On a nonlinear theory of elastic shells

Nonlinear theory of elastic shells with deformation gradient

New Algorithms for Computing a Single Component of the Discrete Fourier Transform

This paper introduces the theory and hardware implementation of two new algorithms for computing a single component of the discrete Fourier transform. In terms of multiplicative complexity, both algorithms are more efficient, in general, than the well known Goertzel Algorithm.Comment: 4 pages, 3 figures, 1 table. In: 10th International Symposium on Communication Theory and Applications, Ambleside, U

De Branges spaces and Krein's theory of entire operators

This work presents a contemporary treatment of Krein's entire operators with deficiency indices $(1,1)$ and de Branges' Hilbert spaces of entire functions. Each of these theories played a central role in the research of both renown mathematicians. Remarkably, entire operators and de Branges spaces are intimately connected and the interplay between them has had an impact in both spectral theory and the theory of functions. This work exhibits the interrelation between Krein's and de Branges' theories by means of a functional model and discusses recent developments, giving illustrations of the main objects and applications to the spectral theory of difference and differential operators.Comment: 37 pages, no figures. The abstract was extended. Typographical errors were corrected. The bibliography style was change

Contexts for questioning: Two zones of teaching and learning in undergraduate science

This is the author's accepted manuscript. The final published article is available from the link below. Copyright @ Springer Science+Business Media B.V. 2012.Higher education institutions are currently undertaking a challenging process in moving from teacher-orientated to student-focused approaches. Students’ ability to asking questions is fundamental to developing critical reasoning, and to the process of scientific enquiry itself. Our premise is that questioning competences should become a central focus of current reforms in higher education. This study, part of a broader naturalistic research project, aims at developing a theoretical framework for conceptualizing different contexts for questioning, illustrating the application of the proposed framework (contextual questioning zones) and reflecting about some of the dimensions of teaching and learning, for overcoming some of the challenges that higher education institutions are facing presently. The discussion of two ‘opposite’ contexts of enquiry is based on qualitative data, gathered through close collaboration with four teachers of undergraduate biology at a Portuguese university. These teachers were observed during their ‘daily activity’ during an academic year. Data was also gathered by interviewing these teachers and 8 selected students, at the end of the year, and used to sustain the argumentation. The paper concludes with some reflections and suggestions to promote authentic enquiry-based learning experiences.Portuguese Fundação para a Ciência e a Tecnologi