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The goal of the paper is to explore some of the issues related to local regularity of a suitable weak solution to the Navier-Stokes Cauchy problem. The obtained results are in the spirit of the well-known results by Caffarelli-Kohn-Nirenberg. Bibliography: 11 titles., UDC 517.95 1. Introduction We deal with the Navier-Stokes Cauchy problem [u.sub.t] + u * [nabla]u + [nabla][[pi].sub.u] = [nabla]u, [nabla] * u = 0, in (0, T) * [R.sup.3], [...]

Abstract When restoring gene flow for conservation management, genetic variation should be viewed along a continuum of genetic divergence between donor and recipient populations. On the one hand, maintaining local adaptation (low divergence between donors and recipients) can enhance conservation success in the short term. On the other hand, reducing local adaptation in the short term by increasing genetic diversity (high divergence between some donors and recipients) might have better long‐term success in the face of changing environmental conditions. Both Hoffman et al. (2020) and a paper we previously published in a Special Issue on Maladaptation in Applied Conservation (Derry et al., 2019) provide frameworks and syntheses for how best to apply conservation strategies in light of genetic variation and adaptation. A key difference between these two studies was that whereas Derry et al. (2019) performed a quantitative meta‐analysis, Hoffman et al. (2020) relied on case studies and theoretical considerations, yielding slightly different conclusions. We here provide a summary of the two studies and contrast of the main similarities and differences between them, while highlighting terminology used to describe and explain main concepts.

BackgroundHumans are exposed to persistent organic pollutants (POPs) through various routes, including consumption of contaminated food and accidental ingestion of settled dust.ObjectivesWe aimed to identify key routes of exposure to organochlorine pesticides, polychlorinated biphenyls (PCBs), and polybrominated diphenyl ethers (PBDEs) in California women of reproductive age.MethodsBlood was collected from 48 mothers participating in the California Childhood Leukemia Study from 2006 to 2007 and analyzed for POPs using gas chromatography-mass spectrometry. Multivariable linear regression models of natural-log transformed serum concentrations were used to identify determinants of exposure from available questionnaire information on dietary habits, reproductive history, and demographic characteristics, as well as vacuum cleaner dust-POP levels.ResultsAfter adjusting for blood lipid levels, age, body mass index, cumulative lactation, and sampling date, serum concentrations of multiple major PCBs were positively associated with fish consumption, but not dust-PCB levels. After adjusting for blood lipid levels, Hispanic ethnicity, country of origin, and household annual income, serum concentrations of multiple major PBDEs were positively associated with dust-PBDE levels.ConclusionsOur findings suggest that the relative contribution of specific exposure routes to total POP intake varies by chemical class, with dust being a relatively important source of PBDEs and diet being a relatively important source of PCBs.

The goal of this paper is to examine how our personal pursuits--hobbies, activities, interests, and sports--can serve as a metaphor to reflect who we are in our teaching practice. This paper explores the notion that our favorite personal pursuits serve as metaphorical mirrors to reveal deeper assumptions we hold about the skills, values, and actions we encourage, recognize, and reward in our classrooms. The paper has four principle objectives: first, to understand the importance of identifying the skills, values, and actions that form our basic assumptions of knowing in our personal pursuits and teaching practices; second, to appreciate the importance of reflection on experience as an epistemology for self-knowledge and for developing in our teaching practices; third, to understand the power of metaphors to enhance our ability to see previously unavailable and therefore unexamined assumptions; and fourth, to examine and challenge for validity, through dialogue, our assumptions to improve our teaching practices. In addition, in this article we offer a metaphorical mirror exercise designed to help facilitate application of personal pursuits through reflection and dialogue to one's teaching practice. [Note: The publication year (2009) shown on the PDF is incorrect. The correct publication year is 2008.]