bluuebunny/crossref_metadata_2025_split huggingface dataset:
Pollen‐Based Screening of Soybean Genotypes for High Temperatures
Authors: Salem Mohammed A. , Kakani Vijaya Gopal , Koti Sailaja , Reddy K. Raja 
Published: January 2007

ABSTRACTSoybean [Glycine max (L.) Merr.] reproduction is sensitive to temperatures > 35°C. Two studies were conducted to determine temperature effects on soybean pollen germination (PG) and to detect genotypic differences. Pollen collected from 44 genotypes (Maturity Groups III to VI) grown outdoors was subjected to in vitro temperatures from 15 to 50°C at 5°C intervals. Genotypes differed significantly for in vitro PG percentage (mean of 81%) and tube length (mean of 437 μm). Mean cardinal temperatures (Tmin, Topt, and Tmax) were 13.2, 30.2, and 47.2°C for PG and 12.1, 36.1, and 47.0°C for pollen tube growth. Genotypes differed for leaf cell membrane thermostability (CMTS), but CMTS did not correlate with pollen parameters. Cumulative temperature response index, CTRI (unitless), of each genotype calculated as the sum of eight individual stress responses (ISRs) derived from maximum PG, maximum pollen tube length (PTL), and the maximum (Tmax), minimum (Tmin), and optimum (Topt) temperatures for PG and for PTLs was used to group genotypes for temperature tolerance. Heat‐tolerant genotype (DG 5630RR) was less sensitive to high temperature (38/30°C) compared with heat‐intermediate (PI 471938) and heat‐sensitive (Stalwart III) genotypes that had deformed pollen, with reduced apertures and collumellae heads. Hence, pollen can be used as a screening tool for heat tolerance. Most sensitive to temperature was D88‐5320 with a CTRI of 6.8, while AG 4403RR was most tolerant with a CTRI of 7.5. Elevated [CO2] did not modify reproductive parameters or CTRI. The study also revealed that heat tolerance of vegetative tissue had little or no relationship with the heat tolerance of reproductive tissue. Maturity groups lacked a specific trend for tolerance to high temperature. The identified high temperature‐tolerant genotypes and temperature‐dependent pollen response functions might be useful in soybean breeding and modeling programs, respectively.
Image, Movement, and Actor: Restoration of Potentiality
Authors: Feldenkrais Moshe 
Published: January 2007

Moshe Feldenkrais is a master in judo, holder of the Black Belt, and author of several books in this field. Dr. Feldenkrais is also an influential kinesthetic therapist and theorist. This exposition of Feldenkrais' ideas and techniques of movement-training is taken from two of his essays, “L'Expression Corporelle” and “Mind and Body.” This material is interspersed with selections from an interview with Feldenkrais by Richard and Helen Schechner in Tel-Aviv during June, 1965.Feldenkrais uses “body-image” and “self-image” interchangeably; he claims that there is no valid distinction to be made between the “self” and the “mind/body.” I have followed his not-quite-arbitrary usage.This exposition suffers, no doubt, from brevity. No attempt has been made to offer the available (and substantial) supporting demonstrations, argumentation, and data. Feldenkrais’ concerns and practice are clearly applicable to theatre training; and, although he does not allude to it here, he has worked with the Habima Theatre in Israel. Interested specialists may contact Dr. Feldenkrais directly. His address is: 49 Nachmani Street, Tel-Aviv, Israel.
A Graphic Solution of the Equation
Authors: Lodge A. 
Published: January 2007

zn − pz + q = 0. .....(1)The usual method of solution by means of a fixed curve and varying line is to draw the curve y = zn, and find where it is cut by the line y=pz − q.The following method is quicker, and has some aspects of theoretic interest to recommend it. It consists in taking p, q as coordinates, and in drawing the curve given by the parametric equation 2which is the condition that the given equation (1) shall have equal roots.
Extension of Some Definitions and Propositions in Euclid’s Book XI. And Remarks
Authors: Muirhead R. F. 
Published: January 2007

Euclid does not define the inclination to one another, or the mutual perpendicularity of non-intersecting straight lines. (For brevity I shall omit the adjective straight before lines.)The following definition is justified by the 10th Proposition of Bk. XI. Def. : The inclination of two non-intersecting lines to one another, or the “ angle between them ” is the angle between two intersecting straight lines which are parallel to them respectively.
Some Isochordic Circles Related to the Triangle
Authors: Taylor W. W. 
Published: January 2007

Taking ABC as the triangle of reference, with the usual notation for its sides and angles, let l = s − a, m = s− b, n = s − c. Let I, I1, I2, I3 be the centres of the inscribed and escribed circles DEF, D1E1F1, D2E2F2, D3E3F3.Through A, B, C draw parallels to the opposite sides forming the triangle A1B1C1, so that AAl, BB1, CC1 are the medians of the triangle ABC, and there are then ten triangles like ABB1, ACB1, etc., of the same area.
Suggested Notation for Ratios and Cross-Ratios
Authors: Lodge Alfred 
Published: January 2007

I wish to call attention to the value, for some purposes, ot the notation for the ratio ; and for the cross-ratio .For instance: in Menelaus’ theorem for the property of a transversal meeting the sides of a triangle ABC in the points P, Q, R, the first mentioned notation makes the property shine out very clearly The equation in the form is,which conspicuously separates the points on the transversal from the angular points of the triangle.
The Simple Pendulum
Authors: Greenhill G. 
Published: January 2007

Mr. D.K. Picken has done well to direct attention to the unsatisfactory nature of the elementary discussion of the Simple Pendulum, current in the text-books.What is usually passed off as a proof is a downright wicked deceit, and deserves the serious attention of the advocate of rigour, when he can spare time to look elsewhere, beyond a fundamental axiom or a convergency test.
Mechanical Similitude
Authors: Greenhill G. 
Published: January 2007

After Geometrical Similitude has been retained by making two structures, animal, machine, or steamship, from the same drawing but to a different scale, there is still the remaining variable of the material of construction to be taken into account ; and a further question arises of the Mechanical Similitude in a calculation of the relative velocity and stress in the parts.The first statement of the problem is to be found in the Principia, Book II, Section VII, Prop. XXXII, Theorem XXVI.In its application to the steamship the principle goes by the name of Froude's Law; it is applied to infer the performance of the full size steamer by calculation on the record of the model in the experimental tank.
Discussion on the Report on the Teaching of Arithmetic: II The Syllabus in detail (p. 235)
Authors: Greenhill G. 
Published: January 2007

Farming is still an important industry in England, although neglected and depressed by comparison with Manufacture and Navigation ; so it is useful still to teach the old agricultural units, mile, furlong, chain, perch, acre, rood, . . inherited from earliest civilisation through the Roman and Greek, and based on physical unchangeable qualities, nob likely to be displaced by an artificial Metric System.Consult the lecture to the Society of Arts, December 1915, by Sir Charles M. Watson, on The Origin of the English Measures of Length, and Herodotus Ii 149 on Greek Measures.But it is surprising no mention is made in the Report of the geographical units employed universally by the sailor of all countries, based on the measurement of the Earth, and the 24 hours of the day.In these units there is never mention of the diameter or radius of the Earth, or of the military land-mile. The day being divided into 24 hours, and the equator also, longitude is reckoned in hours, each of 15 degrees or 60 minutes of time on the chronometer, and the degree is divided into 60 minutes of angle or 15 seconds of time. The length along the equator or a meridian of one minute of angle is then made the geographical sea-mile, le mille marin.
Parallelism and Similarity
Authors: Picken D. K. 
Published: January 2007

The recent discussion of this subject * cannot fail to have important effects. It must certainly have aroused in many a new conception of the part Similarity should play in Elementary Geometry.In this article—which embodies an integral part of work on elementary geometry, most of which has recently been published —a presentation of the ideas of Parallelism is given, which is designed to bring the conviction on this subject that has too commonly been lacking, and to show how central its place is in Euclidean Geometry. Together with the discussion of the Plane theory, an indication is given (in 5) of a sufficient elementary treatment of Similarity: “sufficient,” in no disparaging sense, but in the sense of sufficing for every reasonable need at the stage in question.
Pure Mathematics in a Secondary School Advanced Course
Authors: Hall F. G. 
Published: January 2007

Much has been said about the danger of dividing the various branches of pure mathematics into “water-tight compartments,” and books have been written with a view to breaking down from the very beginning the barriers between the different subjects.I feel, however, that to the average boy who has not yet reached Matriculation standard, the division of Mathematics into Arithmetic, Algebra and Geometry is very real and most helpful. A straight-forward question in
mensuration, the study of the identity (a+b)2=a2+2ab+b2, and the theorem that the square on a line is equal to the sum of the squares on its two segments together with twice the rectangle contained by them, for example, will and should appear as separate questions—the first being linked with other similar exercises in Arithmetic, the second depending on algebraical multiplication and being a study in form rather than in area, and the third turning on a geometrical construction. Only after each has been treated in the appropriate way should we show the pupil the cross-connections existing in the three problems.
So-Called Cases of Failure in the Solution of Linear Differential Equations
Authors: Neville Eric.H. 
Published: January 2007

We turn now to the question of the generality of the solution of equation (2) obtainable by means of equation (3), that is, to the problem of the construction of integrals of the equationIn passing, we remark that it is shewn by the last example that integrals of equation (2) deduced from different functions satisfying the conditions of equation (3) may differ, so that a number of independent functions satisfying equations of the form of (3) may lead to an equivalent number of independent solutions of (2), or may lead to any smaller number other than zero.
Lewis Carrol—Mathematician
Authors: Eperson D.B. 
Published: January 2007

As this is the last paper of our meeting, you may be expecting me to provide a bright and witty epilogue to conclude the proceedings. Further, since Lewis Carroll is recognised as a humorist, who did not hesitate to include pantomime humour in his mathematical essays, you may be expecting a kind of harlequinade. But, unfortunately, I cannot fulfil these expectations the title is Lewis Carroll—mathematician, and as he took himself very seriously as a mathematician it would be a poor tribute if I treated this aspect of his work in a light-hearted manner.During the past twelve months many tributes have been paid to Lewis Carroll. His literary genius, his imaginative powers, his love of children, his interest in logic, ”his penchant for puns, puzzles, parodies and palaver“, all these have been the subject of newspaper and magazine articles, as well as of the more ambitious essays and books in praise of one who always avoided publicity, and was almost ashamed of being recognised as the author of Alice in Wonderland. But little has been heard of the Rev C. L. Dodgson, mathematical lecturer of Christ Church, Oxford, the author of mathematical pamphlets and books, which he was not ashamed to publish without a pseudonym.
Shuffling a Pack of Cards and the Theory of Numbers
Authors: Boon F. C. 
Published: January 2007

If a pack of playing cards is shuffled systematically and the operation of shuffling repeated exactly, then after a certain number of repetitions of the operation the original order of the pack will be restored.The method of shuffling in ordinary card-games is a rough and ready inter-leaving of two parts of the pack. If this method were carried out in simple perfection, one half of the pack would be interleaved with the other, so that no two cards adjacent before the shuffling would be together after.
A Vector Account of Four-Piece Mechanisms
Authors: Andress W. R. 
Published: January 2007

If four rigid rods are smoothly pivoted together at their ends to form a closed quadrilateral the system is said to form a four-link chain. Under certain conditions, five in number, it is found that the quadrilateral is freely deformable and the system is then regarded as a mechanism. Isolated systems, satisfying the necessary conditions and hence admitting deformation, have been known for some time, namely,(a)the case in which the rods are coplanar and all the hinges are perpendicular to this plane;(b)the general “spheric or conic-chain” in which the lines of the four hinges are concurrent;(c)the case of the “Skew-isogram” discovered by Dr. G. T. Bennett.
Mr. Gibbins′ Triangle
Authors: Gulasekharam F. H. V. 
Published: January 2007

In the Gazette No. 249, Vol. XXII, Mr. Gibbins has deduced some interesting formulae connected with the triangle ABC, of which the side BC is given by L = lx + my +n= 0 and AB, AC by the equation The equations of the circles in § 3 of Mr. Gibbins’ note are very elegant indeed. But, in principle, it does not seem desirable to have recourse to pure geometry in dealing with problems in algebraic geometry. The algebraic analysis is not difficult. It is not necessary to resolve S into factors. Let us assume that S≡vw, where v ≡ l2x + m2y + n2 and w ≡ l3x + m3y + n3.
On De-Bunking Arithmetic
Authors: Rogers M. M. 
Published: January 2007

They wept like anything to seeSuch quantities of sand.“If this were only cleared away,”They said, “it would be grand.”It would be, and if those young airmen of whom we heard in the February Gazette had not spent so much lost endeavour in weaving ropes of this sand, perhaps they would not now be in such need of the help which we are so eager to give them. For although the seven-times-seven mops of our teaching committees have been sweeping for far more than half a year, there is no doubt that school Arithmetic is still cumbered with a lot of stuff that is of no use outside the class-room. In spite of the fact that teachers mostly teach so well, and pupils learn so well, we must confess that children going out into the world often cannot do the calculations that they need, that Training College lecturers find that many students have to learn Arithmetic all over again (though we camouflage it as “Method”), and that intelligent well-educated folk seem to delight in telling anyone whom they suspect of mathematical leanings that “they never could do Arithmetic”. Surely it is the Arithmetic that is wrong, not the teachers or taught.
A Staggering Proposition
Authors: Gibbins N. M. 
Published: January 2007

[This article is written by a master of a boys’ school, but the sexes of the teachers and the children may be varied by the reader in any way desired.]The question of the length of masters’ holidays in a reception area is a somewhat thorny one, the essential factor being that the boys must be looked after the whole year round. In order to fix our ideas it is convenient to consider two extreme cases. First, let us suppose it is decided that the masters are to have the same length of holiday period as the boys. If a programme of work can be arranged with two-thirds of the staff on duty, and if the boys can be properly supervised when on holiday by one-third of the staff, then diagram I shows a possible solution for a holiday of four weeks.
The Function Concept in School Mathematics
Authors: Hamley H. R. 
Published: January 2007

There are certain topics connected with the teaching of mathematics which seem to present themselves periodically for review. The aims or objectives of mathematical teaching is one of them ; the foundations of school mathematics is another. I have selected for review to-day one of the fundamental concepts of mathematics, that of functionality.May I begin my discussion with a brief historical survey ? The idea that the function concept should have a prominent, even a dominant, place in the mathematical programme of the schools may be said to have originated with Klein. Others before him, in France, England and America, as well as in Germany, had advocated the inclusion of “ variables ” and “ functions ” in the school programme, but Klein was the first to press the view that “ functional thinking ” should be made the binding or unifying principle of school mathematics. Klein was equally distinguished as a mathematician and as a leader in the pedagogy of mathematics in Germany, but some years elapsed before his views became generally accepted, even in his own country.
Broadening the Basis of Study in Arithmetic
Authors: Cook H. M. 
Published: January 2007

Arithmetic has suffered in the past, and still suffers, from being regarded as merely a tool subject, without interest or content of its own. The three R's have a very definite meaning for many an English business man of to-day, who himself had little or no schooling after the age of 14 : he requires of his would-be employees that they shall be able to read print, to write a legible hand, to add up a column of figures and make certain specialised mental calculations, chiefly concerned with our complicated monetary system.The University Honours graduate who teaches in our Secondary Schools tacitly admits that these rudiments are necessary, but is in a hurry to turn the reading lesson into literary appreciation, writing into self-expressive composition, and arithmetic into the various branches of mathematics, or the hand-maid of science.
Determination of the Foci, Directrices and axes of a Conic whose Equation is given with Numerical Coefficients
Authors: Panday K. D. 
Published: January 2007

1. The foci, directrices and the eccentricity of the conic given by the general equation of the second degree can be determined by the use of the fundamental property of the conic, that SP = e . PM. Let the equation beax2 + 2hxy + by2 + 2gx + 2fy + c = 0.
Asymptotes in Parametric Coordinates
Authors: Hill T. H. Ward 
Published: January 2007

Let the curve be given by x=f(t), y = ɸ(t)Asymptotes parallel to the coodinate axes.If as t→tl, y = ɸ(t)→∞ while x=f(t)→a, where a is finite, then x = a is an asymptote.If as t→t2, x=f(t)→∞while y = ɸ(t)→b, where b is finite, then y = b is an asymptote.
The Involute of the Astroid
Authors: Mallison H. V. 
Published: January 2007

If a rod of fixed length a slides with its ends on two fixed lines at right angles, its envelope is an astroid or hypocycloid of four cusps whose equation referred to the two fixed lines as axes is .If the two lines are not at right angles but inclined at an angle 2a (a < 46°), the envelope of the rod is a curve with four eusps in shape like an astroid elongated along one of the bisectors of the axes. This curve can be shown to be an involute of the astroid.
Children’s Remarks: And their use in helping us to improve our Teaching!
Authors: Langford C. D. 
Published: January 2007

Some children’s remarks are funny and some are sad, most people realise that, but what interests me most is their instructive value in showing us how to improve our teaching.I remember once telling a class that I thought they ought to have learned one item in arithmetic before. Tom E., a bright little fellow, promptly replied—“Oh yes Sir, we did it before with Mr. H. last year, but as we didn’t understand it, we forgot it.” I asked him if he really meant what he had said! He looked at me puzzled, so I pointed out that he had said that if he didn’t understand anything, then he forgot it. The whole class laughed and agreed that generally speaking this was true.
The Solution of Algebraic and Transcendental Equations by Iteration
Authors: Bateman E. H. 
Published: January 2007

AbstractThis note gives a general 2nd order solution, with the corresponding 3rd order correction, by means of which a good numerical answer can be obtained from an approximate estimate in one operation, and results of high accuracy by one or two iterations. The method is applied to integral roots of numbers, and to common types of equations.For the extraction of square roots and cube roots of high accuracy, the general method is developed in the form of series designed to simplify the computation, and one example is given in full with an accuracy of over 30 significant figures.
Sums of Powers of the Natural Numbers
Authors: Edmonds Sheila M. 
Published: January 2007

When one first comes across the formulaeone is immediately struck by the fact that the second sum is the square of the first. The usual methods of proof give no reason to expect that the sums will be related in such a pleasant and easily memorable way; one is left with the impression that this is a happy accident. The following proof may give some entertainment because it throws light on this point; it emerged unexpectedly out of the tortuous process of making up a question for a recent Scholarship examination.
The limaçon and the cardioid
Authors: McCarthy J. P. 
Published: January 2007

The polar equation to any curve can be written r=f(θ).If P and Q are inverse points with respect to a circle whose centre O is at the pole and whose radius is k, then, since OP OQ = k2, it follows that the polar equation to the inverse curve is k2/r=f(θ).It is proposed to find by inversion some properties of the limaçon and the cardioid that follow from certain well-known properties of the conies : others will suggest themselves. For convenience the same letter is used to denote both a point on the original figure and the corresponding point on the figure obtained by inversion.
Catenary Graphs and their Uses
Authors: Honey N.W. 
Published: January 2007

The curve formed by any flexible uniform chain supported at both ends, in equilibrium under the action of gravity, is the catenaryy = a cosh x/a,where a is the distance of the lowest point of the catenary above the horizontal x-axis. If the curve is required to pass through the origin, its equation becomesy = a (cosh x/a - 1)and it is known that a = H/w, where H is the horizontal force applied at the ends of the catenary, and w is the weight per unit length of the chain.
Methods of Constructing Ellipses and Parabolae
Authors: Chaplin T. K. 
Published: January 2007

In the preparation of mathematical diagrams for reproduction, it is often necessary to draw an ellipse or parabola with considerable accuracy. The methods described below need only a ruler, compasses and a set of French curves ; they produce very satisfactory results with a minimum of construction.The process consists in setting out, by simple geometrical constructions, short circular arcs of curvature and then filling in the spaces between them with the aid of French curves. It is best to do the actual constructions in pencil and to ink the curves in afterwards with a drawing pen and French curves.
Triangles With Common Circumcentre and Orthocentre
Authors: Taylor D.G. 
Published: January 2007

1. The object of this paper may be best explained by reference to the figure. ABC is a triangle with circumcentre O and orthocentre P. What other triangles share these points with ABC?There is clearly a doubly infinite family of such triangles. If we confine attention for the moment to those possessing the same circumradius R, we shall have a singly infinite family, which we may call the family R. These also possess in common, in addition to circumcentre and orthocentre,(i) nine-points centre U (the middle point of OP) and nine-points circle, radius ½R ;(ii) centroid G, where (OGUP) is harmonic.