Operational retrieval of trace gases concentrations from IASI spectra

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Operational retrieval of trace gases concentrations from IASI spectra

info:eu-repo/semantics/nonPublished

Disciplined Seeing: Forms of Christianity and Forms of Life

Four-decade responses of soil trace elements to an aggrading old-field forest: B, Mn, Zn, Cu, and Fe.

In the ancient and acidic Ultisol soils of the Southern Piedmont, USA, we studied changes in trace element biogeochemistry over four decades, a period during which formerly cultivated cotton fields were planted with pine seedlings that grew into mature forest stands. In 16 permanent plots, we estimated 40-year accumulations of trace elements in forest biomass and O horizons (between 1957 and 1997), and changes in bioavailable soil fractions indexed by extractions of 0.05 mol/L HCl and 0.2 mol/L acid ammonium oxalate (AAO). Element accumulations in 40-year tree biomass plus O horizons totaled 0.9, 2.9, 4.8, 49.6, and 501.3 kg/ha for Cu, B, Zn, Mn, and Fe, respectively. In response to this forest development, samples of the upper 0.6-m of mineral soil archived in 1962 and 1997 followed one of three patterns. (1) Extractable B and Mn were significantly depleted, by -4.1 and -57.7 kg/ha with AAO, depletions comparable to accumulations in biomass plus O horizons, 2.9 and 49.6 kg/ha, respectively. Tree uptake of B and Mn from mineral soil greatly outpaced resupplies from atmospheric deposition, mineral weathering, and deep-root uptake. (2) Extractable Zn and Cu changed little during forest growth, indicating that nutrient resupplies kept pace with accumulations by the aggrading forest. (3) Oxalate-extractable Fe increased substantially during forest growth, by 275.8 kg/ha, about 10-fold more than accumulations in tree biomass (28.7 kg/ha). The large increases in AAO-extractable Fe in surficial 0.35-m mineral soils were accompanied by substantial accretions of Fe in the forest's O horizon, by 473 kg/ha, amounts that dwarfed inputs via litterfall and canopy throughfall, indicating that forest Fe cycling is qualitatively different from that of other macro- and micronutrients. Bioturbation of surficial forest soil layers cannot account for these fractions and transformations of Fe, and we hypothesize that the secondary forest's large inputs of organic additions over four decades has fundamentally altered soil Fe oxides, potentially altering the bioavailability and retention of macro- and micronutrients, contaminants, and organic matter itself. The wide range of responses among the ecosystem's trace elements illustrates the great dynamics of the soil system over time scales of decades.

VARIATION FORMS: A SURVEY THROUGH FOUR CENTURIES OF VIOLIN REPERTOIRE

Variation, or the re-working of existing musical material, has consistently attracted the attention of composers and performers throughout the history of Western music. In three recorded recitals at the University of Maryland School of Music, this dissertation project explores a diverse range of expressive possibilities for violin in seven types of variation form in Austro-German works for violin from the 17th through the 20th centuries. The first program, consisting of Baroque Period works, performed on period instrument, includes the divisions on “John come kiss me now” from The Division Violin by Thomas Baltzar (1631 – 1663), constant bass variations in Sonate Unarum Fidium by Johann Heinrich von Schmelzer (1623 – 1680), arbitrary variation in Sonata for Violin and Continuo in E Major, Op. 1, No. 12 “Roger” by George Friedrich Händel (1685 – 1759), and French Double style, melodic-outline variation in Partita for Unaccompanied Violin in B Minor by Johan Sebastian Bach (1685 – 1750). Theme and Variations, a popular Classical Period format, is represented by the Sonata for Piano and Violin in G Major K. 379 by Wolfgang Amadeus Mozart (1756 – 1791) and Sonata for Violin and Piano in A Major, Op. 47 No. 9 the “Kreutzer” by Ludwig van Beethoven (1770 – 1827). Fantasy for Piano and Violin in C Major D. 934 by Franz Schubert (1797 – 1828) represents the 19th century fantasia variation. In these pieces, the piano and violin parts are densely interwoven, having equal importance. Many 20th century composers incorporated diverse types of variations in their works and are represented in the third recital program comprising: serial variation in the Phantasy for Violin and Piano Op.47 of Arnold Schoenberg (1874 – 1951); a strict form of melodic-outline variation in Sonate für Violine allein, Op. 31, No. 2 of Paul Hindemith (1895 – 1963); ostinato variation in Johan Halvorsen’s (1864 – 1935) Passacaglia for Violin and Viola, after G. F. Handel’s Passacaglia from the Harpsichord Suite No. 7 in G Minor. Pianist Audrey Andrist, harpsichordist Sooyoung Jung, and violist Dong-Wook Kim assisted in these performances.

Effects of different molecular forms of FHA on IL-10 and IL-12 secretions by human dendritic cells.

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Quantitative laboratory spectroscopy of atmospheric trace gases

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Hopf hypersurfaces in pseudo-Riemannian complex and para-complex space forms

The study of real hypersurfaces in pseudo-Riemannian complex space forms and para-complex space forms, which are the pseudo-Riemannian generalizations of the complex space forms, is addressed. It is proved that there are no umbilic hypersurfaces, nor real hypersurfaces with parallel shape operator in such spaces. Denoting by J be the complex or para-complex structure of a pseudo-complex or para-complex space form respectively, a non-degenerate hypersurface of such space with unit normal vector field N is said to be Hopf if the tangent vector field JN is a principal direction. It is proved that if a hypersurface is Hopf, then the corresponding principal curvature (the Hopf curvature) is constant. It is also observed that in some cases a Hopf hypersurface must be, locally, a tube over a complex (or para-complex) submanifold, thus generalizing previous results of Cecil, Ryan and Montiel.

Trace gas measurements from infrared satellite for chemistry and climate applications

Space-borne thermal infrared instruments working in the nadir geometry are providing spectroscopic measurements of species that impact on the chemical composition of the atmosphere and on the climate forcing: H2O, CO2, N2O, CH4, CFCs, O3, and CO. The atmospheric abundances obtained from the analysis of IMG/ADEOS measurements are discussed in order to demonstrate the potential scientific return to be expected from future missions using advanced infrared nadir sounders. Some strengths and limitations of passive infrared remote sensing from space are illustrated. © 2003 European Geosciences Union.

El análisis de manuales en la enseñanza de la integral definida

Este trabajo realiza, en primer lugar, un estudio de manuales de primero y segundo de Bachillerato-LOGSE, respecto al concepto de integral definida, exponiendo las cuatro dimensiones que se han considerado y un ejemplo de aplicación a un manual de 2º de Bachillerato. En la segunda parte, se hace un estudio comparativo entre los nueve manuales realizados, más representativos de Jaén y provincia, centrándonos en los significados institucionales históricos y en los conflictos semióticos.

La integral definida en bachillerato: restricciones institucionales de las Pruebas de Acceso a la Universidad

En este trabajo se aportan los resultados de una investigación, realizada con cuatro grupos de estudiantes de segundo de bachillerato de la Comunidad Autónoma Andaluza, sobre la incidencia de las pruebas de acceso a la universidad (PAU) en los significados de la integral definida, en cuanto a los posibles sesgos producidos. En primer lugar se detectan los significados de referencia que se comparan posteriormente con los obtenidos en las PAU, después se analiza el significado implementado en el aula. Por último, se dan algunas implicaciones para la enseñanza de la integral definida.

Cálculo diferencial e integral e tecnologias digitais: perspectivas de exploração no sofware GeoGebra

A ênfase algébrica dada ao longo do tempo nos cursos de Cálculo Diferencial e Integral não oportunizou que tratamentos gráficos e numéricos fossem privilegiados, visto a ausência de softwares que possibilitassem uma abordagem diferenciada aos conceitos inerentes a esta disciplina (Richit, 2010, Guimarães, 2001). Contudo, iniciativas no mundo inteiro têm dedicado esforços e desenvolvido softwares que possibilitam explorações qualitativamente diferentes para conceitos de Cálculo a partir de representações gráficas, numéricas ou algébricas envolvendo visualização, a simulação, o aprofundamento do pensamento matemático, conjecturas e validações, etc. Deste modo, a incorporação das tecnologias digitais na aula de Cálculo remove um pouco o fardo da manipulação algébrica, possibilitando a transição entre a ação física (interação do estudante com a tecnologia) e a representação matemática de um conceito. Assim, a proposta de oficina aqui apresentada objetiva explorar conceitos de Cálculo (Funções, Limites, Derivadas e Integrais) em uma perspectiva de investigação com o software GeoGebra.

La significación física de la integral a partir de la modelación de fenómenos

Una pregunta que me plantean con mucha frecuencia los estudiantes es ¿qué significado tiene la integral?; con este trabajo pretendemos incursionar en la problemática referida a la formación de la significación física de la integral, para lograrlo partimos de la idea de que esa significación tiene que ver por un lado con las concepciones matemáticas “heredadas” por los profesores a sus alumnos y por otro con los procesos de matematización de fenómenos en diversos contextos. Hemos realizado un primer acercamiento exploratorio para recoger evidencias, que nos permita elaborar una secuencia basada en prácticas de modelación de fenómenos. Reportamos como es construida la significación física de la integral en el discurso. Un resultado consecuente, es una aproximación a la concepción de práctica social.

¿Qué pintan un motor y una botella en el cálculo integral? Curso corto de didáctica

Se pretende crear un marco de resolución de problemas que sea motivador para los alumnos del último año de Bachillerato o del primer año de estudios en la Universidad, y para ello se presentan cuatro problemas reales, cuya solución requiere establecer el concepto de integral definida, y uno histórico, que fue propuesto y resuelto por Arquímedes. Asimismo, en el desarrollo del curso se verá la importancia del uso de herramientas didácticas, tales como el generador de volúmenes de revolución, que se construirá en el propio curso, y el ordenador, cuyo uso será absolutamente necesario para resolver los problemas planteados. En suma, además de promover adaptaciones curriculares adecuadas, se fijan estos tres objetivos fundamentales: Cómo se crea un marco de resolución de problemas y cómo se integran herramientas didácticas apropiadas.

El aprendizaje del concepto de integral

El propósito de este artículo es presentar una propuesta didáctica de la integral definida para la educación secundaria obligatoria y bachillerato a través de unas secuencias de aprendizaje que ayuden al estudiante a captar las ideas fundamentales del cálculo integral, del concepto de integral y del proceso de integración.