When do two planted graphs have the same cotransversal matroid?

Cotransversal matroids are a family of matroids that arise from planted graphs. We prove that two planted graphs give the same cotransversal matroid if and only if they can be obtained from each other by a series of local moves.Comment: 12 pages, 7 figures; expository change

Reescriptura i reivindicació a les horacianes de Vicent Andrés Estellés

Aquest treball es centra en les Horacianes, un dels poemaris del poeta valencià Vicent Andrés Estellés, i explora la manera com esdevé un exercici de reescriptura de les Sàtires i les Odes i Epodes del poeta llatí Horaci. En aquest cas, però, la intertextualitat i el joc d'identificacions, tenen un component crític en la mesura que permeten a Estellés fer front a la censura vigent i parlar, des de la quotidianitat, de temes com ara el sexe i l'erotisme, però també de les penúries de la guerra i assumptes de corrupció política.This paper focuses on Horacianes, a poetry book by Valencian poet, Vicent Andrés Estellés, and explores how it becomes an exercise of rewriting the Satires, and Odes and Epodes, by the Latin poet Horace. In this case, however, intertextuality and identifications have a critical component because they allow Estellés to bypass censorship and talk, from the point of view of the quotidian, about topics like sex and eroticism, but also about the hardships of war and issues of political corruption

Teachers and English Language Learners Experiencing the Secondary Mainstream Classroom: A Case Study

The number of linguistically and culturally diverse students entering public schools is increasing (Echeverria, Short & Powers, 2006; Williams, 2001) and mainstream teachers are responsible for making content comprehensible for these students (Clegg, 1996; Georgia Department of Education, 2008); however, test scores and graduation rates indicate that English language learners (ELLs), across the nation, are consistently underperforming on content based assessments and failing to complete high school (Carrasquillo & Rodriguez, 2006; Cruz & Thornton, 2009) . Using a constructivist lens and the concept of the instructional dynamic (Ball & Forzani, 2007), this dissertation presents the experiences of the mainstream teacher and 5 ELLs enrolled in an inclusive, single semester, secondary mainstream US Government course. Through vignettes created from observations, interviews, reflections and document analysis, this semester long qualitative case study presents the experiences of the mainstream teacher and ELLs. Constant comparative analysis of data revealed three themes (1) returning to the past; (2) navigating the classroom; and (3) preparing for the future. Continued analysis revealed five assumptions held by both the mainstream teacher and the ELLs which shaped the experiences of the participants within this mainstream classroom: (1) all members of this classroom were capable of achieving success through work; (2) achieving present success was directly linked to lessons learned from the past; (3) facilitating success means seeking to understand and interact with others (4) being a “team player” offers protection from uncomfortable situations; and (5) teachers and students expect content classes to prepare students for the future. The findings of this study capture the complexity of the mainstream classroom and imply that the success of the mainstream teacher and ELLs alike depend upon increasing appropriate professional development which maximizes the instructional knowledge of mainstream teachers, generating a supportive and collaborative school and classroom environment for teachers and students and ensuring the implementation of a relevant and immediate curriculum

The combinatorics of interval-vector polytopes

An \emph{interval vector} is a $(0,1)$-vector in $\mathbb{R}^n$ for which all the 1's appear consecutively, and an \emph{interval-vector polytope} is the convex hull of a set of interval vectors in $\mathbb{R}^n$. We study three particular classes of interval vector polytopes which exhibit interesting geometric-combinatorial structures; e.g., one class has volumes equal to the Catalan numbers, whereas another class has face numbers given by the Pascal 3-triangle.Comment: 10 pages, 3 figure

A Function Acquisition Speed Test for Equivalence Relations.

The current study employed a stimulus equivalence paradigm to assess the ability of the recently developed Function Acquisition Speed Test (FAST) to measure the existence and strength of experimentally produced derived relations. Twenty-two participants were exposed to a One-to-Many stimulus equivalence training procedure (A1–B1, A1–C1, A2–B2, A2–C2), followed by testing for derived B1–C1 and B2–C2 relations. All participants were then exposed to a FAST procedure in which a simple common operant response was established for pairs of equivalent stimuli (e.g., B1 and C1) in one block of training. In another bock of training, a common response was established for pairs of non-equivalent stimuli (e.g., B1 and C2). Trial numbers required for participants to reach mastery criteria differed across the two FAST blocks, as expected, but only for those participants who had passed the prior equivalence testing phase. This finding suggest that the FAST procedure functions as both a concurrent measure of stimulus equivalence class emergence and a functional-analytic tool that might assess unreinforced and socially sensitive stimulus relations formed in the world outside the laboratory. Large inter- and intra-participant variations in performances across FAST blocks are discussed

Student Ensemble: Chamber Music Cor-tet

Kemp Recital HallNovember 5, 2015Thursday Evening8:00 p.m

De cronocrímenes y extraterrestres: fantástico y ciencia ficción en Nacho Vigalondo

Lo fantástico y la ciencia ficción siguen vigentes en la producción cultural de nuestro país, y la obra del cineasta Nacho Vigalondo es solamente uno de los múltiples ejemplos que podríamos abordar. Pero, ¿qué nuevos recursos están adoptando estos géneros para seguir captando nuestra atención como espectadores y lectores? A través de algunos de los trabajos más representativos de Nacho Vigalondo nos proponemos extraer una poética personal como muestra y reivindicación de estos nuevos rumbos que toda una incipiente “generación” −si es que este término no es ya un anacronismo− de cineastas y escritores españoles, ha decidido adoptar en su apuesta por lo fantástico