Perturbed Three Vortex Dynamics

It is well known that the dynamics of three point vortices moving in an ideal fluid in the plane can be expressed in Hamiltonian form, where the resulting equations of motion are completely integrable in the sense of Liouville and Arnold. The focus of this investigation is on the persistence of regular behavior (especially periodic motion) associated to completely integrable systems for certain (admissible) kinds of Hamiltonian perturbations of the three vortex system in a plane. After a brief survey of the dynamics of the integrable planar three vortex system, it is shown that the admissible class of perturbed systems is broad enough to include three vortices in a half-plane, three coaxial slender vortex rings in three-space, and `restricted' four vortex dynamics in a plane. Included are two basic categories of results for admissible perturbations: (i) general theorems for the persistence of invariant tori and periodic orbits using Kolmogorov-Arnold-Moser and Poincare-Birkhoff type arguments; and (ii) more specific and quantitative conclusions of a classical perturbation theory nature guaranteeing the existence of periodic orbits of the perturbed system close to cycles of the unperturbed system, which occur in abundance near centers. In addition, several numerical simulations are provided to illustrate the validity of the theorems as well as indicating their limitations as manifested by transitions to chaotic dynamics.Comment: 26 pages, 9 figures, submitted to the Journal of Mathematical Physic

Gender and educational leadership in England: a comparison of secondary headteachers' views over time

In the context of gender being a barrier to accessing leadership, this paper presents a comparison of the views of men and women head teacher (principals) of secondary schools in England in the 1990s and in 2004. The same survey instrument was used on both occasions. The perceptions of the head teachers show change in some areas and no change in others. Overall, women are more likely to become head teachers and are now less likely to be categorised into pastoral roles, but in some cases women still meet prejudice from governors and others in the wider community. Women head teachers are more likely to have partners and children than in the 1990s, sharing equally or carrying most of the domestic responsibilities, whereas male colleagues are most likely to have partners who take the majority of responsibility in the home. Essentialist stereotypes about women and men as leaders still prevail, although both the women and men head teachers see themselves as adopting a traditionally ‘feminine’ style of leadership. Women head teachers are likely to see some benefits in being a woman in a role stereotypically associated with men. However, there has been an increase in the proportion of women who feel that they have to prove their worth as a leader, and this may be linked with increased levels of accountability in schools

A Memetic Analysis of a Phrase by Beethoven: Calvinian Perspectives on Similarity and Lexicon-Abstraction

This article discusses some general issues arising from the study of similarity in music, both human-conducted and computer-aided, and then progresses to a consideration of similarity relationships between patterns in a phrase by Beethoven, from the first movement of the Piano Sonata in A flat major op. 110 (1821), and various potential memetic precursors. This analysis is followed by a consideration of how the kinds of similarity identified in the Beethoven phrase might be understood in psychological/conceptual and then neurobiological terms, the latter by means of William Calvin’s Hexagonal Cloning Theory. This theory offers a mechanism for the operation of David Cope’s concept of the lexicon, conceived here as a museme allele-class. I conclude by attempting to correlate and map the various spaces within which memetic replication occurs

Gender politics in 21st century literacy reform

From 2001 to 2004 Education Queensland undertook significant literacy reform in schools through the Literate Futures Project. Research into the impact of this reform has revealed that significant demands were placed on women at all levels, from those producing resources to those leading change within schools. Although the reform was a government response to globalisation, many women were driven by a commitment to a collaborative approach to professional learning that addressed equity and improving educational outcomes for all students. But what was the cost of this commitment to the project? Failure to acknowledge the emotion work demanded by educational reform effectively silences women and the significant contribution they make. This paper examining a 21st century literacy reform draws on the work of Fraser and Boler to argue for gender justice and acknowledgement of emotion work

Variation for potassium and sodium accumulation in a family from a cross between grapevine rootstocks K 51-40 and 140 Ruggeri

The variation in potassium (K+) and sodium (Na+) accumulation was investigated between 60 hybrids within a family obtained by crossing grapevine rootstocks K 51-40 (Vitis champinii 'Dogridge' × V. riparia 'Gloire', seed parent) with 140 Ruggeri (V. cinerea var. helleri 'Resseguier #2' × V. rupestris'St. George', pollen parent), which are known to result in higher and lower concentrations of K+, respectively, but similar concentrations of Na+, in grape juice and resultant wine from scions grafted to them. The hybrids, their parents and two standard rootstocks, Ramsey (V. champinii 'Ramsey') and 1103 Paulsen (V. cinerea var. helleri 'Resseguier #2' x V. rupestris'St. George') were replicated by clonal propagation and grown under glasshouse conditions either in potting mix, drip-irrigated with a nutrient solution containing 50, 1.7 and 30 mM Cl-, K+ and Na+, respectively, or in aerated nutrient solution containing 25, 1.7 and 15 mM Cl-, K+ and Na+, respectively. In both pot and solution culture trials, there were significant (P < 0.001) differences between parents for mean K+ (but not Na+) concentrations, and between hybrids for mean K+ and Na+ concentrations in laminae. This variation between the hybrids was continuous, indicating multiple rather than single gene control for K+ and Na+ accumulation within the family. Differences among the hybrids for lamina K+ accumulation were not strongly associated with plant vigour. While the ranking of some hybrids for K+ and Na+ accumulation was consistent between the trials, others responded differently, suggesting the environment of the rootzone may affect the K+ and Na+ accumulation phenotype.

Further Evidence for the Decay K+ to pi+ neutrino-antineutrino

Additional evidence for the rare kaon decay K+ to pi+ neutrino-antineutrino has been found in a new data set with comparable sensitivity to the previously reported result. One new event was observed in the pion momentum region examined, 211<P<229 MeV/c, bringing the total for the combined data set to two. Including all data taken, the backgrounds were estimated to contribute 0.15 pm 0.05 events. The branching ratio is B=1.57^{+1.75}_{-0.82} 10^{-10}.Comment: 10 pages, 2 figure

Memetic Perspectives on the Evolution of Tonal Systems

Cohn (1996) and Taruskin (1985) consider the increasing prominence during the nineteenth century of harmonic progressions derived from the hexatonic and octatonic pitch collections respectively. This development is clearly evident in music of the third quarter of the century onwards and is a consequence of forces towards non-diatonic organization latent in earlier music. This article conceptualizes such forces as memetic — drawing a distinction between memetic processes in music itself and those in the realm of music theory — and interprets the gradualistic evolution of tonal systems as one of their most significant consequences. After outlining hypotheses for the mechanisms driving such evolution, it identifies a number of ‘musemes’ implicated in hexatonic and octatonic organization in a passage from Mahler’s Symphony no. 10. Pople’s (2002) Tonalities music-analysis software is used to explore the tonal organization of the passage, which is considered in relation to the musemes hypothesized to generate and underpin it

Simulations of Transient Membrane Behavior in Cells Subjected to a High-Intensity Ultrashort Electric Pulse

A molecular dynamics (MD) scheme is combined with a distributed circuit model for a self-consistent analysis of the transient membrane response for cells subjected to an ultrashort (nanosecond) high-intensity (approximately 0.01-V/nm spatially averaged field) voltage pulse. The dynamical, stochastic, many-body aspects are treated at the molecular level by resorting to a course-grained representation of the membrane lipid molecules. Coupling the Smoluchowski equation to the distributed electrical model for current flow provides the time-dependent transmembrane fields for the MD simulations. A good match between the simulation results and available experimental data is obtained. Predictions include pore formation times of about 5-6 ns. It is also shown that the pore formation process would tend to begin from the anodic side of an electrically stressed membrane. Furthermore, the present simulations demonstrate that ions could facilitate pore formation. This could be of practical importance and have direct relevance to the recent observations of calcium release from the endoplasmic reticulum in cells subjected to such ultrashort, high-intensity pulses

Mediating boundaries between knowledge and knowing: ICT and R4D praxis

Research for development (R4D) praxis (theory-informed practical action) can be underpinned by the use of Information and Communication Technologies (ICTs) which, it is claimed, provide opportunities for knowledge working and sharing. Such a framing implicitly or explicitly constructs a boundary around knowledge as reified, or commodified – or at least able to be stabilized for a period of time (first order knowledge). In contrast ‘third-generation knowledge’ emphasizes the social nature of learning and knowledge-making; this reframes knowledge as a negotiated social practice, thus constructing a different system boundary. This paper offers critical reflections on the use of a wiki as a data repository and mediating technical platform as part of innovating in R4D praxis. A sustainable social learning process was sought that fostered an emergent community of practice among biophysical and social researchers acting for the first time as R4D co-researchers. Over time the technologically mediated element of the learning system was judged to have failed. This inquiry asks: How can learning system design cultivate learning opportunities and respond to learning challenges in an online environment to support R4D practice? Confining critical reflection to the online learning experience alone ignores the wider context in which knowledge work took place; therefore the institutional setting is also considered

Development of a training program to support health care professionals to deliver the SPACE for COPD self-management program

Open access journalBackground: With the growing burden of COPD and associated morbidity and mortality, a need for self-management has been identified. The Self-management Programme of Activity, Coping and Education for Chronic Obstructive Pulmonary Disease (SPACE for COPD) manual was developed to support self-management in COPD patients. Currently, there is no literature available regarding health care professionals’ training needs when supporting patients with COPD on self-management. Aim: This study sought to identify these needs to inform, design and develop a training program for health care professionals being trained to deliver a self-management program in COPD. Methods: Fourteen health care professionals from both primary and secondary care COPD services participated in face-to-face semistructured interviews. Thematic analysis was used to produce a framework and identify training needs and views on delivery of the SPACE for COPD self-management program. Components of training were web-based knowledge training, with pre- and posttraining knowledge questionnaires, and a 1-day program to introduce the self-management manual. Feedback was given after training to guide the development of the training program. Results: Health care professionals were able to identify areas where they required increased knowledge to support patients. This was overwhelming in aspects of COPD seen to be outside of their current clinical role. Skills in goal setting and behavioral change were not elicited as a training need, suggesting a lack of understanding of components of supporting self-management. An increase in knowledge of COPD was demonstrated following the training program. Conclusion: Both knowledge and skill gaps existed in those who would deliver self-management. Analysis of this has enabled a training program to be designed to address these gaps and enable health care professionals to support patients in self-management. Keywords: self-management, COPD, health care professionals, trainin