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Highly Complex (highly + complex)
Selected AbstractsOf Dodos and Dutchmen: reflections on the nature of historyCRITICAL QUARTERLY, Issue 4 2005FRANCIS GOODING History-making is a defining property of the human species; the ability to retain information in symbolic form over time (an ability which is granted principally by the presence of true natural language) is a unique attribute of the human animal. It has allowed human beings to enter in a qualitatively different relationship with the physical environment, and to operate in and alter that environment in highly complex, highly effective ways. To a great extent, the types of events that structure this way of life are absent from the rest of the natural world; in order to describe them accurately, it is necessary to attend to the special quality which defines them, a quality which we can characterise as their 'historical-ness'. Descriptions of human events cannot overlook the histories that organise and determine them, and to that extent they are not fruitfully apprehended with the tools of the exact sciences and instead require attention from the social sciences; but nevertheless, the phenomena of history are a part of the natural world, since they are part of the life of the organism. History itself arises in the non-historical crucible of biology. The paper examines a particular suite of events which have distinct historical and non-historical aspects - the extinction of the Dodo - in order to explore the epistemological difficulties which necessarily complicate any attempt to view human conduct as an integrated part of the natural world. [source] Learning from Difference: Considerations for Schools as CommunitiesCURRICULUM INQUIRY, Issue 3 2000Carolyn M. Shields In today's highly complex and heterogeneous public schools, the current notion of schools as homogeneous communities with shared beliefs, norms, and alues is inadequate. Drawing on Barth's (1990) question of how to use ifference as a resource, I take up ideas from feminism, multiculturalism, and inclusive education to consider the development of community in schools. I argue that despite the valuable contributions of these theoretical perspectives, each lso includes the potential for increased fragmentation and polarization. As we consider how to use differences as a foundation for community, it is important ot to reify any particular perspective, thus marginalizing others and erecting new barriers. Explicitly embracing the need to identify and respect difference, being open to new ideas without taking an exclusionary position, and committing to ongoing participation in dialogical processes may help schools to develop as more authentic communities of difference. Among the dominant issues identified in today's climate of turbulent educational reform are concerns about how to restructure schools to ensure equality of student opportunity and excellence of instruction (Elmore, 1990; Lieberman, 1992; Murphy, 1991). Many proposals include modifying present leadership and governance structures, overcoming the hegemony of existing power bases, developing mechanisms for accountability, enhancing professionalism, and co-ordinating community resources. One of the suggestions frequently made to address these issues is to change from a focus on schools as organizations to a recognition of schools as communities (Barth, 1990; Fullan, 1993; Lupart & Webber, 1996; Senge, 1990). However, despite the widespread use of the metaphor of community as an alternative to the generally accepted concept of schools as rational or functional organizations, there seems to be little clarity about the concept of community, what it might look like, how it might be implemented, or what policies might sustain it. Indeed, theories about schools as communities have often drawn from Tönnies (1887/1971) concept of gemeinschaft,a concept which perhaps evokes a more homogeneous and romanticized view of the past than one which could be helpful for improving education in today's dynamic, complex, and heterogeneous context (Beck & Kratzer, 1994; Sergiovanni, 1994a). More recently, several writers (Fine et al., 1997; Furman, 1998; Shields & Seltzer, 1997) have advanced the notion of communities of otherness or difference. These authors have suggested that rather than thinking of schools as communities that exist because of a common affiliation to an established school ethos or tradition, it might be more helpful to explore an alternative concept. A school community founded on difference would be one in which the common centre would not be taken as a given but would be co-constructed from the negotiation of disparate beliefs and values as participants learn to respect, and to listen to, each other. In this concept, bonds among members are not assumed, but forged, and boundaries are not imposed but negotiated. Over the past eight years, as I have visited and worked with a large number of schools trying earnestly to address the needs of their diverse student bodies, I have become increasingly aware of the limitations of the concept of community used in the gemeinschaft sense with its emphasis on shared values, norms, and beliefs, and have begun to reflect on the question framed by Barth (1990): ,How can we make conscious, deliberate use of differences in social class, gender, age, ability, race, and interest as resources for learning?' (p. 514). In this article, I consider how learning from three of these areas of difference: gender, race, and ability, may help us to a better understanding of educational community. This article begins with some illustrations and examples from practice, moves to consider how some theoretical perspectives may illuminate them, and concludes with reflections on how the implications of the combined reflections on practice and theory might actually help to reconceptualize and to improve practice. While it draws heavily on questions and impressions which have arisen out of much of my fieldwork, it is not intended to be an empirical paper, but a conceptual one,one which promotes reflection and discussion on the concept of schools as communities of difference. The examples of life in schools taken from longitudinal research studies in which I have been involved demonstrate several common ways in which difference is dealt with in today's schools and some of the problems inherent in these approaches. Some ideas drawn from alternative perspectives then begin to address Barth's question of how to make deliberate use of diversity as a way of thinking about community. Taken together, I hope that these ideas will be helpful in creating what I have elsewhere called ,schools as communities of difference' (Shields & Seltzer, 1997). [source] Regional Climate Models for Hydrological Impact Studies at the Catchment Scale: A Review of Recent Modeling StrategiesGEOGRAPHY COMPASS (ELECTRONIC), Issue 7 2010Claudia Teutschbein This article reviews recent applications of regional climate model (RCM) output for hydrological impact studies. Traditionally, simulations of global climate models (GCMs) have been the basis of impact studies in hydrology. Progress in regional climate modeling has recently made the use of RCM data more attractive, although the application of RCM simulations is challenging due to often considerable biases. The main modeling strategies used in recent studies can be classified into (i) very simple constructed modeling chains with a single RCM (S-RCM approach) and (ii) highly complex and computing-power intensive model systems based on RCM ensembles (E-RCM approach). In the literature many examples for S-RCM can be found, while comprehensive E-RCM studies with consideration of several sources of uncertainties such as different greenhouse gas emission scenarios, GCMs, RCMs and hydrological models are less common. Based on a case study using control-run simulations of fourteen different RCMs for five Swedish catchments, the biases of and the variability between different RCMs are demonstrated. We provide a short overview of possible bias-correction methods and show that inter-RCM variability also has substantial consequences for hydrological impact studies in addition to other sources of uncertainties in the modeling chain. We propose that due to model bias and inter-model variability, the S-RCM approach is not advised and ensembles of RCM simulations (E-RCM) should be used. The application of bias-correction methods is recommended, although one should also be aware that the need for bias corrections adds significantly to uncertainties in modeling climate change impacts. [source] 2-D/3-D multiply transmitted, converted and reflected arrivals in complex layered media with the modified shortest path methodGEOPHYSICAL JOURNAL INTERNATIONAL, Issue 1 2009Chao-Ying Bai SUMMARY Grid-cell based schemes for tracing seismic arrivals, such as the finite difference eikonal equation solver or the shortest path method (SPM), are conventionally confined to locating first arrivals only. However, later arrivals are numerous and sometimes of greater amplitude than the first arrivals, making them valuable information, with the potential to be used for precise earthquake location, high-resolution seismic tomography, real-time automatic onset picking and identification of multiple events on seismic exploration data. The purpose of this study is to introduce a modified SPM (MSPM) for tracking multiple arrivals comprising any kind of combination of transmissions, conversions and reflections in complex 2-D/3-D layered media. A practical approach known as the multistage scheme is incorporated into the MSPM to propagate seismic wave fronts from one interface (or subsurface structure for 3-D application) to the next. By treating each layer that the wave front enters as an independent computational domain, one obtains a transmitted and/or converted branch of later arrivals by reinitializing it in the adjacent layer, and a reflected and/or converted branch of later arrivals by reinitializing it in the incident layer. A simple local grid refinement scheme at the layer interface is used to maintain the same accuracy as in the one-stage MSPM application in tracing first arrivals. Benchmark tests against the multistage fast marching method are undertaken to assess the solution accuracy and the computational efficiency. Several examples are presented that demonstrate the viability of the multistage MSPM in highly complex layered media. Even in the presence of velocity variations, such as the Marmousi model, or interfaces exhibiting a relatively high curvature, later arrivals composed of any combination of the transmitted, converted and reflected events are tracked accurately. This is because the multistage MSPM retains the desirable properties of a single-stage MSPM: high computational efficiency and a high accuracy compared with the multistage FMM scheme. [source] Cellular organization and appearance of differentiated structures in developing stages of the parasitic platyhelminth Echinococcus granulosusJOURNAL OF CELLULAR BIOCHEMISTRY, Issue 2 2005Claudio Martínez Abstract Echinococcus granulosus is the causative agent of hydatidosis, a major zoonoses that affects humans and herbivorous domestic animals. The disease is caused by the pressure exerted on viscera by hydatid cysts that are formed upon ingestion of E. granulosus eggs excreted by canine. Protoscoleces, larval forms infective to canine, develop asynchronously and clonally from the germinal layer (GL) of hydatid cysts. In this report, we describe the cellular organization and the appearance of differentiated structures both in nascent buds and developed protoscoleces attached to the GL. Early protoscolex morphogenesis is a highly complex and dynamic process starting from the constitution of a foramen in the early bud, around which nuclei are distributed mainly at the lateral and apical regions. Similarly, distribution of nuclei in mature protoscoleces is not homogenous but underlies three cellular territories: the suckers, the rostellar pad, and the body, that surrounds the foramen. Several nuclei are associated to calcareous corpuscles (Cc), differentiated structures that are absent in the earlier bud stages. The number of nuclei is similar from the grown, elongated bud stage to the mature protoscolex attached to the GL, strongly suggesting that there is no significant cellular proliferation during final protoscolex development. The amount of DNA per nucleus is in the same range to the one described for most other platyhelminthes. Our results point to a sequential series of events involving cell proliferation, spatial cell organization, and differentiation, starting in early buds at the GL of fertile hydatid cysts leading to mature protoscoleces infective to canine. © 2004 Wiley-Liss, Inc. [source] Advanced glycation end products: a highly complex set of biologically relevant compounds detected by mass spectrometry,JOURNAL OF MASS SPECTROMETRY (INCORP BIOLOGICAL MASS SPECTROMETRY), Issue 4 2001Annunziata Lapolla Abstract Structural information on ,AGE-peptides,' a class of substances belonging to advanced glycation end products (AGE) and originating by proteolysis of glycated proteins, was gained through various analytical approaches on the mixture produced by proteinase K digestion of in vitro glycated bovine serum albumin. Both matrix-assisted laser desorption/ionization mass spectrometry (MALDI-MS) and high-performance liquid chromatography/electrospray ionization mass spectrometry (HPLC/ESI-MS) were employed, and the results were compared with those from conventional spectroscopic methods (UV, fluorescence, gel permeation). The data acquired by the various techniques all depict the digestion mixtures as highly complex, with components exhibiting molecular mass in the range 300,3500 Da. In the analysis of HPLC/ESI-MS data, identification of AGE-peptides was facilitated by 3D mapping. Structural information was gained by means of multiple mass spectrometric experiments. Copyright © 2001 John Wiley & Sons, Ltd. [source] Simulation of phase contrast MRI of turbulent flowMAGNETIC RESONANCE IN MEDICINE, Issue 4 2010Sven Petersson Abstract Phase contrast MRI is a powerful tool for the assessment of blood flow. However, especially in the highly complex and turbulent flow that accompanies many cardiovascular diseases, phase contrast MRI may suffer from artifacts. Simulation of phase contrast MRI of turbulent flow could increase our understanding of phase contrast MRI artifacts in turbulent flows and facilitate the development of phase contrast MRI methods for the assessment of turbulent blood flow. We present a method for the simulation of phase contrast MRI measurements of turbulent flow. The method uses an Eulerian-Lagrangian approach, in which spin particle trajectories are computed from time-resolved large eddy simulations. The Bloch equations are solved for each spin for a frame of reference moving along the spins trajectory. The method was validated by comparison with phase contrast MRI measurements of velocity and intravoxel velocity standard deviation (IVSD) on a flow phantom consisting of a straight rigid pipe with a stenosis. Turbulence related artifacts, such as signal drop and ghosting, could be recognized in the measurements as well as in the simulations. The velocity and the IVSD obtained from the magnitude of the phase contrast MRI simulations agreed well with the measurements. Magn Reson Med, 2010. © 2010 Wiley-Liss, Inc. [source] The second modern condition?THE BRITISH JOURNAL OF SOCIOLOGY, Issue 3 2010Compressed modernity as internalized reflexive cosmopolitization Abstract Compressed modernity is a civilizational condition in which economic, political, social and/or cultural changes occur in an extremely condensed manner in respect to both time and space, and in which the dynamic coexistence of mutually disparate historical and social elements leads to the construction and reconstruction of a highly complex and fluid social system. During what Beck considers the second modern stage of humanity, every society reflexively internalizes cosmopolitanized risks. Societies (or their civilizational conditions) are thereby being internalized into each other, making compressed modernity a universal feature of contemporary societies. This paper theoretically discusses compressed modernity as nationally ramified from reflexive cosmopolitization, and, then, comparatively illustrates varying instances of compressed modernity in advanced capitalist societies, un(der)developed capitalist societies, and system transition societies. In lieu of a conclusion, I point out the declining status of national societies as the dominant unit of (compressed) modernity and the interactive acceleration of compressed modernity among different levels of human life ranging from individuals to the global community. [source] One-Way Ticket: A Story of an Innovative Teacher in Mainland ChinaANTHROPOLOGY & EDUCATION QUARTERLY, Issue 4 2000Associate Professor Huhua Ouyang This article is based on a true story about a Chinese teacher who applied an innovative pedagogy in her rural hometown in mainland China. It unfolds the highly complex and often dangerous remaking of ideologies and power relations inherent in pedagogical reform as a microcosm of other concomitant changes in the society at large. It also reflects the inadequacy of teacher education in preparing teachers to survive the micropolitics of the seemingly neutral or beneficial-to-all education reform. [source] Does Team Training Work?ACADEMIC EMERGENCY MEDICINE, Issue 11 2008Principles for Health Care Abstract Teamwork is integral to a working environment conducive to patient safety and care. Team training is one methodology designed to equip team members with the competencies necessary for optimizing teamwork. There is evidence of team training's effectiveness in highly complex and dynamic work environments, such as aviation and health care. However, most quantitative evaluations of training do not offer any insight into the actual reasons why, how, and when team training is effective. To address this gap in understanding, and to provide guidance for members of the health care community interested in implementing team training programs, this article presents both quantitative results and a specific qualitative review and content analysis of team training implemented in health care. Based on this review, we offer eight evidence-based principles for effective planning, implementation, and evaluation of team training programs specific to health care. [source] | |||||||||||||