Proper maps and involutions of unit balls in Euclidean Levi-flat spaces

As models of strictly pseudoconvex domains, we consider holomorphic functions on the unit ball \ball{n}=\{z\in\C^n:|z|<1\}. In particular, we focus on proper holomorphic maps \ball{n}\to\ball{N}. In the equidimensional case $N=n$, proper holomorphic maps are automorphisms. We discuss the parameters associated to automorphisms, and more generally involutions and their higher-order analogues.We then define the mixed spaces \ball{n,k}=\{(z,s)\in\C^n\times\R^k:|z|^2+|s|^2<1\}, and address similar questions regarding proper maps, automorphisms, and involutions in the new setting. In particular, we show how to recover the parameters that determine an automorphism of \ball{n,k} using the germ at $z=0$. We also specify necessary conditions on involutions in both the \ball{n} and \ball{n,k} settings

Production of Acquired Immunodeficiency Syndrome-Associated Retrovirus in Human and Nonhuman Cells Transfected with an Infectious Molecular Clone

We constructed an infectious molecular clone of acquired immunodeficiency syndrome-associated retrovirus. Upon transfection, this clone directed the production of infectious virus particles in a wide variety of cells in addition to human T4 cells. The progeny, infectious virions, were synthesized in mouse, mink, monkey, and several human non-T cell lines, indicating the absence of any intracellular obstacle to viral RNA or protein production or assembly. During the course of these studies, a human colon carcinoma cell line, exquisitely sensitive to DNA transfection, was identified

Evaluation of the quality of Science Education programmes that use Web 2.0 tools – an Anglo-Portuguese Research Project

"Uma das exigências do século XXI é a flexibilidade e a transparência no Ensino Superior Europeu quanto à organização, ao currículo, às metodologias de ensino e às aprendizagens dos estudantes. A evolução das tecnologias da informação e comunicação (TIC) e a sua crescente acessibilidade levou várias instituições do Ensino Superior a adoptar abordagens de ensino construtivistas de ensino, no qual os estudantes devem estar activamente envolvidos no processo de aprendizagem. Este trabalho faz parte de um projecto de investigação Luso-Britânico, que envolve a Universidade de Aveiro (Portugal) e a Bradford College University Centre (Reino Unido), onde a equipa trabalhou colaborativamente na identificação de critérios de avaliação das práticas de ensino e aprendizagem que integram as tecnologias da Web 2.0 no processo de ensino e de aprendizagem das Ciências. O trabalho implicou a concepção, implementação e avaliação de um instrumento de recolha de dados, um questionário, que foi aplicado aos estudantes no final dos dois programas de formação de professores do 1º Ciclo do Ensino Básico (inicial e prós-graduada em Bradford e Aveiro respectivamente). Pretende-se apresentar alguns resultados preliminares relacionados com a avaliação da qualidade de programas de formação de professores que promovem metodologias inovadoras para o desenvolvimento profissional dos estudantes/professores.--Palavras-chave: Avaliação de programas de formação, desenvolvimento profissional de professores, educação inovadora, ferramentas Web 2.0. ABSTRACT:Two of the 21st-century requirements are flexibility and transparency in European Higher Education as far as organisation, curriculum, teaching and learning methodologies are concerned. The evolution of Information and communication technologies (ICT) and its increasing accessibility have led several European Higher Education institutions to adopt constructivist approaches to teaching and learning, whereby students should be actively involved in their learning. This work is part of an Anglo-Portuguese research project, involving the University of Aveiro (Portugal) and Bradford College University Centre (UK) where the team worked collaboratively on the identification of evaluation criteria to assess teaching practices, which use Web 2.0 technologies on primary teacher education programmes. This was achieved by means of the conception, implementation and validation of a data collection instrument, a questionnaire, which was applied to trainee teachers and in-service primary teachers (Bradford and Aveiro respectively) at the end of their programmes. This paper will focus on some of the preliminary results concerning valuable insights related to the evaluation of the quality of Science Education programmes, which use pioneering methodologies for the professional development of trainee teachers and in-service primary teachers.--Keywords: evaluation of training programmes, innovative education, teacher professional development, Web 2.0 tools. --Para citar este texto:Pombo, L., Guerra, C., Moreira, A., Smith, M., Hoath, L., &amp; Howard, D. (2011). Evaluation of the quality of Science Education programmes that use Web 2.0 tools – an Anglo-Portuguese Research Project. Educação, Formação &amp; Tecnologias, n.º extra, Abril de 2011, 28-36. http://eft.educom.pt.

Unpacking the intertemporal impact of self-regulation in a blended mathematics environment

With the arrival of fine-grained log-data and the emergence of learning analytics, there may be new avenues to explore how Self-Regulated Learning (SRL) can provide a lens to how students learn in blended and online environments. In particular, recent research has found that the notion of time may be an essential but complex concept through which students make (un)conscious and self-regulated decisions as to when, what, and how to study. This study explored distinct clusters of behavioural engagement in an online e-tutorial called Sowiso at different time points (before tutorials, before quizzes, before exams), and their associations with self-regulated learning strategies, epistemic learning emotions, activity learning emotions, and academic performance. Using a cluster analysis on trace data of 1035 students practicing 429 online exercises in Sowiso, we identified four distinct cluster of students (e.g. early mastery, strategic, exam-driven, and inactive). Further analyses revealed significant differences between these four clusters in their academic performance, step-wise cognitive processing strategies, external self-regulation strategies, epistemic learning emotions and activity learning emotions. Our findings took a step forward towards personalised and actionable feedback in learning analytics by recognizing the complexity of how and when students engage in learning activities over time, and supporting educators to design early and theoretically informed interventions based on learning dispositions

Genetic erosion impedes adaptive responses to stressful environments

Biodiversity is increasingly subjected to human-induced changes of the environment. To persist, populations continually have to adapt to these often stressful changes including pollution and climate change. Genetic erosion in small populations, owing to fragmentation of natural habitats, is expected to obstruct such adaptive responses: (i) genetic drift will cause a decrease in the level of adaptive genetic variation, thereby limiting evolutionary responses; (ii) inbreeding and the concomitant inbreeding depression will reduce individual fitness and, consequently, the tolerance of populations to environmental stress. Importantly, inbreeding generally increases the sensitivity of a population to stress, thereby increasing the amount of inbreeding depression. As adaptation to stress is most often accompanied by increased mortality (cost of selection), the increase in the ‘cost of inbreeding’ under stress is expected to severely hamper evolutionary adaptive processes. Inbreeding thus plays a pivotal role in this process and is expected to limit the probability of genetically eroded populations to successfully adapt to stressful environmental conditions. Consequently, the dynamics of small fragmented populations may differ considerably from large nonfragmented populations. The resilience of fragmented populations to changing and deteriorating environments is expected to be greatly decreased. Alleviating inbreeding depression, therefore, is crucial to ensure population persistence

Microwave antennas adjacent to metal surfaces

Radiation patterns of three general types of microwave antennae adjacent to plane metal surfaces are studied to determine which la most suitable for use in a new type navigational system for high speed aircraft.http://www.archive.org/details/microwaveantenna00montLieutenant Commander, United States NavyApproved for public release; distribution is unlimited

A Landowner\u27s Guide to Woodcock Management in the Northeast

Preface The American woodcock holds a special place among birds of eastern North America. The woodcock’s unique courtship performance has made it a favorite of bird watchers. Also, its tendency to remain immobile or “freeze” in time of danger has made it a favorite of sportsmen who seek their quarry with highly trained pointing dogs. For nearly five decades wildlife biologists have studied the life history of the woodcock and the factors affecting its welfare. The ultimate aim has been to insure that woodcock can be maintained in adequate numbers, in the face of increasing human demands on natural resources, and with decreasing wildlife habitat. From the biologists’ studies several important publications have resulted, especially in the northeastern states, which are in the heart of woodcock breeding range. These publications emphasized the biology of the bird and its environmental needs. They treated only in general terms the specific steps that the small landowner could take to enhance his property for woodcock by economically feasible methods. The present booklet is aimed at filling that gap. It is for the landowner who is not a biologist, but who wants to do something for woodcock on his or her own land. The authors are to be commended for a timely how-to-do-it presentation. Contents Introduction..............5 NATURAL HISTORY..............5Spring Migration and Courtship..............6Nesting..............6Roosting..............7Feeding..............7Fall Migration..............7Habitat Requirements..............8 Getting Started..............8The Inventory..............8Setting your Objectives..............10Professional Help..............10 Managing Habitat..............11How to Create and Keep Daytime Covers..............11Creating Singing Grounds..............12Places to Roost..............13 Management Examples..............15Example 1: Management Plan for an Old Farm Using Aerial Photos..............15Example 2: A More Intensive Plan for a Reverting Farm..............17Example 3: A Management Plan for a Small Tract of Land..............21 Summary..............22 Suggested Readings..............2