Time decay of scaling invariant Schroedinger equations on the plane

We prove the sharp L^1-L^{\infty} time-decay estimate for the 2D-Schroedinger equation with a general family of scaling critical electromagnetic potentials.Comment: 26 page

Estimating the Impact of State Policies and Institutions with Mixed-Level Data

Researchers often seek to understand the effects of state policies or institutions on individual behavior or other outcomes in sub-state-level observational units (e.g., election results in state legislative districts). However, standard estimation methods applied to such models do not properly account for the clustering of observations within states and may lead researchers to overstate the statistical significance of state-level factors. We discuss the theory behind two approaches to dealing with clusteringclustered standard errors and multilevel modeling. We then demonstrate the relevance of this topic by replicating a recent study of the effects of state post-registration laws on voter turnout (Wolfinger, Highton, and Mullin 2005). While we view clustered standard errors as a more straightforward, feasible approach, especially when working with large datasets or many cross-level interactions, our purpose in this Practical Researcher piece is to draw attention to the issue of clustering in state and local politics research.mixed-level data, voter turnout

Marine biosecurity crisis decision-making: Two tools to Aid "Go"/"No Go" decision-making

Determining if a newly detected marine species is introduced to an area is an important first step when considering if control or eradication should be attempted. This step is often challenging, especially when data and introduced species expertise is limited: yet decisions about responding to a new invasion needs to occur in a timely manner. The crux is that biosecurity crisis decisions are often made in a vacuum. To improve this process, we consider expanded criteria to determine if a species is native, cryptogenic or introduced and outline application in a rapid response approach that uses a non-probabilistic decision tree to support decision makers. Effective use of the rapid response decision-tree and species criteria requires a multi-disciplinary approach drawing upon biology (taxonomy, phylogeny, genetics, ecology, biogeography) and monitoring. We assessed the expanded criteria against 213 bryozoan species present in Australian waters. A multivariate evaluation highlighted that a weight of evidence approach using the expanded criteria was successful in differentiating between native and introduced status. Our assessment highlighted that five criteria provide a high level of congruence with heuristic assignments, and provide a precautionary assignment of species\u27 status by reducing mis-classifications of introduced species as native species (Type I error) in comparison to the original criteria. However, differentiating between introduced and cryptogenic species remains problematic, especially when using the original criteria. We highlight the critical need for taxonomic identification, appropriate application of assigning cryptogenic status, and monitoring requirements to enable use of the criteria in a rapid response context. Using both the rapid response decision tree and the criteria provides a quantifiable mechanism to aid decision-makers in deciding whether to respond to a marine species introduction

Scaling properties of growing noninfinitesimal perturbations in space-time chaos

We study the spatiotemporal dynamics of random spatially distributed noninfinitesimal perturbations in one-dimensional chaotic extended systems. We find that an initial perturbation of finite size $\epsilon_0$ grows in time obeying the tangent space dynamic equations (Lyapunov vectors) up to a characteristic time $t_{\times}(\epsilon_0) \sim b - (1/\lambda_{max}) \ln (\epsilon_0)$, where $\lambda_{max}$ is the largest Lyapunov exponent and $b$ is a constant. For times $t < t_{\times}$ perturbations exhibit spatial correlations up to a typical distance $\xi \sim t^z$. For times larger than $t_{\times}$ finite perturbations are no longer described by tangent space equations, memory of spatial correlations is progressively destroyed and perturbations become spatiotemporal white noise. We are able to explain these results by mapping the problem to the Kardar-Parisi-Zhang universality class of surface growth.Comment: 4.5 pages LaTeX (RevTeX4) format, 3 eps figs included. Submitted to Phys Rev

Emotional intelligence vs. general intelligence: Aspects to consider in teaching

The main objective of this study was to analyze the way in which emotional competencies (EI) in students are linked to general intelligence (IQ), and how the crossing of the two measurements determines their academic performance. To conduct this research, two tests were applied. First, the TEIQue (Trait Emotional Intelligence Questionnaire) assessment was administered and, secondly, the R scale of the PMA Test (Primary Mental Abilities). The sample consisted of 58 university students between 18 and 51 years old, of which 76% are women and 24% are men. The results show that there is no direct relationship between emotional intelligence and general intelligence. However, it is important to consider the size of the sample, since it presents limitations when interpreting the results. Nonetheless, an interesting finding is the interaction discovered between a performance indicator, such as the selectivity score, and the overall EI score. These results are in line with those found by Schutte et al. (1998). This result is even more significant, if possible, when realizing the selectivity score showed a negative correlation (inverse relationship) with the score on the PMA- R (Reasoning) test.--------------------Inteligencia emocional vs. inteligencia general: Aspectos a considerar en la docenciaResumenLa presente investigación tiene como principal objetivo analizar el modo en el que las competencias emocionales (IE) de los estudiantes se vinculan con su inteligencia general (IQ) y cómo del cruce de ambas medidas determinan su rendimiento académico. Para el desarrollo de esta investigación, se suministraron dos cuestionarios a estudiantes de la Universidad Europea de Madrid. Concretamente, los estudiantes cumplimentaron el cuestionario TEIQue (Trait Emotional Intelligence Questionnaire) para la medición de la Inteligencia emocional y la escala R del Test PMA (Primary Mental Abilities) para la valoración del factor de razonamiento. La muestra está compuesta por 58 alumnos universitarios con edades comprendidas entre 18 y 51 años, de los cuales el 76% son mujeres y el 24% son hombres. Los resultados de esta investigación, aunque no han permitido establecer una vinculación clara entre Inteligencia Emocional e Inteligencia General, han permitido vislumbrar algunas tendencias que relacionan las sub-escalas del cuestionario TEIQue con el factor razonamiento de los estudiantes. A través de esta relación, se han podido establecer perfiles y, a partir de ellos, se han identificado las metodologías docentes más adecuadas para mejorar los resultados académicos de los estudiantes.DOI: 10.18870/hlrc.v4i1.199PDF document contains both the original in Spanish and an English translation