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Generalizing a linear expression over a vector space, we call a term of an arbitrary type tau linear if its every variable occurs only once. Instead of the usual superposition of terms and of the total many-sorted clone of all terms in the case of linear terms, we define the partial many-sorted superposition operation and the partial many-sorted clone that satisfies the superassociative law as weak identity. The extensions of linear hypersubstitutions are weak endomorphisms of this partial clone. For a variety V of one-sorted total algebras of type tau, we define the partial many-sorted linear clone of V as the partial quotient algebra of the partial many-sorted clone of all linear terms by the set of all linear identities of V. We prove then that weak identities of this clone correspond to linear hyperidentities of V.
What shapes peace, and how can peace be successfully built in those countries affected by armed conflict? This paper examines mpeacebuilding in the aftermath of civil wars in order to identify the conditions for post-conflict peace. The field of civil war research is
characterised by case studies, comparative analyses and quantitative research, which relate relatively little to each other. Furthermore, the complex dynamics of peacebuilding have hardly been investigated so far. Thus, the question remains of how best to enhance the prospects
of a stable peace in post-conflict societies. Therefore, it is necessary to capture the dynamics of post-conflict peace. This paper aims at helping to narrow these research gaps by 1) presenting the benefits of set theoretic methods for peace and conflict studies; 2) identifying remote conflict environment factors and proximate peacebuilding factors which have an influence on the peacebuilding process and 3) proposing a
set-theoretic multi-method research approach in order to identify the causal structures and mechanisms underlying the complex realm of post-conflict peacebuilding. By implementing this transparent and systematic comparative approach, it will become possible to discover
the dynamics of post-conflict peace.
Answer Set Programming (ASP) is a powerful declarative programming paradigm that has been successfully applied to many different domains. Recently, ASP has also proved successful for hard optimization problems like course timetabling and travel allotment. In this paper, we approach another important task, namely, the shift design problem, aiming at an alignment of a minimum number of shifts in order to meet required numbers of employees (which typically vary for different time periods) in such a way that over- and understaffing is minimized. We provide an ASP encoding of the shift design problem, which, to the best of our knowledge, has not been addressed by ASP yet. Our experimental results demonstrate that ASP is capable of improving the best known solutions to some benchmark problems. Other instances remain challenging and make the shift design problem an interesting benchmark for ASP-based optimization methods.
For Vibrio cholerae, the coordinated import and export of Na+ is crucial for adaptation to habitats with different osmolarities. We investigated the Na+-extruding branch of the sodium cycle in this human pathogen by in vivo Na-23-NMR spectroscopy. The Na+ extrusion activity of cells was monitored after adding glucose which stimulated respiration via the Na+-translocating NADH:quinone oxidoreductase (Na+-NQR). In a V. cholerae deletion mutant devoid of the Na+-NQR encoding genes (nqrA-F), rates of respiratory Na+ extrusion were decreased by a factor of four, but the cytoplasmic Na+ concentration was essentially unchanged. Furthermore, the mutant was impaired in formation of transmembrane voltage (Delta psi, inside negative) and did not grow under hypoosmotic conditions at pH 8.2 or above. This growth defect could be complemented by transformation with the plasmid encoded nqr operon. In an alkaline environment, Na+/H+ antiporters acidify the cytoplasm at the expense of the transmembrane voltage. It is proposed that, at alkaline pH and limiting Na+ concentrations, the Na+-NQR is crucial for generation of a transmembrane voltage to drive the import of H+ by electrogenic Na+/H+ antiporters. Our study provides the basis to understand the role of the Na+-NQR in pathogenicity of V. cholerae and other pathogens relying on this primary Na+ pump for respiration. (C) 2015 Elsevier B.V. All rights reserved.
Based on theories of scientific discovery learning (SDL) and conceptual change, this study explores students' preconceptions in the domain of torques in physics and the development of these conceptions while learning with a computer-based SDL task. As a framework we used a three-space theory of SDL and focused on model space, which is supposed to contain the current conceptualization/model of the learning domain, and on its change through hypothesis testing and experimenting. Three questions were addressed: (1) What are students' preconceptions of torques before learning about this domain? To do this a multiple-choice test for assessing students' models of torques was developed and given to secondary school students (N = 47) who learned about torques using computer simulations. (2) How do students' models of torques develop during SDL? Working with simulations led to replacement of some misconceptions with physically correct conceptions. (3) Are there differential patterns of model development and if so, how do they relate to students’ use of the simulations? By analyzing individual differences in model development, we found that an intensive use of the simulations was associated with the acquisition of correct conceptions. Thus, the three-space theory provided a useful framework for understanding conceptual change in SDL.
This survey on the theme of Geometry Education (including new technologies) focuses chiefly on the time span since 2008. Based on our review of the research literature published during this time span (in refereed journal articles, conference proceedings and edited books), we have jointly identified seven major threads of contributions that span from the early years of learning (pre-school and primary school) through to post-compulsory education and to the issue of mathematics teacher education for geometry. These threads are as follows: developments and trends in the use of theories; advances in the understanding of visuo spatial reasoning; the use and role of diagrams and gestures; advances in the understanding of the role of digital technologies; advances in the understanding of the teaching and learning of definitions; advances in the understanding of the teaching and learning of the proving process; and, moving beyond traditional Euclidean approaches. Within each theme, we identify relevant research and also offer commentary on future directions.
The three-space theory of problem solving predicts that the quality of a learner's model and the goal specificity of a task interact on knowledge acquisition. In Experiment 1 participants used a computer simulation of a lever system to learn about torques. They either had to test hypotheses (nonspecific goal), or to produce given values for variables (specific goal). In the good- but not in the poor-model condition they saw torque depicted as an area. Results revealed the predicted interaction. A nonspecific goal only resulted in better learning when a good model of torques was provided. In Experiment 2 participants learned to manipulate the inputs of a system to control its outputs. A nonspecific goal to explore the system helped performance when compared to a specific goal to reach certain values when participants were given a good model, but not when given a poor model that suggested the wrong hypothesis space. Our findings support the three-space theory. They emphasize the importance of understanding for problem solving and stress the need to study underlying processes.
Recent studies of short-term serial order memory have suggested that the maintenance of order information does not involve domain-specific processes. We carried out two dual task experiments aimed at resolving several ambiguities in those studies. In our experiments, encoding and response of one serial reconstruction task was embedded within encoding and response of a concurrent serial reconstruction task. Order demands in both tasks were independently varied so as to find revealing patterns of interference between the two tasks. In Experiment 1, participants were to maintain and reconstruct the order of a list of verbal materials, while maintaining a list of spatial materials or vice-versa. Increasing the order demands in the outer reconstruction task resulted in small or non reliable performance decrements in the embedded reconstruction task. Experiment 2 sought to compare these results against two same-domain baseline conditions (two verbal lists or two spatial lists). In all conditions, increasing order demands in the outer task resulted in small or non-reliable performance decrements in the embedded task. However, performance in the embedded tasks was generally lower in the same-domain baseline conditions than in the cross-domain conditions. We argue that the main effect of domain in Experiment 2 indicates the contribution of domain-specific processes to short-term serial order maintenance. In addition, we interpret the failure to find consistent cross-list interference irrespective of domain as indicating the involvement of grouping mechanisms in concurrently performed serial order tasks. (C) 2015 Elsevier Inc. All rights reserved.
In a series of experiments, we tested a recently proposed hypothesis stating that the degree of alignment between the form of a mental representation resulting from learning with a particular visualization format and the specific requirements of a learning task determines learning performance (task-appropriateness). Groups of participants were required to learn the stroke configuration, the stroke order, or the stroke directions of a set of Chinese pseudocharacters. For each learning task, participants were divided into groups receiving dynamic, static-sequential, or static visualizations. An old/new character recognition task was given at test. The results showed that learning both stroke configuration and stroke order was best with static pictures (Experiments 1 and 2), while there was no reliable difference between the groups for learning stroke direction (Experiment 3). An additional experiment, however, revealed that learning with sequential pictures was superior when testing was carried out with sequential pictures, irrespective of the learning task (Experiment 4). The combined evidence from all experiments speaks against task requirements playing a role in determining the effectiveness of a visualization format. Furthermore, the evidence supports the view that a high degree of congruence between information presented during learning and information presented at test results in better learning (study-test congruence). Implications for instructional design are discussed.