Relative Hilbert Scheme of Points

Let $D$ be a smooth divisor on a non singular surface $S$. We compute Betti numbers of the relative Hilbert scheme of points of $S$ relative to $D$. In the case of \PP^2 and a line in it, we give an explicit set of generators and relations for the cohomology groups of this space.Comment: The final version has been published in the Journal of the Mathematical Society of Japa

Salt-induced changes in germination and vegetative stages of Anethum graveolens L.

The aim of this experiment was to determine the response of dill (Anethum graveolens L.) to salt stress during germination and vegetative stages. In the first stage, response of dill seeds germination to levels of salinity (0, 50, 75 and 100 mM) was investigated. In the second stage, influence of salt stress on physiological and biochemical parameters in dill seedlings were investigated. Results showed germination rate and percentage, radical, plumule length and dry weight decreased significantly with the increase of salinity levels. Effect of salt stress on amount of chlorophyll a, b and total was significant. Results indicated that, amount of proline, total soluble carbohydrates and proteins and catalase (CAT) activity in shoots and roots significantly increased with the increase of salinity. These results showed that dill maintained higher carbohydrates, proteins, proline and activity of CAT under salt stress and these traits could have partially to its salt tolerance

Knowledge about symbols and concepts used for cemetery of Darussalam Shrine

There are some Cemetery in our country that wonderful shapes are written on expressing the history and culture of people lining there showing their thoughts. In this research, visiting several old cemeteries in south of Iran, studying and analyzing writings on the shrines, it is observable that people beliefs and their jobs, interests and dependences are related to. In fact writings on the stones express some living secrets of died person. We discuss on the subject through this paper resulted of a research project

The Role of Teaching Presence on Academic Achievement in Fully Online Asynchronous and Hybrid Undergraduate Mathematics Courses

This study was designed to investigate how mathematics student perceptions of teaching presence differ by course delivery mode and student achievement. Online learning has had a steady growth in higher education, and mathematics courses are also offered in fully online and hybrid modes, but the research on online mathematics learning and academic achievement is limited. In order to contribute to the body of research in this field, the focus of this study was on teaching presence and academic achievement in two delivery modes: fully online asynchronous, and hybrid. The Community of Inquiry was the theoretical framework of this study, where the three elements, namely: social presence, cognitive presence, and teaching presence, are interrelated and learning is at the intersection of these main elements (Garrison et al., 2000). This study takes place at a four-year university in South Texas. Participants are students enrolled in fully online or hybrid sections of College Algebra, Math for Liberal Arts, or Elementary Statistics. The Teaching Presence Scale (Shea et al., 2006) is used to collect student perceptions of teaching presence . The results show that mathematics students in hybrid courses perceive their instructors’ teaching presence higher than fully online asynchronous mathematics students, and that there is a statistically significant positive relationship between student perceptions of teaching presence and academic achievement in both course delivery modes. The relationship between student perceptions of each subscale of teaching presence (instructional design and organization, facilitation, and direct instruction) and academic achievement shows that facilitation is the best predictor of academic achievement in fully online asynchronous mathematics courses and instructional design and organization is the best predictor in hybrid mathematics courses. Based on the results of this study, implications and recommendations to improve teaching presence in undergraduate fully online and hybrid mathematics courses are discussed and ideas for future studies in the related field are shared