DIFFERENTIAL GEOMETRICAL METHODS IN THE STUDY OF OPTICAL-TRANSMISSION (SCALAR THEORY) .2. TIME-DEPENDENT TRANSMISSION THEORY

By generalization of the methods presented in Part I of the study [J. Opt. Soc. Am. A 12, 600 (1994)] to the four-dimensional (4D) Riemannian manifold case, the time-dependent behavior of light transmitting in a medium is investigated theoretically by the geodesic equation and curvature in a 4D manifold. In addition, the field equation is restudied, and the 4D conserved current of the optical fluid and its conservation equation are derived and applied to deduce the time-dependent general refractive index. On this basis the forces acting on the fluid are dynamically analyzed and the self-consistency analysis is given.

TeO2对氟铝酸盐玻璃性质和结构的影响

以10MgF2—20CaF2—10SrF2—10BaF2—15YF3—35AlF3氟铝酸盐玻璃为基玻璃引入不同含量的TeO2得到了新的氟碲铝酸盐玻璃．用差热分析方法研究了TeO2对氟铝酸盐玻璃性能的影响，通过拉曼光谱和红外吸收谱来研究玻璃的结构变化．差热分析表明TeO2的增加使玻璃开始析晶温度瓦升高，融化温度％降低，成玻璃能力增加．玻璃结构分析表明氟碲铝酸盐玻璃的结构中存在[FnAl-O—AlFn]、[TeO3]、[TeO2F]和[TeOF2]等多面体，这些多面体由F^-和O^2-离子连接．这种新的氟碲铝

Formation, thermal, optical and physical properties of GeS2-Ga2S3-AgCl novel chalcohalide glasses

Novel GeS2-Ga2S3-AgCl chalcohalide glasses had been prepared by melt-quenching technique, and the glass-forming region was determined by XRD, which indicated that the maximum of dissolvable AgCl was up to 65 mol%. Thermal and optical properties of the glasses were studied by differential scanning calorimetry (DSC) and Visible-IR transmission, which showed that most of GeS2-Ga2S3-AgCl glasses had strong glass-forming ability and broad region of transmission (about 0.45-12.5 mu m). With the addition of AgCl, the glass transition temperature, Tg decreases distinctly, and the short-wavelength cut-off edge (lambda(vis)) of the glasses also shifts to the long wavelength gradually. However, the glass-forming ability of the glass has a complicated evolutional trend depended on the compositional change. In addition, the values of the Vickers microhardness, H (v) , which decrease with the addition of AgCl, are high enough for the practical applications. These excellent properties of GeS2-Ga2S3-AgCl glasses make them potentially applied in the optoelectronic field, such as all-optical switch, etc.

TeO2-Nb2O5-YF3玻璃系统的形成区及性质研究

制备了一种新型的氧卤碲酸盐玻璃：TeO2-Nb2O5-YF3,给出并研究了TeO2-Nb2O5-YF3三元系统的玻璃形成范围。测试了玻璃的密度、折射率、差热(DTA)、拉曼光谱、红外透射光谱以及紫外吸收光谱,通过光谱分析研究了组分含量的变化对玻璃结构及红外透射特性的影响。实验结果表明,TeO2-Nb2O5-YF3玻璃系统具有优良的成玻璃性能和热稳定性等特性,而且在2.8～3.3 μm区域内无明显的[OH]基团吸收,在中红外3～5 μm区域具有优良透射性能,因此在中红外透射方面具有潜在应用价值。

Effect of alkali and alkaline earth fluoride introduction on thermal stability and structure of fluorophosphate glasses

The thermal stability and structure of RF-RF2-AIF(3)-Al(PO3)(3) fluorophosphate glasses were investigated. Analyses of infrared absorbance spectra and Raman spectra reveal that with increasing number of alkali and alkaline earth fluoride components, the sum of P-O-P bond and O-P-O bond increases and glass network is strengthened. Consequently, the inhibition to nucleation and crystallization processes is improved, which is proved by the increment of thermal stability factors AT and S determined by differential scanning calorimetry. In addition, it was found that LiF has poor ability to form glass in univalent alkali fluorides and MgF2 has comparative strong ability to form glass in bivalent alkaline earth fluorides. (c) 2006 Published by Elsevier B.V.

Hyers-Ulam-Rassias Stability of Functional Differential Systems with Point and Distributed Delays

This paper investigates stability and asymptotic properties of the error with respect to its nominal version of a nonlinear time-varying perturbed functional differential system subject to point, finite-distributed, and Volterra-type distributed delays associated with linear dynamics together with a class of nonlinear delayed dynamics. The boundedness of the error and its asymptotic convergence to zero are investigated with the results being obtained based on the Hyers-Ulam-Rassias analysis.

Uma intervenção colaborativa sobre os processos de ensino e aprendizagem do aluno com deficiência intelectual

As práticas pedagógicas e processo de ensino e aprendizagem do aluno com deficiência intelectual no ensino comum são o objeto de estudo desta tese. Esta teve por finalidade analisar as estratégias pedagógicas e os suportes educacionais oferecidos para alunos com deficiência intelectual, refletir e elaborar, de forma colaborativa com a equipe pedagógica, ações educativas para a organização do processo de ensino e aprendizagem desse aluno. Para responder à questão inicial do estudo, participamos sistematicamente como pesquisadora do cotidiano escolar do aluno em sala de aula e em outros contextos da rotina das professoras, como reuniões de planejamento, estudos de caso e conselhos de classe. As interfaces metodológicas qualitativas adotadas foram o estudo de caso etnográfico para a 1 etapa e a pesquisa-ação colaborativa para a 2 etapa. Na 1 etapa, fomos a campo para conhecer os processos estabelecidos para a escolarização de três alunos com deficiência intelectual, em anos de escolaridade diferentes, e envolveu 15 profissionais do 1 segmento do ensino fundamental. A partir da análise de conteúdo dos registros do diário de campo, da observação participante, das entrevistas semiestruturadas e filmagens em sala de aula, organizamos as reflexões e análises sobre como é compreendida a deficiência intelectual, as relações que se estabelecem com a aprendizagem e as práticas pedagógicas que envolveram os três alunos. Na segunda etapa, fomos a campo para colaborar com seus atores a partir da proposta do ensino colaborativo, respaldadas pelo referencial histórico-cultural. As ações colaborativas junto às professoras de sala de aula e da sala de recursos multifuncionais (SRM) foram desenvolvidas tendo o aluno Ian como sujeito das reflexões e análises sobre o processo de ensino e aprendizagem. Como resultados do estudo observamos que a presença do aluno com deficiência intelectual na escola comum ainda é motivo de estranhamento. O formato da estrutura curricular indica o quanto é difícil garantir processos de ensino e aprendizagem para o aluno com deficiência intelectual. Apesar do perfil diferenciado na formação das professoras, dúvidas sobre como organizar o ensino para esse aluno eram comuns em seus relatos. A partir da colaboração estabelecida, na 2 etapa do estudo, entre as professoras especialistas (da SRM e pesquisadora) e as professoras de sala de aula, observamos essas ampliarem a iniciativa na organização/adequação de atividades, em suas áreas de conhecimento específicas, considerando a participação e forma pela qual o aluno poderia adquirir o conhecimento trabalhado. Nesse contexto, percebemos a relevância da complementaridade entre estratégias pedagógicas para garantir o ensino, a participação e a aprendizagem do aluno, tanto em sala de aula quanto na SRM. As práticas favoreceram o aluno na medida em que as condições de ensino, para sua aprendizagem, passaram a ser conhecidas e consideradas. A mediação planejada, intencional e desafiadora, em todos os ambientes da escola, foi fundamental para que compreendêssemos como organizar o ensino para a aprendizagem de Ian. Sob essas condições observamos Ian demonstrar sua capacidade para elaborar conceitos cotidianos e complexos, em diferentes áreas do currículo escolar.

Differential Neuroprotective Effects of 5 '-Deoxy-5 '-Methylthioadenosine

Background: 5'-deoxy-5'-methylthioadenosine (MTA) is an endogenous compound produced through the metabolism of polyamines. The therapeutic potential of MTA has been assayed mainly in liver diseases and, more recently, in animal models of multiple sclerosis. The aim of this study was to determine the neuroprotective effect of this molecule in vitro and to assess whether MTA can cross the blood brain barrier (BBB) in order to also analyze its potential neuroprotective efficacy in vivo. Methods: Neuroprotection was assessed in vitro using models of excitotoxicity in primary neurons, mixed astrocyte-neuron and primary oligodendrocyte cultures. The capacity of MTA to cross the BBB was measured in an artificial membrane assay and using an in vitro cell model. Finally, in vivo tests were performed in models of hypoxic brain damage, Parkinson's disease and epilepsy. Results: MTA displays a wide array of neuroprotective activities against different insults in vitro. While the data from the two complementary approaches adopted indicate that MTA is likely to cross the BBB, the in vivo data showed that MTA may provide therapeutic benefits in specific circumstances. Whereas MTA reduced the neuronal cell death in pilocarpine-induced status epilepticus and the size of the lesion in global but not focal ischemic brain damage, it was ineffective in preserving dopaminergic neurons of the substantia nigra in the 1-methyl-4-phenyl-1,2,3,6-tetrahydro-pyridine (MPTP)-mice model. However, in this model of Parkinson's disease the combined administration of MTA and an A(2A) adenosine receptor antagonist did produce significant neuroprotection in this brain region. Conclusion: MTA may potentially offer therapeutic neuroprotection.

Approximate Solutions by Truncated Taylor Series Expansions of Nonlinear Differential Equations and Related Shadowing Property with Applications

This paper investigates the errors of the solutions as well as the shadowing property of a class of nonlinear differential equations which possess unique solutions on a certain interval for any admissible initial condition. The class of differential equations is assumed to be approximated by well-posed truncated Taylor series expansions up to a certain order obtained about certain, in general nonperiodic, sampling points t(i) is an element of [t(0), t(J)] for i = 0, 1, . . . , J of the solution. Two examples are provided.

Effects of an emotional intelligence program in variables related to the prevention of violence

In recent decades, numerous studies have shown a significant increase in violence during childhood and adolescence. These data suggest the importance of implementing programs to prevent and reduce violent behavior. The study aimed to design a program of emotional intelligence (El) for adolescents and to assess its effects on variables related to violence prevention. The possible differential effect of the program on both genders was also examined. The sample comprised 148 adolescents aged from 13 to 16 years. The study used an experimental design with repeated pretest-posttest measures and control groups. To measure the variables, four assessment instruments were administered before and after the program, as well as in the follow-up phase (1 year after the conclusion of the intervention). The program consisted of 20 one-hour sessions. The pretest-posttest ANCOVAs showed that the program significantly increased: (1) El (attention, clarity, emotional repair); (2) assertive cognitive social interaction strategies; (3) internal control of anger; and (4) the cognitive ability to analyze negative feelings. In the follow-up phase, the positive effects of the intervention were generally maintained and, moreover, the use of aggressive strategies as an interpersonal conflict-resolution technique was significantly reduced. Regarding the effect of the program on both genders, the change was very similar, but the boys increased assertive social interaction strategies, attention, and emotional clarity significantly more than the girls. The importance of implementing programs to promote socio-emotional development and prevent violence is discussed.

Distribution theory and fundamental solutions of differential operators

The objective of this dissertation is to study the theory of distributions and some of its applications. Certain concepts which we would include in the theory of distributions nowadays have been widely used in several fields of mathematics and physics. It was Dirac who first introduced the delta function as we know it, in an attempt to keep a convenient notation in his works in quantum mechanics. Their work contributed to open a new path in mathematics, as new objects, similar to functions but not of their same nature, were being used systematically. Distributions are believed to have been first formally introduced by the Soviet mathematician Sergei Sobolev and by Laurent Schwartz. The aim of this project is to show how distribution theory can be used to obtain what we call fundamental solutions of partial differential equations.