Aggregates of two-dimensional vesicles: Rouleaux and sheets

Using both numerical and variational minimization of the bending and adhesion energy of two-dimensional lipid vesicles, we study their aggregation, and we find that the stable aggregates include an infinite number of vesicles and that they arrange either in a columnar or in a sheet-like structure. We calculate the stability diagram and we discuss the modes of transformation between the two types of aggregates, showing that they include disintegration as well as intercalation.Comment: 4 figure

Cotton research and development: 1920-2004

A research paper on cotton research and development in Zimbabwe during the period 1920-2004.Cotton production occupies a special niche in Zimbabwe’s agriculture. Cotton is a major cash crop and a source of rural employment. Furthermore, smallholders growing cotton have improved their housing, mechanized some of their farming operations and have invested in local business centres. Vaughan-Evans (1990) believes that cotton instills discipline in farmers because of its stringent husbandry requirements. The crop has also promoted infrastructural development in rural areas by the various players in the cotton industries, such as agro-chemical, fertilizer and cotton marketing companies

Enhancing Small Group Teaching in Plant Sciences: A Research and Development Project in Higher Education

The Department of Plant Sciences at the University of Cambridge uses a range of learning and teaching environments including lectures, practical laboratories and small group tutorials'. Under the auspices of the Cambridge-MIT Institute's Pedagogy Programme, a two-year research and development project concerned with the development of small-group teaching is being undertaken. The research element of this project endeavours to illuminate current practice and identify areas in which evidence-based development might take place. The development element will include professional development activities and the production of curriculum resources including appropriate online material. This is a multi-method study including a series of student questionnaires; focus groups of students; semi-structured interviews with staff members; and the collection of video of small group teaching. In this paper we report selected findings from the 'student data' of the first year of this project.The questionnaire, conducted with two cohorts of students (2nd and 3rd year Undergraduates), used a double-scale questionnaire in which students were asked to report both on the prevalence of a range of teaching and learning practices and on how valuable these were in supporting their learning. This type of questionnaire instrument is particularly appropriate because the data it generates is suggestive of areas for changes in practice. The gaps between 'practices' and 'values' (across both cohorts) suggested that students valued activities which improved their understanding of how elements of the course were interrelated; which related course content to 'authentic' examples; and those in which teachers made explicit the characteristics of 'high quality' student work. Small group teaching, in the view of most students, was best used to extend and explore concepts introduced in lectures rather than simply reinforcing them or assessing student understanding.Data gathered through focus group activities illuminated the questionnaire data, providing detailed accounts of how students managed their own learning, and the roles played in this by lectures, small group teaching and other resources. Students identified the processes of planning and writing essays as key learning activities during which they integrated diverse course content and reflected on problematic knowledge. Questionnaire and focus group data suggested that students had less clear views regarding the value of collaborative learning, peer-assessment or activities such as making presentations to other students. When students talked in positive terms about these activities, they often referred to the learning benefits of preparation for the tasks rather than of the collaborative activities themselves. These views may provide indications of potential barriers to changes in learning and teaching environments, and suggest that any such changes may have to be carefully justified to students in terms of benefits to their own learning. Many of our findings are broadly in accord with other work on teaching and learning in Higher Education settings (such as the 'Oxford Learning Context Project' and the 'Enhancing Teaching-Learning Environments in Undergraduate Courses' Project) in that 'deep learning' and 'authenticity' in learning activities are valued by students, and that the introduction of specific formative practices (such as sharing notions of 'quality') would be welcomed. At the same time, amongst the students in our sample, a view of learning as an individual process of 'learning-as-acquisition' predominates over a view that it is a social process of 'learning-as-participation', and this will inform the planning of the 'development' aspect of the project. We conclude with a discussion of how the approach we have used might be more widely applied both within and beyond the Cambridge-MIT partnership. We also identify potential affordances of, and barriers to, the development of research-informed teaching in Higher Education

Mediatization of Emotion on Social Media: Forms and Norms in Digital Mourning Practices

This article provides the theoretical background for this Special Issue which explores the mediatization of emotion on social media as attested in different digital mourning practices. The overview discusses the affective and emotional turn alongside the mediatic turn in relation to key trends and foci in the study of affect/emotion. Our discussion points to a shift in conceptualizations of affect/emotion from mediated to mediatized practice, embedded in other social practices and subject to media and social media logics, affordances, and frames, which are worthy of empirical investigation. The article also presents key insights offered in the four articles of this Special Issue and foregrounds current and future directions in the study of mediatization, emotional sharing, and digital mourning practices

Viscoelastic properties of green wood across the grain measured by harmonic tests in the range of 0\degree C to 95\degree C. Hardwood vs. softwood and normal wood vs. reaction wood

The viscoelastic properties of wood have been investigated with a dynamic mechanical analyser (DMA) specifically conceived for wooden materials, the WAVET device (environmental vibration analyser for wood). Measurements were carried out on four wood species in the temperature range of 0\degree C to 100\degree C at frequencies varying between 5 mHz and 10 Hz. Wood samples were tested in water-saturated conditions, in radial and tangential directions. As expected, the radial direction always revealed a higher storage modulus than the tangential direction. Great differences were also observed in the loss factor. The tan\delta peak and the internal friction are higher in tangential direction than in radial direction. This behaviour is attributed to the fact that anatomical elements act depending on the direction. Viscoelastic behaviour of reaction wood differs from that of normal or opposite wood. Compression wood of spruce, which has higher lignin content, is denser and stiffer in transverse directions than normal wood, and has lower softening temperature (Tg). In tension wood, the G-layer is weakly attached to the rest of the wall layers. This may explain why the storage modulus and the softening temperature of tension wood are lower than those for the opposite wood. In this work, we also point out that the time-temperature equivalence fits only around the transition region, i.e. between Tg and Tg + 30\degree C. Apart from these regions, the wood response combines the effect of all constitutive polymers, so that the equivalence is not valid anymore

Reducing Energy Use and Carbon Emissions: A Critical Assessment of Small-Group Interventions

Motivating individuals to decrease the environmental impact of their lifestyles could play an important role in reducing energy use and meeting carbon reduction commitments in developed countries. Few approaches which encourage voluntary changes in behaviour result in substantial reductions in energy use, however, particularly over the longer term. An exception to this general trend is small-group interventions which use group participation and which target collections of behaviours including energy use. Through a critical examination of published data this paper considers the energy and carbon emission reductions achieved by such initiatives, the durability of those reductions, and the common elements which may contribute to their success. Participants in small-group interventions reduced their energy use and carbon emissions by approximately 20% within a year. There is also some evidence that these reductions were lasting and that participants continued to make changes to their lifestyles after the end of the intervention. The reasonable person model (RPM) is proposed as a useful framework for understanding the success of these small-group interventions. Examination of small-group interventions suggests that they provide settings which are supportive of informational needs, and that this may be important to their success in promoting substantial and durable decreases in energy use