Generalized multiresolution analyses with given multiplicity functions

Generalized multiresolution analyses are increasing sequences of subspaces of a Hilbert space H that fail to be multiresolution analyses in the sense of wavelet theory because the core subspace does not have an orthonormal basis generated by a fixed scaling function. Previous authors have studied a multiplicity function m which, loosely speaking, measures the failure of the GMRA to be an MRA. When the Hilbert space H is L2(Rn), the possible multiplicity functions have been characterized by Baggett and Merrill. Here we start with a function m satisfying a consistency condition which is known to be necessary, and build a GMRA in an abstract Hilbert space with multiplicity function m.

Pork Value Chains: A Comparison of Catalonia, Spain and Manitoba, Canada

The purpose of this paper is to provide a comparative analysis of pork value chains in Catalonia, Spain and Manitoba, Canada. Intensive hog production models were implemented in Catalonia in the 1960s as a result of agriculture crises and fostered by feedstuffs factories. The expansion of the hog sector in Manitoba is more recent (in the 1990s) and brought about in large part by the opening of the Maple Leaf Meats processing plant in Brandon, Manitoba. This plant is capable of processing 90,000 hogs per week. Both hog production models ‐ the ‘older’ one in Catalonia (Spain) and the ‘newer’ in Manitoba‐ have been, until recently, examples of success. Inventories and production have been increasing substantially and both regions have proven to have great export potential. Recently, however, tensions have been developing with the hog production models of both regions, particularly as they relate to environmental concerns. The purpose of the paper is to compare the value chains with respect to their origins (e.g. supply a growing demand for pork, ensure farm profitability) and present states (e.g. environmental concerns, profitability). Keywords: pork value chain, hog farms, agri‐food studies. JEL: Q10, Q13, O57

Environmental Regulations in the Hog Farming Sector: A Comparison of Catalonia, Spain and Manitoba, Canada

This article examines the governance structures for managing the location and operation of Intensive Livestock Farming Operations (ILFOs). The article focuses on the hog sector and compares two very different jurisdictions: the Province of Manitoba, Canada and the Autonomous Community of Catalonia, Spain. Both are regions that have witnessed recent increases in hog production, including increasing spatial concentration of ILFOs and increasing size of those ILFOs. Policy has both fostered and sought to manage the increased production. Following a brief background description of restructuring, the changing legislative framework for Manitoba and Catalonia are described. Keywords: environmental regulations, hog farms, manure management, animal feeding operations. JEL: Q15, Q58, R52, O57

Flank stability and processes off the western Canary Islands: a review from El Hierro and La Palma

The morphological characterisation of the western submarine island flanks of El Hierro and La Palma differentiates four type-zones that may give new insights into the evolution of oceanic island slopes. The different type-zones result from the interplay between constructive volcanic processes, hemipelagic settling and volcano collapses. The latter results in massive debris avalanche deposits, which form large volcaniclastic aprons. In most cases, the headwall scarps are clearly exposed on the emerged part of the islands. The events that occurred in the youngest and westernmost islands of El Hierro and La Palma have vertical runouts exceeding 6,000 m and volumes that can reach several hundred km3. The landslide frequency for the entire Canaries is one major event per 90 ka. Triggering mechanisms are closely related to magmatic processes. The increase in the shear stress is directly linked with the forceful intrusion of magma along ridge-rift systems, while in the western Canary Islands it seems that the main process reducing shear resistance may be related to the rise in pore pressure due to hydrothermal circulation.

¿Una imagen o mil palabras? La competencia comunicativa lingüística audiovisual encuadrada a través del cine

El documento de trabajo contiene descripción y documentación de cómo trabajar películas en el aula de lengua y literatura en la etapa de educación primaria y secundaria. El cine es la maquinaria más formidable de desplegar emociones y conectarnos con el mundo, con las personas, con la vida. Desde que nació la “pantalla fascinadora” a finales del siglo XIX, el cine ha ido evolucionando y transformándose adoptando distintas formas. Pero a pesar de ello, su fuerza comunicativa y motivadora sigue siendo fascinante, desbordante, mágica.Cada vez son más son compartidas las grandes contribuciones pedagógicas del uso del cine en clase para promover conocimientos interdisciplinarios, contextualizar contenidos de enseñanza, favorecer la identificación sujeto-objeto, recuperar el carácter documental que el cine posee desde sus inicios, ahondar en el enfoque comunicativo que proporciona para el aprendizaje de lenguas extranjeras, el acercamiento a la literatura, establecer y reconocer relaciones intertextuales con otros textos y para educar en el goce artístico-lúdico. A todas estas contribuciones pedagógicas tenemos que añadir que en la pantalla conviven varios lenguajes: el verbal, el no verbal y el audiovisual, fundamentales para el desarrollo del intelecto humano. La multimodalidad es inherente al lenguaje cinematográfico, y tenemos que saber leer e interpretar los mensajes en distintos códigos. Desde Cinescola defendemos la necesidad de desarrollar la alfabetización múltiple (Unión Europea, 2012), que tanto engloba las competencias de lectura como de escritura para la comprensión, utilización y evaluación crítica de diferentes formas de información y textos. En esta línea, presentaremos propuestas didácticas experimentadas para educación primaria y secundaria que fomentan la comprensión tanto del lenguaje verbal como el audiovisual. Sustentadas en el proceso de recepción lectora y sus distintas fases, se apoyan en dos estrategias clave para la fase de comprensión e interpretación: la estrategia de comparación de textos breves (cinematográfico, literario, narrativo, ilustrado, etc.) y la estrategia de traducción de textos (por ejemplo, explicar con imágenes un fragmento escrito, narrar de forma oral o escrita una secuencia fílmica, etc.). Con ello, contribuimos de forma clara al desarrollo de la competencia comunicativa lingüística y la audiovisual a partir del cine. En nuestra pantalla proyectaremos secuencias de las películas Smoke (Wang, 1995); Akeelah and the Bee (Doug Atchinson, 2006); El pequeño vampiro (Edel, 2000); Mis tardes con Margueritte (Becker, 2010); junto con la novela El cine de Claudia (Breu, 2014) para aprender cine a través de una novela.

¿ Una imagen o mil palabras? La competencia comunicativa lingüística audiovisual encuadrada a través del cine

El documento de trabajo contiene descripción y documentación de cómo trabajar películas en el aula de lengua y literatura en la etapa de educación primaria y secundaria. El cine es la maquinaria más formidable de desplegar emociones y conectarnos con el mundo, con las personas, con la vida. Desde que nació la “pantalla fascinadora” a finales del siglo XIX, el cine ha ido evolucionando y transformándose adoptando distintas formas. Pero a pesar de ello, su fuerza comunicativa y motivadora sigue siendo fascinante, desbordante, mágica.Cada vez son más son compartidas las grandes contribuciones pedagógicas del uso del cine en clase para promover conocimientos interdisciplinarios, contextualizar contenidos de enseñanza, favorecer la identificación sujeto-objeto, recuperar el carácter documental que el cine posee desde sus inicios, ahondar en el enfoque comunicativo que proporciona para el aprendizaje de lenguas extranjeras, el acercamiento a la literatura, establecer y reconocer relaciones intertextuales con otros textos y para educar en el goce artístico-lúdico. A todas estas contribuciones pedagógicas tenemos que añadir que en la pantalla conviven varios lenguajes: el verbal, el no verbal y el audiovisual, fundamentales para el desarrollo del intelecto humano. La multimodalidad es inherente al lenguaje cinematográfico, y tenemos que saber leer e interpretar los mensajes en distintos códigos. Desde Cinescola defendemos la necesidad de desarrollar la alfabetización múltiple (Unión Europea, 2012), que tanto engloba las competencias de lectura como de escritura para la comprensión, utilización y evaluación crítica de diferentes formas de información y textos. En esta línea, presentaremos propuestas didácticas experimentadas para educación primaria y secundaria que fomentan la comprensión tanto del lenguaje verbal como el audiovisual. Sustentadas en el proceso de recepción lectora y sus distintas fases, se apoyan en dos estrategias clave para la fase de comprensión e interpretación: la estrategia de comparación de textos breves (cinematográfico, literario, narrativo, ilustrado, etc.) y la estrategia de traducción de textos (por ejemplo, explicar con imágenes un fragmento escrito, narrar de forma oral o escrita una secuencia fílmica, etc.). Con ello, contribuimos de forma clara al desarrollo de la competencia comunicativa lingüística y la audiovisual a partir del cine. En nuestra pantalla proyectaremos secuencias de las películas Smoke (Wang, 1995); Akeelah and the Bee (Doug Atchinson, 2006); El pequeño vampiro (Edel, 2000); Mis tardes con Margueritte (Becker, 2010); junto con la novela El cine de Claudia (Breu, 2014) para aprender cine a través de una novela.

Vulnerability of stream biota to climate change in mediterranean climate regions: a synthesis of ecological responses and conservation challenges

Freshwater species worldwide are experiencing dramatic declines partly attributable to ongoing climate change. It is expected that the future effects of climate change could be particularly severe in mediterranean climate (med-) regions, which host many endemic species already under great stress from the high level of human development. In this article, we review the climate and climate-induced changes in streams of med-regions and the responses of stream biota, focusing on both observed and anticipated ecological responses. We also discuss current knowledge gaps and conservation challenges. Expected climate alterations have already been observed in the last decades, and include: increased annual average air temperatures; decreased annual average precipitation; hydrologic alterations; and an increase in frequency, intensity and duration of extreme events, such as floods, droughts and fires. Recent observations, which are concordant with forecasts built, show stream biota of med-regions when facing climate changes tend to be displaced towards higher elevations and upper latitudes, communities tend to change their composition and homogenize, while some life-history traits seem to provide biota with resilience and resistance to adapt to the new conditions (as being short-lived, small, and resistant to low streamflow and desiccation). Nevertheless, such responses may be insufficient to cope with current and future environmental changes. Accurate forecasts of biotic changes and possible adaptations are difficult to obtain in med-regions mainly because of the difficulty of distinguishing disturbances due to natural variability from the effects of climate change, particularly regarding hydrology. Long-term studies are needed to disentangle such variability and improve knowledge regarding the ecological responses and the detection of early warning signals to climate change. Investments should focus on taxa beyond fish and macroinvertebrates, and in covering the less studied regions of Chile and South Africa. Scientists, policy makers and water managers must be involved in the climate change dialogue because the freshwater conservation concerns are huge.

Triggering the generation of an iron(IV)-oxo compound and its reactivity toward sulfides by RuII photocatalysis

The preparation of [FeIV(O)(MePy2tacn)]2+ (2, MePy2tacn = N-methyl-N,N-bis(2-picolyl)-1,4,7-triazacyclononane) by reaction of [FeII(MePy2tacn)(solvent)]2+ (1) and PhIO in CH3CN and its full characterization are described. This compound can also be prepared photochemically from its iron(II) precursor by irradiation at 447 nm in the presence of catalytic amounts of [Ru II(bpy)3]2+ as photosensitizer and a sacrificial electron acceptor (Na2S2O8). Remarkably, the rate of the reaction of the photochemically prepared compound 2 toward sulfides increases 150-fold under irradiation, and 2 is partially regenerated after the sulfide has been consumed; hence, the process can be repeated several times. The origin of this rate enhancement has been established by studying the reaction of chemically generated compound 2 with sulfides under different conditions, which demonstrated that both light and [Ru II(bpy)3]2+ are necessary for the observed increase in the reaction rate. A combination of nanosecond time-resolved absorption spectroscopy with laser pulse excitation and other mechanistic studies has led to the conclusion that an electron transfer mechanism is the most plausible explanation for the observed rate enhancement. According to this mechanism, the in-situ-generated [RuIII(bpy)3] 3+ oxidizes the sulfide to form the corresponding radical cation, which is eventually oxidized by 2 to the corresponding sulfoxide