Equivalence of Scales and Inequality (published in Income Inequality Measurement:From Theory to Practice, J Silber (ed), Dewenter: Kluver (1999)

Instead of Inequality analysis sometimes neglects the problem of allowing differences in people's non-income characteristics in the comparison of income distribution, I would say, At the heart of any distributional analysis there is the problem of allowing for differences in people's non-income characteristics. We examine the role of standard equivalence scales in distributional comparisons and the welfare implications of the basis for constructing equivalence scales. We consider the use of alternative approaches that do not require the specification of a single scale and implement one of these in a practical comparison of Spain and the UK.Inequality, social welfare, equivalence scales

Shear induced breaking of large internal solitary waves

The stability properties of 24 experimentally generated internal solitary waves (ISWs) of extremely large amplitude, all with minimum Richardson number less than 1/4, are investigated. The study is supplemented by fully nonlinear calculations in a three-layer fluid. The waves move along a linearly stratified pycnocline (depth h2) sandwiched between a thin upper layer (depth h1) and a deep lower layer (depth h3), both homogeneous. In particular, the wave-induced velocity profile through the pycnocline is measured by particle image velocimetry (PIV) and obtained in computation. Breaking ISWs were found to have amplitudes (a1) in the range a1>2.24 √h1h2(1+h2/h1), while stable waves were on or below this limit. Breaking ISWs were investigated for 0.27 0.86 and stable waves for Lx/λ < 0.86. The results show a sort of threshold-like behaviour in terms of Lx/λ. The results demonstrate that the breaking threshold of Lx/λ = 0.86 was sharper than one based on a minimum Richardson number and reveal that the Richardson number was found to become almost antisymmetric across relatively thick pycnoclines, with the minimum occurring towards the top part of the pycnoclinePostprintPeer reviewe

Response Of Soil Nitrification To The Veterinary Pharmaceuticals Monensin, Ivermectin And Zinc Bacitracin

Pharmaceutical residues can reach agricultural land through amendment with animal or human waste. Since 2010, a series of replicated plots received annual applications of ivermectin, monensin and zinc bacitracin, either singly or in a mixture, at 0.1 mg/kg and 10 mg/kg concentrations. I collected soil samples before and after the fourth annual application of pharmaceuticals and assayed them for functional changes and amoA gene abundance, a gene needed for ammonia oxidation. In 2013, I exposed the soils to 100 mg/kg in a laboratory experiment which resulted in acceleration of nitrification. Under 10 mg/kg treatments in the field the abundance of ammonia-oxidizing bacteria was suppressed, while ammonia-oxidizing archaea increased, suggesting that bacteria are more sensitive to these pharmaceuticals, and that archaea can expand to occupy the partially vacated niche. None of the pharmaceuticals at the guideline level of 0.1 mg/kg had any effect on soil function or ammonia oxidizing organisms

Pediatric AIDS

Egypt J Pediatr Allergy Immunol 2004; 2(1): 2-

USING BORDERLANDS LITERATURE TO INCREASE INTEREST IN LITERACY IN THE HERITAGE LANGUAGE: TEACHER RESEARCH WITH LATINO/A TEENAGE STUDENTS

This ethnographic action research documents my reflective practices as a teacher of Spanish for Heritage Speakers as I worked to engage my Latino/a students in literacy. In pursuit of this goal, I used borderlands literary topics, which deal with the dual experience of the immigrant or child of immigrants who lives a bicultural and bilingual existence, to guide students to explore their linguistic and cultural identities. I used several strategies to engage students, including independent reading, discussions of class readings, projects, movies and writing assignments. Throughout the process, I sought to acknowledge students' agency and draw on their perspectives, seeking their input and making use of reading topics that addressed the issues of socio-economic marginalization with which many students identified. As I lacked previous experience teaching Spanish for Heritage Speakers classes, I also sought the professional advice of five teachers who were veterans of the course. My experience suggests a connection between identity exploration and interest in reading in the Latino/a teenager, a finding with implication for how to engage the Latino/a student in literacy. My experience also sheds light on the roles played by the teacher of Latino students and the curriculum, as well as on the use of ethnographic action research as a way to become culturally responsive. This research adds to the body of knowledge about the experiences of 1.5 and 2nd generation students, including students of dual Latin American heritage, and emphasizes the heterogeneity within the Latino/a culture