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Embedding codimension of the space of arcs
Get PDFWe introduce a notion of embedding codimension of an arbitrary local ring, establish some general properties and study in detail the case of arc spaces of schemes of finite type over a field. Viewing the embedding codimension as a measure of singularities, our main result can be interpreted as saying that the singularities of the arc space are maximal at the arcs that are fully embedded in the singular locus of the underlying scheme, and progressively improve as we move away from said locus. As an application, we complement a theorem of Drinfeld, Grinberg and Kazhdan on formal neighbourhoods in arc spaces by providing a converse to their theorem, an optimal bound for the embedding codimension of the formal model appearing in the statement, a precise formula for the embedding dimension of the model constructed in Drinfeld’s proof and a geometric meaningful way of realising the decomposition stated in the theorem.Ye
Biomedical Engineering Lab Manual, Volume 1
No full textThe lab manual was written as the first installment that coincides with two lab courses taught at the University of Oklahoma (BME3171, BME3181). These courses are designed to provide Biomedical Engineering students with lab skills and experience in biomedical engineering research and clinical techniques. This manual is used with BME3171 Lab 1 and the following topics are covered in this lab manual; functional human models, musculoskeletal lever systems, bioimaging (ultrasound), bioelectricity (electromyography), & uni-axial testing.Supported in part by the University of Oklahoma Library's Alternative Textbook GrantVolume 2 of this lab manual is available at: https://shareok.org/handle/11244/33884
Understanding the impact of a STEM explanatory model on STEM-education stakeholders’ conceptions of STEM and STEM integration
Get PDFWhile STEM education is recognized as a critical priority for national security, health, and economic prosperity, its various and often conflicting meanings, coupled with excessive use of the acronym as a super discipline, render it increasingly meaningless for many. Without a common and consistent understanding of the STEM acronym from which policy makers, community members, educational administrators, informal educators, and classroom teachers understand STEM education, it is unlikely that common goals for STEM education will be achieved. This study, examined the impact a STEM explanatory model, grounded in the content and practices of STEM discipline, might have on diverse STEM-education stakeholders’ conceptions of STEM and STEM integration. A basic qualitative research design was utilized to carry out the study leveraging the voices of participants to understand their conceptions of STEM and STEM integration before, during, and after the use of a STEM explanatory model. The study took place during a workshop offered by a regional STEM alliance center in a large city in a midwestern state. Thirteen diverse STEM-education stakeholders participated in the study representing elementary and middle school STEM teachers, informal STEM educators, and a government official. Data collected through a chronological sequence design with open-ended pre- and-post-survey questions, recorded discussions, and researcher memos were utilized as evidence for the study.
Findings show that participants exhibited a narrowing of their understanding of STEM and STEM integration that was more centered on STEM disciplines, stronger coherence among participants in their identification of the STEM components that comprised a classroom activity, and a lack of deep understanding of disciplines that comprise the STEM acronym. Through this study participants adopted terminology associated with the STEM explanatory model introduced as an intervention in the study. Recorded conversations among participants during the use of the explanatory model indicated that participants constructed new meanings of STEM and STEM integration not possessed prior to exposure to the explanatory model. As a result, participants exhibited shifts in their understanding of STEM and STEM integration by the end of the study
The role of disaster subcultures in Spanish speaking Hispanic/Latino immigrants in the United States
Get PDFHaving a diversity of climatic zones, the United States experiences different weather hazards and risks such as winter storms, tornados, droughts, hurricanes, among others depending on the geographic location. With Americans having a culture geared towards becoming a weather-ready nation, they may be more familiar with their emergency system than other communities living in the United States. According to the U.S. 2020 Census, Hispanics in the U.S. account for 18.9% of the total population, making them the second largest ethnic group. Coming from different places and having a diverse cultural background, the Hispanic/Latino community may be more vulnerable towards these hazards and disasters due to their lack of experience with such events in their country of origin and other factors such as language barriers. Hispanic/Latino Spanish speaking communities in the U.S. come from different places and depending from where one comes, some people may have different cultures of disaster response, or disaster subcultures. When it comes to understanding, interpreting, and acting on different information regarding weather and climate threats these factors can play a significant role. Additionally, inequities in weather risk communication such as translations from English to Spanish may also increase the vulnerability and challenges that this community faces when it comes to weather hazards. This research analyzes how cultural background and experiences or disaster subcultures from Hispanic/Latino immigrants in the United States affects the way they perceive, understand and act on severe weather risks. Using data from the Severe Weather and Society Survey 2022 Spanish version we analyze the differences between people who lived outside the U.S. versus people who did not and their perceptions, behaviors, and reporting understanding of severe weather risks. When doing the analysis, language barriers will also be taken into consideration. In addition, we also perform a qualitative analysis using data from interviews held after the December 10th, 2021, tornado outbreak within the Guatemalan community of Mayfield, KY. These results are presented and discussed using a disaster subcultures frame. When communicating different weather risks and threats, the weather enterprise needs to consider factors such as culture and experience to effectively communicate and transmit their weather risk information to diverse communities such as Spanish speaking Hispanic/Latinos
A Primer on Asian Americans and Asian American Studies for Public Administration
Get PDFThis article serves as an introduction for public administration and public institutions about Asian Americans. The experiences of Asian Americans and the field of Asian American Studies can inform a more nuanced understanding of how racial categories are constructed and community-led efforts that lead to institutional change. Asian Americans offer important insights for public administration, including how to contend with intra- and intergroup differences, how racialization upholds white supremacy, and how to document community-based histories of activism and engagement with public institutions. We end with recommendations to rethink diversity and racial climate in the field. Through a more in-depth understanding of racial categories, public institutions can improve resource distribution and decision-making.YesThis is an Accepted Manuscript of an article published by Taylor & Francis in Public Integrity on July 6, 2022 available at: http://www.tandfonline.com/10.1080/10999922.2022.2089475