Magnetic field of an in-plane vortex inside and outside a layered superconducting film

In the present work we study an anisotropic layered superconducting film of finite thickness. The film surfaces are considered parallel to the be face of the crystal. The vortex lines are oriented perpendicular to the film surfaces and parallel to the superconducting planes. We calculate the local field and the London free energy for this geometry. Our calculation is a generalization of previous works where the sample is taken as a semi-infinite superconductor. As an application of this theory we investigate the flux spreading at the super conducting surface.

Inside and outside the afro-Caribbean diaspora

Includes bibliography

Gender, Professional Networks, and Subjective Career Success within Early Academic Science Careers: The Role of Gender Composition in Inside and Outside Departmental Support Networks

The present study analyzed (a) gender differences in the gender composition (i.e., the proportion of male to female contacts) of professional support networks inside and outside an individual’s academic department and (b) how these differences in gender composition relate to subjective career success (i.e., perceived career success and perceived external marketability). Results showed that the networks’ gender composition is associated with subjective career success. Men’s networks consist of a higher proportion of male to female supporters, which, in turn, was positively related to subjective career success. Additional analyses revealed that the findings could not be accounted for by alternative factors, such as network size, networking behaviors, and career ambition.

(Table 2) Survivorship of transplanted seedlings of Picea glauca inside and outside three tree islands in 1994, 1995, 2009 and after 15 years

The northern boundary of boreal forest and the ranges of tree species are expected to shift northward in response to climate warming, which will result in a decrease in the albedo of areas currently covered by tundra vegetation, an increase in terrestrial carbon sequestration, and an alteration of biodiversity in the current Low Arctic. Central to the prediction of forest expansion is an increase in the reproductive capacity and establishment of individual trees. We assessed cone production, seed viability, and transplanted seedling success of Picea glauca (Moench.) Voss. (white spruce) in the early 1990s and again in the late 2000s at four forest stand sites and eight tree island sites (clonal populations beyond present treeline) in the Mackenzie Delta region of the Northwest Territories, Canada. Over the past 20 years, average temperatures in this region have increased by 0.9 °C. This area has the northernmost forest-tundra ecotone in North America and is one of the few circumpolar regions where the northern limit of conifer trees reaches the Arctic Ocean. We found that cone production and seed viability did not change between the two periods of examination and that both variables decreased northward across the forest-tundra ecotone. Nevertheless, white spruce individuals at the northern limit of the forest-tundra ecotone produced viable seeds. Furthermore, transplanted seedlings were able to survive in the northernmost sites for 15 years, but there were no signs of natural regeneration. These results indicate that if climatic conditions continue to ameliorate, reproductive output will likely increase, but seedling establishment and forest expansion within the forest-tundra of this region is unlikely to occur without the availability of suitable recruitment sites. Processes that affect the availability of recruitment sites are likely to be important elsewhere in the circumpolar ecotone, and should be incorporated into models and predictions of climate change and its effects on the northern forest-tundra ecotone.

Criticizing groups from the inside and the outside: An identity perspective on the intergroup sensitivity effect

Research on group criticism has demonstrated that criticisms are received less defensively when made by an ingroup member than when made by an outsider (the intergroup sensitivity effect). Three experiments tested the extent to which this effect is driven by social identity concerns or by judgments of how experienced the source of the criticism is. In Experiments I and 2, Australians who criticized Australia (ingroup critics) were met with less defensiveness than were foreigners who criticized Australia (outgroup critics), regardless of the amount of experience the foreigner had with Australia. Furthermore, the effects of speaker type on evaluations were mediated by perceptions of the extent to which the criticisms were intended to be constructive but not by perceptions of experience. Finally, Experiment 3 indicated that although experience does not help outgroup critics, a lack of experience can hurt ingroup critics. Recommendations are provided as to how people can reduce defensiveness when making group criticisms.

Inside out and outside in. Thinking a Tagorean Future of Education.

Rabindranath Tagore’s ideas can still inspire education in the East as well as in the West today. In this paper, I survey Tagore’s philosophical anthropology and argue that there is more coherence to his philosophy and pedagogy than is usually seen. For Tagore, the highest goal is to make the world one’s own, as well as to enlarge one’s self to encompass the world. The educational practices through which this ideal can be reached can be classified as “creative action,” “love,” and “freedom.” On the basis of such an ideal, realms such as the arts, nature, and movement no longer remain expendable additions to the kind of knowledge-driven education that aims primarily at making everyone economically productive.One of the problems with such a pedagogical strategy is that it treats human beings as means and not as ends. Tagore’s educational approach (his “method of nature”) refrains from turning children into adults as soon as possible and accepts the deceleration of learning and the simplification of living asmost forward-leading approach to a successful and comprehensive education.

Inside out/ Outside in: La formación de profesores a través de un proyecto Erasmus+ comprometido con la diversidad europea

El objetivo de esta comunicación es dar a conocer el proyecto ERASMUS+ Inside out- Outside In- Building bridges in teacher education through encounters with diversity en el que participan ocho instituciones europeas de formación de profesores de Alemania, Austria, España, Estonia, Finlandia, Hungría, Reino Unido y Suecia, que es la coordinadora. Uno de los retos que deben afrontar los sistemas educativos en el futuro inmediato es sin duda la diversidad cultural del alumnado, en sentido amplio, ya que consideramos que esa diversidad no viene dada sólo por la lengua, procedencia, religión o etnia del alumnado, sino también por las expectativas y valores con que se enfrentan a la educación. Esos diferentes valores están en la base de gran parte del abandono escolar temprano, cuya reducción es uno de los objetivos que se ha marcado la Unión Europea. Esa tasa es en España la más alta de Europa, aunque con enormes diferencias de unas Comunidades Autónomas a otras. Los movimientos migratorios de población de dentro y fuera de la Unión Europea, unidos a la llegada de refugiados, están cambiando la fisonomía de nuestras aulas y exigen de todos los que nos dedicamos a la docencia en todos los niveles cambios para responder a las nuevas demandas. Los conceptos de arraigo y desarraigo (insideness and outsideness) son básicos por sus implicaciones en la creación de espacios de aprendizaje que se reconozcan como tales y que puedan serlo realmente; además, implican romper las fronteras entre educación formal y no formal de forma que cualquier momento y cualquier espacio puedan convertirse en espacios y tiempos educativos.

Tendiendo puentes entre la educación formal y no formal: Un Programa Intensivo Inclusivo Inside out/ Outside in

El propósito de esta comunicación es exponer el proceso de gestación y las características de un Curso Intensivo de formación docente dentro de un proyecto aprobado en la convocatoria de Proyectos de Asociaciones estratégicas orientadas al campo de la Educación superior (KA2) (Programa Erasmus+). Puesto que la investigación educativa debe reconstruirse dentro del paradigma de la ciencia moral, la investigación que aquí presentamos podemos calificarla como de investigación acción, y por tanto, tiene como objetivo la puesta en práctica de valores educativos. En este caso concreto, la atención a la diversidad y la disminución del abandono temprano del sistema educativo son los ejes en torno a los cuales se diseñó el proyecto InOut que se desarrollará de 2016 a 2018