mazur, E. (1992). Qualitative vs. Quantitative Thinking: Are We Teaching the Right Thin?", Optics and Photonics News.Mazur, E., & Hilborn, R. C. (1997). Peer Instruction: A User’s Manual. Physics Today, 50(4), 68-69. doi:10.1063/1.881735Michaelsen, L. K., (1983). Team Learning in Large Classes. Chapter 2 in Learning in Groups, New Directions for Teaching and Learning series, 14. San Francisco: Jossey-Bass.Michaelsen, L. K., Knight, A. B. and Fink, L. D. (2003). Preface. In L. K. Michaelsen, A. B. Knight, & L. D. Fink (Eds.), Team-based learning: A transformative use of small groups, (pp. vii-xi). Westport, CT: Praeger.Nyquist, J. D., Abbott, R. D., Wulff, D. H. and Sprague, J. (1991). Preparing the Professorate of Tomorrow to Teach: Selected Readings in TA Training. Kendall/Hunt.Paris, S. G. and Turner, J. C. (1994). Situated motivation. In P. R. Pintrich, D. R. Brown, & C. E. Weinstein (Eds.), Student motivation, cognition, and learning: Essays in honor of Wilbert J. McKeachie (pp. 213-238). Hillsdale, NJ: Erlbaum.Saye. D. (1997). An alternative technique for teaching mathematics: students teach. Proceddings of the 23rd AMATYC Annual Conference Atlanta, USA.Sheetz, L. P. (1995). Recruiting trends: 1995-1996. East Lansing, MI: Collegiate Employment Research Institute, Michigan State University.Smith, F. (1998). The book of learning and forgetting. New York: Teachers College Press.Stanly, C. and Porter, M. E. (2002). Engaging Large Classes: Strategies and Techniques for College Faculty . Onker Publishing.Sugata, M., Dangwal, R., Chatterjee, S., Jha, S., Bisht R. S. and Kapur, P. (2005). Acquisition of Computer Literacy on Shared Public Computers: Children and the "Hole in the wall". Australasian Journal of Educational Technology, 21(3), 407-426.Redish, E. F. (2003). Teaching physics with the physics suite. John Wiley & Sons.Weimer, M. (2002). Learner-centered teaching: Five key changes to practice. San Francisco: Jossey-Bass.Winchester-Seeto, T. (2002). Assesment of collaborative work-collaboration versus assesment. Invited paper. Annual Uniserve Science Symposium. University of Sydney. Australia