Properties of quasi-Assouad dimension

The connections between quasi-Assouad dimension and tangents are studied. We apply these results to the calculation of the quasi-Assouad dimension for a class of planar selfaffine sets. We also show that sets with decreasing gaps have quasi-Assouad dimension 0 or 1 and exhibit an example of a set in the plane whose quasi-Assouad dimension is smaller than that of its projection onto the x-axis, showing that quasi-Assouad dimension may increase under Lipschitz mappings. Moreover, for closed sets, we show that the Hausdorff dimension is an upper bound for the quasi-lower Assouad dimensionFil: Garcia, Ignacio Andres. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Mar del Plata. Instituto de Investigaciones Físicas de Mar del Plata. Universidad Nacional de Mar del Plata. Facultad de Ciencias Exactas y Naturales. Instituto de Investigaciones Físicas de Mar del Plata; Argentina. Universidad Nacional de Mar del Plata. Facultad de Cs.exactas y Naturales. Centro Marplatense de Investigaciones Matematicas.; ArgentinaFil: Hare, Kathryn. University of Waterloo; Canad

Policies Affecting New York City's Low-Income Families

Since the mid-1990s, policy and program changes at federal, state, and local levels have had a profound impact on the well-being of low-income families in New York City. In 2000, at the request of the New York Community Trust, the National Center for Children in Poverty—a research center affiliated with the Mailman School of Public Health at Columbia University—undertook a review of these changes and their implementation in New York City. This report describes some of the most important policy and program changes affecting New York's low-income families, discusses a number of issues that have arisen in connection with those changes, and suggests several ways in which city, state, and federal governments might enhance the well-being of low-income families. In the aftermath of the tragic events of September 11, 2001, the challenges facing New York City's low-income families are even more urgent

One class, two modes of participation: Fully integrating online students into residential classes via web conferencing

What if online and residential students could have an expanded choice of electives, more scheduling options, and greater opportunities for networking with a larger group of peers by offering courses that online and residential students can take together, at the same time? At Columbia University’s School of Social Work, in our Master’s of Science in Social Work program, we are piloting a new type of hybrid course that uses Zoom to bring online students into residential courses. The pilot is an opportunity to figure out how to set up, design, and teach this type of course, and in this poster, we propose to share our lessons learned while we prepared for our courses during the fall semester and have begun to teach during the spring semester. While it is early to evaluate the pilot’s outcomes, we have already learned a great deal about how to plan for technical logistics and how to design engaging class sessions, and the first week of class included breakout discussions in groups that combined online and residential students, as well as whole-class discussions in which both types of students participated equally. We propose to share our work towards the goal of creating one cohesive classroom community rather than two parallel communities or a situation in which the online students simply watched the residential students through a virtual window. We will share our lessons learned around logistics, and considerations for designing lessons plans and assignments that fully integrate the online and residential students, including small-group breakout activities, group presentations, lectures, guest speakers, whole-class discussions, homework assignments, and potentially field trips off campus. This poster will draw from the presenters’ experiences teaching and preparing to teach two Spring 2018 pilot seminar courses: Staff Development, Training, and Coaching, and Managing NGOs

Resaca supports range expansion of invasive apple snails (Pomacea maculata Perry, 1810; Caenogastropoda: Ampullariidae) to the Rio Grande Valley, Texas

Resacas, or oxbow lakes, form from old river channels. In the Rio Grande, resacas provide habitat for diverse wildlife, including native and non-native species. Biologists unexpectedly found pink egg masses on emergent vegetation (November 2015) and later adult apple snails (May 2016) within a resaca at a former fish hatchery in Brownsville, Texas. This report extends the non-native range of Pomacea maculata Perry, 1810 by 429 km southeast in Texas. Our findings imply that abandoned waterbodies, such as fish hatcheries, can act as unrecognized conduits for non-native invasive species

Fractional Hardy-Sobolev type inequalities for half spaces and John domains

As our main result we prove a variant of the fractional Hardy-Sobolev-Maz'ya inequality for half spaces. This result contains a complete answer to a recent open question by Musina and Nazarov. In the proof we apply a new version of the fractional Hardy-Sobolev inequality that we establish also for more general unbounded John domains than half spaces

Teachers’ needs and preparation to use technology in the U.S. and Japan K-12: Learning from teachers

A body of literature on the changing nature of knowledge acquisition, teaching, and learning with technology, has been rapidly growing within the last decade. In examining how teachers learn to use technology in the U. S. and Japan, it seems that those processes follow a similar pattern: to some extent, teacher preparation programs prepare future teachers in technology use. Frequently, however, many students learn how to use technology (e.g., various computing devices and software) on their own. Because technology is constantly evolving, it seems that those responsible for regular professional development, such as school districts (U.S.) and the Board for Education (Japan), should be much more engaged in providing up-to-date training in how to use technology, and more importantly, in – how to integrate technology into instruction across curriculum