A Census of Eddy Activities in the South China Sea During 1993-2007

Numerous mesoscale eddies occur each year in the South China Sea (SCS), but their statistical characteristics are still not well documented. A Pacific basin-wide three dimensional physical-biogeochemical model has been developed and the result in the SCS subdomain is used to quantify the eddy activities during the period of 1993-2007. The modeled results are compared with a merged and gridded satellite product of sea level anomaly by using the same eddy identification and tracking method. On average, there are about 32.9 +/- 2.4 eddies predicted by the model and 32.8 +/- 3.4 eddies observed by satellite each year, and about 52% of them are cyclonic eddies. The radius of these eddies ranges from about 46.5 to 223.5 km, with a mean value of 87.4 km. More than 70% of the eddies have a radius smaller than 100 km. The mean area covered by these eddies each year is around 160,170 km(2), equivalent to 9.8% of the SCS area with water depths greater than 1000 m. Linear relationships are found between eddy lifetime and eddy magnitude and between eddy vertical extent and eddy magnitude, showing that strong eddies usually last longer and penetrate deeper than weak ones. Interannual variations in eddy numbers and the total eddy-occupied area indicate that eddy activities in the SCS do not directly correspond to the El Nino-Southern Oscillation events. The wind stress curls are thought to be an important but not the only mechanism of eddy genesis in the SCS.

The role of learning-related dopamine signals in addiction vulnerability

Dopaminergic signals play a mathematically precise role in reward-related learning, and variations in dopaminergic signaling have been implicated in vulnerability to addiction. Here, we provide a detailed overview of the relationship between theoretical, mathematical, and experimental accounts of phasic dopamine signaling, with implications for the role of learning-related dopamine signaling in addiction and related disorders. We describe the theoretical and behavioral characteristics of model-free learning based on errors in the prediction of reward, including step-by-step explanations of the underlying equations. We then use recent insights from an animal model that highlights individual variation in learning during a Pavlovian conditioning paradigm to describe overlapping aspects of incentive salience attribution and model-free learning. We argue that this provides a computationally coherent account of some features of addiction.

Object-Based Customization of Learning Content: Potentials and Pitfalls

Specification consortia and standardization bodies concentrate on e-Learning objects to en-sure reusability of content. Learning objects may be collected in a library and used for deriv-ing course offerings that are customized to the needs of different learning communities. How-ever, customization of courses is possible only if the logical dependencies between the learn-ing objects are known. Metadata for describing object relationships have been proposed in several e-Learning specifications. This paper discusses the customization potential of e-Learning objects but also the pitfalls that exist if content is customized inappropriately.

From Concrete to Abstract: Teaching for Transfer of Learning when Using Manipulatives

One of the most important uses of manipulatives in a classroom is to aid a learner to make connection from tangible concrete object to its abstraction. In this paper we discuss how teacher educators can foster deeper understanding of how manipulatives facilitate student learning of math concepts by emphasizing the connection between concrete objects and math symbolization with, preservice elementary teachers, the future implementers of knowledge. We provide an example and a model, with specific steps of how teacher educators can effectively demonstrate connections between concrete objects and abstract math concepts.

Trade obstacles, inventory level of inputs, and internationalization of enterprise activities : a comparison between Southeast Asia and Latin America

This paper investigates the impact of trade barriers such as customs clearance, subjective trade obstacles (customs and trade regulations), and inventory of inputs on the internationalization of enterprises in Southeast Asia and Latin America, using the World Bank's enterprise surveys. Empirical results show a negative association between the internationalization of enterprises and subjective trade obstacles, while the impact of subjective trade obstacles is not significant on enterprises already internationalized. An international comparison between Southeast Asia and Latin America suggests that enterprises in Latin America face unfavorable conditions that discourage them from becoming more closely inserted into international production networks.

An example of Learning based on competences: Use of Maxima in Linear Algebra for Engineers

This paper analyzes the role of Computer Algebra Systems (CAS) in a model of learning based on competences. The proposal is an e-learning model Linear Algebra course for Engineering, which includes the use of a CAS (Maxima) and focuses on problem solving. A reference model has been taken from the Spanish Open University. The proper use of CAS is defined as an indicator of the generic ompetence: Use of Technology. Additionally, we show that using CAS could help to enhance the following generic competences: Self Learning, Planning and Organization, Communication and Writing, Mathematical and Technical Writing, Information Management and Critical Thinking.

An analysis of the moderating effects of age in the acceptance of learning management systems

El presente estudio analiza las intenciones de los usuarios acerca del uso de sistemas de tele-enseñanza LMS (Learning Management Systems, basándose en un modelo que integra el Modelo de Aceptación Tecnológica (TAM, Technology Acceptance Model, la Teoría del Comportamiento Percibido (TPB, Theory of Planned Behavior) y la Teoría Unificada de la Aceptación y Uso de la Tecnología (UTAUT, Unified Theory of Acceptance and Use of Technology), tomando la edad como variable moderadora. Así, este artículo estudia la influencia de la intención conductual, la actitud hacia el uso, la facilidad de uso percibida, la utilidad percibida, la norma subjetiva y la influencia social en la intención de utilizar sistemas e-learning LMS. Como antecedentes de estos factores de influencia se plantean las características del sistema y del usuario. El resultado de la revisión teórica es un modelo unificado que ha sido validado con datos recogidos de 94 estudiantes a través de un cuestionario en línea. Estos datos han sido analizados utilizando la técnica de mínimos cuadrados parciales, y los principales resultados confirman la relevancia predictiva del modelo para usuarios de entre 26 y 35 años y de entre 36 y 45 años.

Three decades of Space Activities at the Instituto Universitario de Microgravedad "Ignacio Da Riva" / Universidad Politécnica de Madrid (IDR/UPM) en History of Rocketry and Astronautics

Strictly speaking, space related activities at the Escuela Técnica Superior de Ingenieros Aeronáuticos (ETSIA) begun in 1973, when Prof. Ignacio Da Riva got a contract from the European Space Agency (ESA) to compile a handbook on spacecraft thermal control. By the same time, ESA issued an announcement of opportunities offering to the European scientific community the possibility of perform microgravity relevant experiments on board space platform like the European orbital laboratory Spacelab. Prof. Da Riva proposed one of the few selected experiments dealing with fluid physics under microgravity conditions, later flown on Spacelab-1 mission in 1983. These two events were the starting point where Prof. Da Riva, full professor of Aerodynamics at ETSIA, nucleated a small group of young professors and students located at the Laboratorio de Aerodinámica y Mecánica de Fluidos (LAMF) of ETSIA. Such group was leaded by Prof. Da Riva since its creation till 1991, when Prof. Da Riva died, and it was the seed of the more recently created research institute for aerospace science and technology named "Ignacio Da Riva" (IDR) in his honour. In this communication space related activities performed either at LAMF or IDR during the last three decades are briefly described.

Validity and reliability of AMPET Greek versión: a first examination of learning motivation in Greek PE settings

Validity and reliability of AMPET Greek versión: a first examination of learning motivation in Greek PE settings

Assessment of learning outcomes in computing studies

The assessment of learning outcomes is a key concept in the European Credit Transfer and Accumulation System (ECTS) since credits are awarded when the assessment shows the competences which were aimed at have been developed at an appropriate level. This paper describes a study which was first part of the project of the Bologna Experts Team-Spain and then developed as an independent study. It was carried out with the overall goal to gain experience in the assessment of learning outcomes. More specifically it aimed at 1) designing procedures for the assessment of learning outcomes related to these compulsory generic competences; 2) testing some basic psychometric features that an assessment device with some consequences for the subjects being evaluated needs to prove; 3) testing different procedures of standard setting, and 4) using assessment results as orienting feedback to students and their tutors. The process of development of tests to carry out the assessment of learning outcomes related to these competences, as well as some basic features regarding their reliability and validity is described and first results on the comparison of results achieved at two academic levels, will also be described at a later stage.

An Online Course on the History of Algorithms.

This paper describes the objectives, content, learning methodology and results of an online course on the History of Algorithms for engineering students at Polytechnic University of Madrid (UPM). This course is conducted in a virtual environment based on Moodle, with a student-centred educational model which includes a detailed planning of learning activities. Our experience indicates that this subject is highly motivating for students and the virtual environment facilitates competencies development

Traces of learning in the auditory localization pathway

One of the fascinating properties of the central nervous system is its ability to learn: the ability to alter its functional properties adaptively as a consequence of the interactions of an animal with the environment. The auditory localization pathway provides an opportunity to observe such adaptive changes and to study the cellular mechanisms that underlie them. The midbrain localization pathway creates a multimodal map of space that represents the nervous system's associations of auditory cues with locations in visual space. Various manipulations of auditory or visual experience, especially during early life, that change the relationship between auditory cues and locations in space lead to adaptive changes in auditory localization behavior and to corresponding changes in the functional and anatomical properties of this pathway. Traces of this early learning persist into adulthood, enabling adults to reacquire patterns of connectivity that were learned initially during the juvenile period.

Biosynthesis of the Monoterpenes Limonene and Carvone in the Fruit of Caraway1 : I. Demonstration of Enzyme Activities and Their Changes with Development

The biosynthesis of the monoterpenes limonene and carvone in the fruit of caraway (Carum carvi L.) proceeds from geranyl diphosphate via a three-step pathway. First, geranyl diphosphate is cyclized to (+)-limonene by a monoterpene synthase. Second, this intermediate is stored in the essential oil ducts without further metabolism or is converted by limonene-6-hydroxylase to (+)-trans-carveol. Third, (+)-trans-carveol is oxidized by a dehydrogenase to (+)-carvone. To investigate the regulation of monoterpene formation in caraway, we measured the time course of limonene and carvone accumulation during fruit development and compared it with monoterpene biosynthesis from [U-14C]Suc and the changes in the activities of the three enzymes. The activities of the enzymes explain the profiles of monoterpene accumulation quite well, with limonene-6-hydroxylase playing a pivotal role in controlling the nature of the end product. In the youngest stages, when limonene-6-hydroxylase is undetectable, only limonene was accumulating in appreciable levels. The appearance of limonene-6-hydroxylase correlates closely with the onset of carvone accumulation. At later stages of fruit development, the activities of all three enzymes declined to low levels. Although this correlates closely with a decrease in monoterpene accumulation, the latter may also be the result of competition with other pathways for substrate.

Level of involvement of clinical nurses in the evaluation of competence of nursing students

Objective. To determine the level of involvement of clinical nurses accredited by the Universitat Jaume I (Spain) as mentors of practice (Reference Nurses) in the evaluation of competence of nursing students. Methodolgy. Cross-sectional study, in which the “Clinical Practice Assessment Manual” (CPAM) reported by reference 41 nurses (n=55) were analyzed. Four quality criteria for completion were established: with information at least 80% of the required data, the presence of the signature and final grade in the right place. Verification of learning activities was also conducted. Data collection was performed concurrently reference for nurses and teachers of the subjects in the formative evaluations of clinical clerkship period in the matter “Nursing Care in Healthcare Processes “, from March to June 2013. Results. 63% of CPAM were completed correctly, without reaching the quality threshold established (80%). The absence of the signature is the main criteria of incorrect completion (21%). Nine learning activities do not meet the quality threshold set (80%) (p < 0.05). There are significant differences according to clinical units p < 0.05. From the 30 learning activities evaluated in the CPAM, it can be stated that nine of them do not reach the verification threshold established (80%), therefore it cannot be assumed that these activities had been completed by students and evaluated by the RefN throughout the clinical clerkship period. Conclusion. The level of involvement of Reference Nurse cannot be considered adequate, although strategies to encourage involvement through collaboration and training must be developed.