On [summation of 1 raised to the power 1] equivalence relations over the natural numbers

"Vegeu el resum a l'inici del document del fitxer adjunt"

The size and distribution of donations: Effects of numbers of potential recipients

Whereas much literature exists on choice overload, little is known about effects of numbers of alternatives in donation decisions. How do these affect both the size and distribution of donations? We hypothesize that donations are affected by the reputation of recipients and increase with their number, albeit at a decreasing rate. Allocations to recipients reflect different concepts of fairness equity and equality. Both may be employed but, since they differ in cognitive and emotional costs, numbers of recipients are important. Using a cognitive (emotional) argument, distributions become more uniform (skewed) as numbers increase. In a survey, respondents indicated how they would donate lottery winnings of 50 Euros. Results indicated that more was donated to NGO s that respondents knew better. Second, total donations increased with the number of recipients albeit at a decreasing rate. Third, distributions of donations became more skewed as numbers increased. We comment on theoretical and practical implications.

Bounds for the Betti numbers of generalized Cohen-Macaulay ideals

Upper bounds for the Betti numbers of generalized Cohen-Macaulay ideals are given. In particular, for the case of non-degenerate, reduced and ir- reducible projective curves we get an upper bound which only depends on their degree.

Generating functions for the numbers of Abelian extensions of a local field

The aim of this paper is to give an explicit formula for the num- bers of abelian extensions of a p-adic number field and to study the generating function of these numbers. More precisely, we give the number of abelian ex- tensions with given degree and ramification index, and the number of abelian extensions with given degree of any local field of characteristic zero. Moreover, we give a concrete expression of a generating function for these last numbers

Periodic points of holomorphic maps via Lefschetz numbers

In this paper we study the set of periods of holomorphic maps on compact manifolds, using the periodic Lefschetz numbers introduced by Dold and Llibre, which can be computed from the homology class of the map. We show that these numbers contain information about the existence of periodic points of a given period; and, if we assume the map to be transversal, then they give us the exact number of such periodic orbits. We apply this result to the complex projective space of dimension n and to some special type of Hopf surfaces, partially characterizing their set of periods. In the first case we also show that any holomorphic map of CP(n) of degree greater than one has infinitely many distinct periodic orbits, hence generalizing a theorem of Fornaess and Sibony. We then characterize the set of periods of a holomorphic map on the Riemann sphere, hence giving an alternative proof of Baker's theorem.

Euphorbia L. subsect. Esula (Boiss. in DC.) Pax in the Iberian Peninsula. Leaf surface, chromosome numbers and taxonomic treatment

Presentem l'estudi taxonòmic dels représentants d'Euphorbia subsect. Esula a la Península Ibèrica. Prèviament, s'inclou un primer capítol dedicai a l'estudi de les epidermis foliars i un segon capítol sobre nombres cromosòmics...

Actividades de aprendizaje y evaluación a través del Campus Virtual. Experiencia en Fisiología y Fisiopatología I del Grado de Farmacia

[spa] Nuestro objetivo consiste en fomentar, entre alumnos internos del Departamento de Fisiología, el autoaprendizaje, el trabajo autónomo y en equipo, espíritu crítico y habilidad para buscar y analizar información. A la vez se pretende iniciar a estos alumnos en los sistemas de transferencia de resultados de la investigación básica a la investigación aplicada. Para ello a los alumnos se les proporciona materiales que contienen información sobre las materias objeto de aprendizaje y enlaces a diferentes sitios webs de interés relacionados con el tema. En ellos se promueve la exposición de trabajos y la participación en jornadas especializadas. El uso de estos materiales bajo supervisión del profesorado, ha permitido la mejora del conocimiento en Fisiología y la creación de equipos especializados en diferentes aspectos de la Fisiología. Además, la transferencia de información entre alumnos, ha propiciado que puedan adquirir una visión clara y amplia sobre qué es un trabajo de investigación básica o un trabajo de investigación aplicada, así como la importancia del trabajo en equipo, lo que ha posibilitado que pudieran diseñar pequeños experimentos y estudiar su aplicabilidad. Al final del periodo de formación, los alumnos demostraron haber adquirido las competencias genéricas CG1, CG3, CG5, CG6, CG11, CG13 y CG15 incluidas en la ficha Verifica para el Grado en Farmacia, así como las competencias específicas para el módulo 5 (Medicina y Farmacología) CEM5.8, CEM5.9 y CEM5.11, concluyendo así que la aplicación de métodos de enseñanza basados en el autoaprendizaje (bajo supervisión de equipos docentes) constituye una excelente herramienta para la promoción de la adquisición de competencias generales y específicas en el Grado en Farmacia.

¿Por qué los estudiantes participan poco en la gestión de la universidad? La opinión del profesorado = Why do students participate so little in the management of the university? The opinion of the teaching staff

El artículo invita a reflexionar sobre la participación de los estudiantes en la gestión y el gobierno de la universidad a partir de una investigación. Se centra en la opinión y percepción que el profesorado implicado directamente en la gestión de la docencia tiene sobre esta participación. Se aportan datos relevantes que ayudan a disponer de una visión más completa de un fenóneno complejo y multidimensional como es la participación estudiantil. Sus interpretaciones nos ofrecen información significativa que contribuye a comprender algunas de las causas de la baja participación y nos orienta hacia las posibles estrategias a emprender para intentar invertir esta tendencia

Introducing online teaching in Humanities: A case study about the acceptance of online activities by the academic staff of classical languages

The purpose of this paper is to show the perceptions of the academic staff of classical languages (ancient Greek and Latin) concerning use of online activities during their courses. The study was carried out in three countries: Greece (three major Universities), Spain (University of Barcelona) and the United States (University of California, Berkeley) with the participation of thirty-three academic instructors. Depending on the level of use and acceptance of the ICT and following G. Moore¿s classification, we separated the participating academics in three groups: the conservatives, the mainstream and the early adopters. The fact that the smallest group is the third clearly shows the necessity for teachers¿ preparation and training before introducing innovative projects in the classroom. Since the starting point for the application of innovation in the classroom is the teacher, policy makers should focus on helping them become conscious of changes in teaching methods and include their opinion during the design of innovative projects.

Introducing online teaching in Humanities: A case study about the acceptance of online activities by the academic staff of classical languages

The purpose of this paper is to show the perceptions of the academic staff of classical languages (ancient Greek and Latin) concerning use of online activities during their courses. The study was carried out in three countries: Greece (three major Universities), Spain (University of Barcelona) and the United States (University of California, Berkeley) with the participation of thirty-three academic instructors. Depending on the level of use and acceptance of the ICT and following G. Moore¿s classification, we separated the participating academics in three groups: the conservatives, the mainstream and the early adopters. The fact that the smallest group is the third clearly shows the necessity for teachers¿ preparation and training before introducing innovative projects in the classroom. Since the starting point for the application of innovation in the classroom is the teacher, policy makers should focus on helping them become conscious of changes in teaching methods and include their opinion during the design of innovative projects.