Singular values of some modular functions

We study the properties of special values of the modular functions obtained from Weierstrass P-function at imaginary quadratic points.Comment: 19 pages,corrected typo

Redescription of Anaschisma (Temnospondyli: Metoposauridae) from the Late Triassic of Wyoming and the phylogeny of the Metoposauridae

Metoposaurids are non-marine temnospondyls that are among the most common constituents of Late Triassic deposits, but despite their abundance, the evolutionary relationships of the group are poorly resolved and have not been fully addressed with modern phylogenetic methods. The genus Anaschisma is one of a number of poorly resolved metoposaurid taxa and was erected to describe two species from the Popo Agie Formation (Carnian) in Wyoming: Anaschisma browni and Anaschisma brachygnatha. Since being named, the genus has been repeatedly synonymized and separated with other taxa in the context of broader revisions of the Metoposauridae. At present, Anaschisma is considered to be an indeterminate metoposaurid. Extensive descriptive work of metoposaurids since the erection of Anaschisma in 1905 and the last taxonomic review of the clade in 1993, including the naming of several new taxa and the reappraisal of several others, has generated a sufficiently detailed database through which to re-evaluate the taxonomy of the Metoposauridae as part of the analysis of phylogenetic relationships of Anaschisma. Here we reappraise and redescribe the holotypes of A. browni and A. brachygnatha to determine their taxonomic status and relationships in the context of an updated and revised metoposaurid phylogenetic framework. Anaschisma browni and Anaschisma brachygnatha are synonymized under the former species, as all previously listed diagnostic differences are compatible with intraspecific variation. Additionally, the well-known Koskinonodon perfectus is found to be a junior synonym of Anaschisma browni, which takes taxonomic precedence given its earlier description. Poor phylogenetic resolution of the Metoposauridae is likely the product of marked morphological conservatism within the clade and limited character sampling, although some patterns of regional clustering are apparent from the analysis

Effects of Sex and Hormonal Implant on Beef Carcass Characteristics and Palatability

A comparison of crossbred bulls, steers and heifers indicated that bulls have heavier carcasses, larger rib eyes and a more desirable yield grade. The USDA quality grade of the bulls was one-third of a grade lower than for the steers and heifers. The sensory and palatability characteristics showed no significant differences among axes. Implanted bulls as compared to non-implanted bulls showed more desirable taste panel scores for tenderness, juiciness and overall panel desirability

Esperance land resource survey

The climate, geology, landforms, soils, native vegetation and land uses of the Esperance agricultural district of Western Australia are described, while the soil landscapes of the survey area of about 336,000 ha, covered by the Esperance and Merivale 1:100,000 topographic map sheets, are described in detail. The survey area represents most of the features and problems of the district, especially those of the Esperance sandplain for more resource information. An appropriate mapping scale was chosen from a preliminary survey of five farms on the Esperance sandplain. The study identifies five major land systems which are divided into map units on the basis of soils and landforms. Other landscape features such as swamps, drainage lines and salt-affected areas are also mapped. The land uses; improved annual pastures (clover and medics), perennial grasses, cereal crops, lupins, perennial legume pastures (lucerne, tagasaste) and pine trees for wind-breaks and/or agroforestry are common or proposed for appropriate situations in the Esperance district. Land qualities important for plant growth, farm management and for soil conservation requirements are identified for each of seven land uses. Data on rainfall zones and climatic hazards were added to the resource information to more closely align the capability ratings with production potential. All the map units identified are classified for the above five-class capability classification. We believe results of the survey will be of value to landholders and agricultural advisers in farm and regional planning

Parental cultural models and resources for understanding mathematical achievement in culturally diverse school settings

This paper proposes that the theoretical concept of cultural models can offer useful insights into parental involvement in their child’s mathematical achievement and the resources they use to go about gaining information in culturally diverse learning settings. This examination takes place within a cultural-developmental framework and draws on the notion of cultural models to explicate parental understandings of their child’s mathematics achievement and what resources are used to make sense of this. Three parental resources are scrutinized: (a) the teacher, (b) examination test results, and (c) constructions of child development. The interviews with 22 parents revealed some ambiguity around the interpretation of these resources by the parent, which was often the result of incongruent cultural models held between the home and the school. The resources mentioned are often perceived as being unambiguous but show themselves instead to be highly interpretive because of the diversity of cultural models in existence in culturally diverse settings. Parents who are in minority or marginalized positions tend to have difficulties in interpreting cultural models held by school, thereby disempowering them to be parentally involved in the way the school would like

Reading Videogames as (authorless) Literature

This article presents the outcomes of research, funded by the Arts and Humanities Research Council in England and informed by work in the fields of new literacy research, gaming studies and the socio-cultural framing of education, for which the videogame L.A. Noire (Rockstar Games, 2011) was studied within the orthodox framing of the English Literature curriculum at A Level (pre-University) and Undergraduate (degree level). There is a plethora of published research into the kinds of literacy practices evident in videogame play, virtual world engagement and related forms of digital reading and writing (Gee, 2003; Juul, 2005; Merchant, Gillen, Marsh and Davies, 2012; Apperley and Walsh, 2012; Bazalgette and Buckingham, 2012) as well as the implications of such for home / school learning (Dowdall, 2006; Jenkins, 2006; Potter, 2012) and for teachers’ own digital lives (Graham, 2012). Such studies have tended to focus on younger children and this research is also distinct from such work in the field in its exploration of the potential for certain kinds of videogame to be understood as 'digital transformations' of conventional ‘schooled’ literature. The outcomes of this project raise implications of such a conception for a further implementation of a ‘reframed’ literacy (Marsh, 2007) within the contemporary curriculum of a traditional and conservative ‘subject’. A mixed methods approach was adopted. Firstly, students contributing to a gamplay blog requiring them to discuss their in-game experience through the ‘language game’ of English Literature, culminating in answering a question constructed with the idioms of the subject’s set text ‘final examination’. Secondly, students taught their teachers to play L.A. Noire, with free choice over the context for this collaboration. Thirdly, participants returned to traditional roles in order to work through a set of study materials provided, designed to reproduce the conventions of the ‘study guide’ for literature education. Interviews were conducted after each phase and the outcomes informed a redrafting of the study materials which are now available online for teachers – this being the ‘practical’ outcome of the research (Berger and McDougall, 2012). In the act of inserting the study of L.A. Noire into the English Literature curriculum as currently framed, this research moves, through a practical ‘implementation’ beyond longstanding debates around narratology and ludology (Frasca, 2003; Juul, 2005) in the field of game studies (Leaning, 2012) through a direct connection to new literacy studies and raises epistemological questions about ‘subject identity’, informed by Bernstein (1996) and Bourdieu (1986) and the implications for digital transformations of texts for both ideas about cultural value in schooled literacy (Kendall and McDougall, 2011) and the politics of ‘expertise’ in pedagogic relations (Ranciere, 2009, Bennett, Kendall and McDougall, 2012a)

Contrôle et lutte contre la fraude du patient européen

Il est des chiffres qui donnent le vertige. Incontestablement, ceux concernant les pertes dues à la fraude et la corruption en matière de soins en font partie. Certaines estimations font en effet état de 56 milliards d'euros perdus annuellement en Europe, ce qui représente près de 80 millions de perte chaque jour et plus de 5% de l'ensemble des budgets nationaux consacrés à la santé (Gee et alii, 2010)

Closing in on the picture : analyzing interactions in video recordings

This paper provides a detailed account of the processing and analysing of data, obtained through video recording during reflective practitioner research. It sets out five stages in the analysis of video recordings of classroom interactions during a series of educational drama lessons: from decisions relating to the selection of data for close analysis, to the seeking of themes, and finally to the presentation of conclusions. The researcher adapted and synthesised several processes derived from discourse analysis (Wells, 2001; Spiers, 2004; Gee, 2005) to produce a range of instruments for use in transcription and analysis of verbal and non-verbal discourse. These include: a simple transcription key; classifications for verbal and non-verbal discourse; and a template for a transcription and analysis matrix

Beyond deficit-based models of learners' cognition: Interpreting engineering students' difficulties with sense-making in terms of fine-grained epistemological and conceptual dynamics

Researchers have argued against deficit-based explanations of students' troubles with mathematical sense-making, pointing instead to factors such as epistemology: students' beliefs about knowledge and learning can hinder them from activating and integrating productive knowledge they have. In this case study of an engineering major solving problems (about content from his introductory physics course) during a clinical interview, we show that "Jim" has all the mathematical and conceptual knowledge he would need to solve a hydrostatic pressure problem that we posed to him. But he reaches and sticks with an incorrect answer that violates common sense. We argue that his lack of mathematical sense-making-specifically, translating and reconciling between mathematical and everyday/common-sense reasoning-stems in part from his epistemological views, i.e., his views about the nature of knowledge and learning. He regards mathematical equations as much more trustworthy than everyday reasoning, and he does not view mathematical equations as expressing meaning that tractably connects to common sense. For these reasons, he does not view reconciling between common sense and mathematical formalism as either necessary or plausible to accomplish. We, however, avoid a potential "deficit trap"-substituting an epistemological deficit for a concepts/skills deficit-by incorporating multiple, context-dependent epistemological stances into Jim's cognitive dynamics. We argue that Jim's epistemological stance contains productive seeds that instructors could build upon to support Jim's mathematical sense-making: He does see common-sense as connected to formalism (though not always tractably so) and in some circumstances this connection is both salient and valued.Comment: Submitted to the Journal of Engineering Educatio