Genomic organization of the mouse T-cell receptor β-chain gene family

We have combined three different methods, deletion mapping of T-cell lines, field-inversion gel electrophoresis, and the restriction mapping of a cosmid clone, to construct a physical map of the murine T-cell receptor β-chain gene family. We have mapped 19 variable (Vβ) gene segments and the two clusters of diversity (Dβ) and joining (Jβ) gene segments and constant (Cβ) genes. These members of the β-chain gene family span ~450 kilobases of DNA, excluding one potential gap in the DNA fragment alignments

Certificates of positivity in the simplicial Bernstein basis.

We study in the paper the positivity of real multivariate polynomials over a non-degenerate simplex V. We aim at obtaining certificates of positivity, {\it i.e.} algebraic identities certifying the positivity of a given polynomial on V, thus generalizing the work in \cite{BCR}. In order to do so, we use the Bernstein polynomials, which are more suitable than the usual monomial basis

Fiscal policymaking and the central bank institutional constraint

Monetary policy ; Banks and banking, Central ; Fiscal policy

Une borne effective sur l'écart entre les points de contrôle et le graphe d'un polynôme réel sur un simplexe.

On donne dans cette note un résultat quantitatif concernant les coefficients d'un polynôme réel exprimé dans la base de Bernstein associée à un simplexe. Il s'agit d'établir une borne explicite sur l'écart entre ces coefficients et le graphe du polynôme. Cette borne généralise les résultats connus en dimensions 1 et 2

Characters as functions of landscape in seven poems by Lawrence Durrell

No single theory explaining the creative process has won the assent of writers and critics. Most scholars agree that the process has sub-conscious origins and that it concludes only when the last revisions reveal the entire finished composition. However, the act of creation is de- pendent upon numerous aesthetic factors, and artists have given credit to various stimuli which have produced their special inspiration

The Methodological Basis of Dewey\u27s Philosophy of Education

The purpose of this investigation was to show the methodological basis of John Dewey\u27s Philosophy of Education, to state his explanation of the method best suited to education, and to establish a relationship, if any, between his philosophy and attitudes in contemporary education. A search was made covering most of Dewey\u27s written work, including a bound edition of his lecture notes. A thorough study of Joseph Ratner\u27s commentary on Dewey\u27s Philosophy of Education and of Dewey\u27s exposition on logic, or inquiry, was undertaken. It was mainly from these sources that Dewey\u27s Philosophy of Education was determined. The experiences and comments of a few contemporary educators were cited to indicate the relevancy of what Dewey advocated for what is taking place in education today. Dewey\u27s method of teaching was based essentially on the scientific method, which he expanded or modified to fit the individual\u27s educational needs in his total environment. Dewey emphasized the importance of a student having experiences immediately beneficial to him. He also advocated that educators be on the alert for signs of creativity and to encourage its development. Experimentation is, according to Dewey, the mode of acquiring knowledge in science and, therefore, in education. He insisted that a necessary condition for knowledge is that it be useful or enjoyable. This study concludes with some observations concerning Dewey\u27s influence on education: 1. Educators today are making considerable effort to develop the whole person. 2. Individual differences in students are considered in teaching. 3. The importance of vocational development is recognized. 4. Many educators are interested in applying the scientific method of inquiry to teaching. 5. Many teachers consider education as growth, the one word that perhaps identifies John Dewey\u27s philosophy of education