History-dependent percolation on multiplex networks

The structure of interconnected systems and its impact on the system dynamics is a much-studied cross-disciplinary topic. Although various critical phenomena have been found in different models, study of the connections between different percolation transitions is still lacking. Here we propose a unified framework to study the origins of the discontinuous transitions of the percolation process on interacting networks. The model evolves in generations with the result of the present percolation depending on the previous state, and thus is history-dependent. Both theoretical analysis and Monte Carlo simulations reveal that the nature of the transition remains the same at finite generations but exhibits an abrupt change for the infinite generation. We use brain functional correlation and morphological similarity data to show that our model also provides a general method to explore the network structure and can contribute to many practical applications, such as detecting the abnormal structures of human brain networks.     

CoSearcher: studying the effectiveness of conversational search refinement and clarification through user simulation

Information Retrieval Journal - A key application of conversational search is refining a user’s search intent by asking a series of clarification questions, aiming to improve the relevance of...     

Among the contributors

Historical Sketch of the Salem Lyceum. With a List of the Officers and Lecturers Since its Formation in 1830 and an extract from the Address of Gen. Henry K. Oliver. Salem, Mass., 1879; 74 pp.

The Well‐Bred Scholar, or Practical Essays on the Best Methods of Improving The Taste, and Assisting The Exertions of Youth in Their Literary Pursuits. William Milns. London, 1794; 559 pp.

Literary Essays. By William G. T. Shedd. Charles Scribner's Sons, 1878; pp. 365.

The Art of Reading. By A. Crocker. Bath, 1782.

The Groundwork of Science. By St. George Mivart, G. P. Putnam's Sons, 1898; pp. 328.     

Confronting Physical Activity Programming Barriers for People with Disabilities: The Empowerment Model

Community-based physical activity programs for people with disabilities have barriers that are unique to their program leader qualifications and the population they serve. Moran and Block (2010) argued that there is a need for practical strategies that are easy for communities to implement, maximize resources, and minimize the impact of barriers on each individual. The purpose of this article was to build upon the work of Moran and Block by identifying and systematically addressing barriers to physical activity for people with disabilities in ways that target their sources of self-efficacy. The Empowerment Model is introduced, along with its multi-tiered empowerment continuum of training, support, and programming strands. The goal of the tiered empowerment continuum is to progressively move populations to more independent levels of training, support, and programming.     

Imagination and the Cognitive Tools of Place-Making

In environmental and ecological education, a rich literature builds on the premise that place, the local natural context in which one lives, can be an emotionally engaging context for learning and the source of life-long concern for nature. A theory of imaginative education can help uncover new tools and strategies for place-based educators. Conversely, a focus on the imaginative dimensions of place-making sheds new light on the nature of imaginative development, with important implications for educational theory and practice.     

The Uses and Misuses of Evaluation

Current research indicates that creativity in teaching can and should be enhanced in order to promote student learning. This article begins by stressing the importance of creativity in education and the ways in which creative teaching benefits students. Next, it addresses key points for better understanding classroom creativity by identifying common barriers that counteract or hinder teacher creativity. After identifying the characteristics of teachers who are considered creative educators, this article concludes with general recommendations, as well as specific strategies, for increasing the level of creative teaching in today's classrooms.     

Vedic metal and e-mediated space: a perspective from Singapore

This paper explores the local and transnational social linkages engendered among communities of practice from the production of cyberspace in the musical practice of a notable Singapore-based Extreme Metal group Rudra which they call Vedic metal. The significance of space in lived and living experiences of contemporary communities of practice is encapsulated in Lefebvre's writings, notably his triad of spatial concerns: spatial practice, representations of space and representational space. In the present context of Rudra, phenomena and practice of space via musical behaviour cannot avoid terms of reference such as technique and technology, particularly with the Internet as new mediated space. Technique, as skill acquisition of ‘instrumental techniques’, in conventions of practice and standards of excellence emerges as disciplined behaviour. But these techniques serve more as a/venues by which voices are en/abled towards what may be considered expressive ‘know-how’. From the case study of Rudra's cultural productions, therefore technology as ‘know-how’ cannot be understood merely as a function of musical and instrumental technique, but also as a function of the human capacity in intentional material action. Both practice-as-technique and practice-as-technology suggest that intentional materiality is amenable to observation and replicable elsewhere. Re/productivity of living space is therefore contingent upon other spaces of connectivity, albeit with varying degrees of strength contributing to their myriad activities.     

APPLYING BAKHTIN SCHOLARSHIP ON DISCOURSE IN EDUCATION: A CRITICAL REVIEW ESSAY

A bstract .  Recently, Bakhtinian philologists have charged scholars of education with misapplying Bakhtin's scholarship in their field. In this critical essay, Eugene Matusov reviews two recent edited collections relevant to this issue: Arnetha F. Ball and Sarah Warshauer Freedman's Bakhtinian Perspectives on Language, Literacy, and Learning and Bonny Norton and Kelleen Toohey's Critical Pedagogies and Language Learning . He uses these texts to consider whether Bakhtin has been misapplied in education, how and whether Bakhtin's literary scholarship can be useful for education, and how education can inform Bakhtinian scholarship. Matusov shows that the philologists' critique of educational scholars is grounded but unjustifiably all-encompassing. Finally, he problematizes whether Bakhtin's notions of dialogism and internally persuasive discourse are compatible with institutionalized education.     

Higher Education,College Degree Major,and Police Occupational Attitudes

Existing police research has produced mixed results regarding the benefits of college education on the outlooks of officers. In addressing many of the well-documented methodological concerns of prior research, the current study augments the existing police education-occupational attitudes literature by examining the impact of varying levels of education (i.e. high school, some college, and bachelor’s degree and higher) on officers’ job satisfaction, views of top management, and role orientation(s). In addition, among those with a bachelor’s degree, the relevance of degree major on officers’ occupational outlooks is assessed. Our results address and inform advocacy efforts to make college education a bona fide occupational qualification.