Biodiversity beyond species census: assessing organisms' traits and functional attributes using computer vision

César Herrera studied the functions of intertidal crabs in estuarine mudflats in Townsville. He developed a novel workflow and software that use computer vision to monitor crab movement and behaviour. His analytical framework is more effective than traditional sampling techniques, and it will help ecologists to gather more and better ecological information on crabs

Leveraging DL Parent\u27s Knowledge: Parents as Partners in Waiting

This study explored the perspective on dual language programs of parents of bilingual children. A survey was conducted to answer the following research question: What are the implications of parent perspectives of language within a preschool setting? Our focus was trying to find what the parental point of view and knowledge was on dual language programs. The survey was taken through an urban center that aims to improve their community for people of diverse ethnic backgrounds in the Midwest, with an emphasis on the Latino community. This helps us have an authentic and first-hand insight on the impact of dual language programs on the Hispanic/ bilingual community. This community center aids minorities and underrepresented communities and is preparing to begin a dual language program the survey was answered by parents of potential students. Survey results provided an understanding of parent perspectives on Dual language by giving us an idea of how much they know about Dual Language programs and how they implement languages at home. The survey included questions on topics on knowledge of education, their own child, language, culture and identity, and fundamentals of knowledge. Among key findings of the research are the following: (a)56% percent of the children enrolled grew up learning 2 languages, (b)most of these children were introduced to a second language at the age of 3, and (c) over half of the surveyed consider their family bicultural. The level of parental involvement and understanding of a dual language program and how bilingual education works is critical to the effectiveness of an Early Childhood Dual Language Program in order to build a connection between a child and the parent as well as building confidence in bilingual students to develop languages successfully

Key polynomials for simple extensions of valued fields

Let $\iota:K\hookrightarrow L\cong K(x)$ be a simple transcendental extension of valued fields, where $K$ is equipped with a valuation $\nu$ of rank 1. That is, we assume given a rank 1 valuation $\nu$ of $K$ and its extension $\nu'$ to $L$. Let $(R_\nu,M_\nu,k_\nu)$ denote the valuation ring of $\nu$. The purpose of this paper is to present a refined version of MacLane's theory of key polynomials, similar to those considered by M. Vaqui\'e, and reminiscent of related objects studied by Abhyankar and Moh (approximate roots) and T.C. Kuo. Namely, we associate to $\iota$ a countable well ordered set $$\mathbf{Q}=\{Q_i\}_{i\in\Lambda}\subset K[x];$$ the $Q_i$ are called {\bf key polynomials}. Key polynomials $Q_i$ which have no immediate predecessor are called {\bf limit key polynomials}. Let $\beta_i=\nu'(Q_i)$. We give an explicit description of the limit key polynomials (which may be viewed as a generalization of the Artin--Schreier polynomials). We also give an upper bound on the order type of the set of key polynomials. Namely, we show that if $\operatorname{char}\ k_\nu=0$ then the set of key polynomials has order type at most $\omega$, while in the case $\operatorname{char}\ k_\nu=p>0$ this order type is bounded above by $\omega\times\omega$, where $\omega$ stands for the first infinite ordinal.Comment: arXiv admin note: substantial text overlap with arXiv:math/060519

Monomial discrete valuations in k[[X]]

Let v be a rank m discrete valuation of k[[X1,...,Xn]] with dimension n-m. We prove that there exists an inmediate extension L of K where the valuation is monomial. Therefore we compute explicitly the residue field of the valuation

Miedo y habilidades sociales en el contexto pluricultural de Ceuta

Este trabajo tiene como objetivo fundamental conocer los tipos, niveles y relaciones del Miedo y las Habilidades Sociales del alumnado de la ciudad de Ceuta. Se contó con 1186 participantes, de 9 centros educativos distintos, que reflejan la pluriculturalidad de la ciudad; de los cuales, el 57’8% son niñas y el 42’2% varones, y el 58’9% de cultura/ religión musulmana y el 41’1% cristianos. Como instrumentos de evaluación se emplearon la adaptación de Ascensio, Vila, Robles-García, Páez, Fresán y Vázquez (2012) del Inventario de Miedo para Niños (FSSC-II) y la de Matesanz (2006) del Inventario de Temores (FSS), junto con la EHS (Escala de Habilidades Sociales, Gismero, 2000). Los resultados reflejan niveles medios de Miedo y medio-altos en las Habilidades Sociales, influyendo en ellas las sociodemográficas de edad, sexo, cultura/religión y estatus socio-económico-cultural. Existe relación entre Miedo y las Habilidades Sociales, aumentado estas últimas a medida que descienden las puntuaciones en Miedo.The main objective of this paper is to reflect the types and levels of Fear and Social Skills, and the influence over each other, of students in the city of Ceuta. We focused on 1186 participants from 9 different educational institutions; 42.2% are boys and 57.8% girls; 58.9% are Muslims and 41.1% Christians. The techniques used in this survey are Fear Survey Schedule for Children (FSSC-II), adapted for its use in the Spanish language by Ascensio, et al. (2012),the Matesanz, (2006) adaptation of Fear Survey Schedule, as well as the EHS (Gismero, 2000).The results show medium levels on Fear and medium-high levels on Social Skills, and they are influenced by the sociodemographic factors of age, gender, customs/religion and socioeconomic and cultural. We have also found a relationship between Fear and Social Skills

Influence of fear in academic achievement of the teenager: the pluricultural context of Ceuta

Este trabajo tiene como objetivo conocer los tipos y relaciones del Miedo y el Rendimiento Académico (RA) en alumnado, de 12 a 18 años, en la ciudad de Ceuta. Se contó con 557 participantes, que reflejan las características de un contexto pluricultural. El 54.2% fueron chicas, el 45.8% varones, el 64.5% musulmanes, el 35.5% cristianos. Como instrumentos de evaluación se han empleado la adaptación de Ascensio, Vila, Robles-García, Páez, Fresán y Vázquez (2012) del Inventario de Miedo para Niños (FSSC-II) y las calificaciones de los alumnos. Se reflejan niveles medio-bajos de miedo y medios en RA, influyendo en ellos las sociodemográficas de edad y cultura/religión. El género sólo influye en el Miedo y el estatus en el RA. Se obtuvo relación estadísticamente significativa entre Miedo y RA.We want to reflect the types of Fear and Academic Achievement (AA), and the influence over each other, of teenagers from 12 to 18 in Ceuta. We focused on 557 participants that reflect multicultural features; 45.8% are boys, 54.2% girls; 64.5% are Muslims and 35.5% Christians. The techniques used in this survey are FSSC-II (Ascensio et al., 2012), as well as the children's grades. The results show mid-low levels on Fear and medium in Achievement. They are influenced in a very different way by the sociodemographic factors of age and customs/religion. The gender factor only affects the fear variable and socioeconomic and cultural on Achievement. We have also found a statistically significant relationship between Fear and Academic Achievement

Gender differences over initial a validation of a test under construction to asses Emotional Intelligence at a sample of students from Secondary Education

El objetivo fue elaborar un cuestionario para evaluar la Inteligencia Emocional (IE) destinado a una muestra juvenil. Se contó con una muestra de 557 participantes. Como instrumentos de evaluación se emplearon un test elaborado para la evaluación de la IE, junto con una adaptación propia de la EHS (Gismero, 2000). Los resultados obtenidos reflejan niveles de fiabilidad aceptables. Las dimensiones esperadas fueron diferentes para ambos géneros, apareciendo intercorrelaciones positivas entre los totales y las dimensiones que lo conforman. Este cuestionario se muestra como instrumento adecuado para evaluar estas capacidades en la población juvenil, siendo más indicado aplicar el análisis a ambos géneros por separadoThe objective of this paper is to develop a questionnaire to assess Emotional Intelligence (EI), aimed at a sample of students from Secondary Education..We focused on 557.The techniques used in this survey are a test developed to assess EI in teenagers and a similar adaptation of EHS (Gismero, 2000). The results show high levels of reliability for both genders. The dimensions are different (4 girls and 5 boys) for both genders. There are positive correlations between totals and the dimensions that make them. We found significant correlations between the two scales. Therefore this questionnaire is an appropriate tool to evaluate these capabilities after making some modifications in future works. It is more appropriate to apply the analysis separatel