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Emergent Patterns (emergent + pattern)
Selected AbstractsLoss of Chaotic Trabecular Structure in OPG-Deficient Juvenile Paget's Disease Patients Indicates a Chaogenic Role for OPG in Nonlinear Pattern Formation of Trabecular BoneJOURNAL OF BONE AND MINERAL RESEARCH, Issue 5 2004Phil Salmon PhD Abstract The RANK-RANKL-OPG system of osteoclast regulation may play a key role in determining chaotic structure in trabecular bone. Iliac trabecular bone from juvenile Paget's disease patients deficient in functional OPG shows parallel, anisotropic structure instead of normal chaotic structure. Evidence from experimental systems suggests that RANK-RANKL-OPG controls key nonlinear "chaogenic" parameters, such as friction, forcing frequency, feedback, and boundary forcing. The RANK-RANKL-osteoprotegerin (OPG) system of osteoclast regulation may play a key role in determining chaotic structure in trabecular bone. Iliac trabecular bone from juvenile Paget's disease (JPD) patients deficient in functional OPG shows parallel, anisotropic structure instead of normal chaotic structure. Evidence from experimental systems suggests that RANK-RANKL-OPG controls key nonlinear "chaogenic" parameters, such as friction, forcing frequency, feedback, and boundary forcing. The Belousov-Zhabotinsky reaction-diffusion system, the catalytic oxidation of CO on platinum surfaces, and thermal diffusion in liquid helium allow visualization of nonlinear emergent patterns such as labyrinthine structures, turbulence, and cellular structures, all of which bear some resemblance to trabecular bone. In JPD, the gene for OPG (TNFRSF11B) is subject to an inactivating mutation, leading to increased resorption and accelerated remodeling. Histomorphometric images of iliac crest trabecular bone from teenagers suffering from JPD show a highly unusual array of parallel, regular trabecular plates, instead of the typical chaotic, fractal patterns of normal trabecular bone. Loss of OPG function is associated with a change from chaotic to regular structure, suggesting that the RANK-RANKL-OPG system is controlling key nonlinear "chaogenic" parameters. Looking at trabecular bone from the perspective of nonlinear pattern formation may help understand other phenomena, such as the marked dependence of trabecular bone's architectural and mechanical quality on remodeling rate independent of the trabecular bone mass. [source] Balancing exploration and exploitation in alternative work arrangements: a multiple case study in the professional and management services industryJOURNAL OF ORGANIZATIONAL BEHAVIOR, Issue 8 2008Jean-Baptiste Litrico In this inductive study we investigate the local context surrounding professionals choosing to work on a reduced-load basis. We analyze qualitative data collected from key individuals (spouse, boss, co-worker, and HR manager) composing a network around several professionals working reduced load in the professional and management services industry. We describe the interactions in this network using the concepts of exploration and exploitation in four contexts (organization, workgroup, individual, and family). We also identify three emergent patterns of cross-level distribution of exploration and exploitation across contexts, labeled Solo Performance, Organic Fluid Adjustment, and Orchestrated Cooperation. Each of these patterns illuminates a specific form of interaction between the dynamics of exploration and exploitation across contexts. We examine the different outcomes of each pattern for the organization, the individual, and the family. Implications of the findings for theories of work-family interaction, organizational learning, and the organization of work in the professional and management services industry are discussed. Copyright © 2008 John Wiley & Sons, Ltd. [source] Socioscience and ethics in science classrooms: Teacher perspectives and strategiesJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 4 2006Troy D. Sadler This study explored teacher perspectives on the use of socioscientific issues (SSI) and on dealing with ethics in the context of science instruction. Twenty-two middle and high school science teachers from three US states participated in semi-structured interviews, and researchers employed inductive analyses to explore emergent patterns relative to the following two questions. (1) How do science teachers conceptualize the place of ethics in science and science education? (2) How do science teachers handle topics with ethical implications and expression of their own values in their classrooms? Profiles were developed to capture the views and reported practices, relative to the place of ethics in science and science classrooms, of participants. Profile A comprising teachers who embraced the notion of infusing science curricula with SSI and cited examples of using controversial topics in their classes. Profile B participants supported SSI curricula in theory but reported significant constraints which prohibited them from actualizing these goals. Profile C described teachers who were non-committal with respect to focusing instruction on SSI and ethics. Profile D was based on the position that science and science education should be value-free. Profile E transcended the question of ethics in science education; these teachers felt very strongly that all education should contribute to their students' ethical development. Participants also expressed a wide range of perspectives regarding the expression of their own values in the classroom. Implications of this research for science education are discussed. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 353,376, 2006 [source] Community genetics in the Northwestern Atlantic intertidalMOLECULAR ECOLOGY, Issue 7 2002J. P. Wares Abstract Our ability to make inferences about the processes acting upon a biological system can be dramatically improved through integration of information from other fields. In particular, this is true of the field of phylogeography, a discipline that attempts to describe geographical variation in species using neutral genetic diversity as a correlate of time. Through comparisons of information from multiple species, as well as background information about the abiotic environment and how it has changed over time, we should be able to reassemble many of the forces that were important in assembling the communities and community interactions found in a given region. Here I review the information available for coastal species in the northwestern Atlantic, and argue that an integration of ecological, genetic, geological and oceanographic information can illustrate emergent patterns of community genetics. [source] Can Traditions Emerge from the Interaction of Stimulus Enhancement and Reinforcement Learning?AMERICAN ANTHROPOLOGIST, Issue 2 2010An Experimental Model ABSTRACT, The study of social learning in captivity and behavioral traditions in the wild are two burgeoning areas of research, but few empirical studies have tested how learning mechanisms produce emergent patterns of tradition. Studies have examined how social learning mechanisms that are cognitively complex and possessed by few species, such as imitation, result in traditional patterns, yet traditional patterns are also exhibited by species that may not possess such mechanisms. We propose an explicit model of how stimulus enhancement and reinforcement learning could interact to produce traditions. We tested the model experimentally with tufted capuchin monkeys (Cebus apella), which exhibit traditions in the wild but have rarely demonstrated imitative abilities in captive experiments. Monkeys showed both stimulus enhancement learning and a habitual bias to perform whichever behavior first obtained them a reward. These results support our model that simple social learning mechanisms combined with reinforcement can result in traditional patterns of behavior. RÉSUMÉ, L'étude de l'apprentissage social en captivité et les traditions behavioristes à l'état sauvage sont deux domaines de recherche en plein essor, mais peu d'études empiriques ont mis à l'essai comment les mécanismes de l'apprentissage produisent des schémas émergents de tradition. Des études ont examiné comment les mécanismes de l'apprentissage social qui sont d'une complèxité cognitive et qui sont possédés par peu d'espèces, telle que l'imitation, résultent en schémas traditionnels; cependant, les schémas traditionnels sont aussi exposés par des espèces qui ne possèdent peut-être pas tels mécanismes. Nous proposons un modèle explicite de la façon dont le stimulus renforcé et l'apprentissage de renforcement puisse réagir afin de produire des schémas traditionnels. Nous avons mis à l'essai le modèle avec des singes capucins touffus (Cebus apella), qui exhibent des traditions à l'état sauvage, mais qui ont rarement démontré des aptitudes imitatives dans les expériences en captivité. Les singes ont montré aussi bien l'apprentissage de stimulus renforcé qu'une tendance habituelle à exécuter n'importe quelle manière d'agir qui leur a premièrement rapporté une récompense. Ces résultats soutiennent notre modèle, que les mécanismes simples de l'apprentissage social combinés avec le renforcement peuvent résulter en schémas behavioristes traditionnels. ZUSAMMENFASSUNG, Die Studie des sozialen Lernens durch Laborversuche und Freilandstudien von Verhaltenstraditionen sind zwei weit verbreitete Forschungsgebiete, aber nur wenige empirische Studien haben geprüft, wie Lernmechanismen traditionelle Verhaltensmuster hervorrufen können. Studien haben überprüft, wie kognitiv komplexe soziale Lernmechanismen wie etwa Imitation, die nur wenige Tierarten aufweisen, Verhaltenstraditionen hervorrufen können, dennoch werden Verhaltenstraditionen auch bei Tierarten gesehen, die solch komplexe Mechanismen wahrscheinlich nicht besitzen. Wir beschreiben ein detailliertes Modell, in dem eine Wechselwirkung von Reizverstärkung und verstärkendem Lernen traditionelles Verhalten erwirken kann. Wir testeten unser Modell mit Gehaubten Kapuzinern (Cebus apella), die Traditionen in freier Wildbahn aufweisen, aber nur selten Imitationsfähigkeiten in Laborexperimenten gezeigt haben. Die Affen zeigten Lernen durch Reizverstärkung und eine Gewohnheitstendenz die Verhaltensvariante durchzuführen, die ihnen zuerst dazu verhalf ein Stück Futter zu erhalten. Diese Ergebnisse sind mit unserem Modell in Einklang und unterstützen die Ansicht, dass einfache soziale Lernmechanismen kombiniert mit verstärkendem Lernen zu traditionellen Verhaltensmustern führen können. [source] LIVING A DISTRIBUTED LIFE: MULTILOCALITY AND WORKING AT A DISTANCEANNALS OF ANTHROPOLOGICAL PRACTICE, Issue 1 2008Brigitte Jordan In the last few years, new collaboration and communication technologies have led to a deterritorialization of work, allowing for the rise of new work- and lifestyles. In this article, I use my own transition from the life of a corporate researcher to that of a multilocal mobile consultant for tracking some of the patterns I see in a changing cultural and economic environment where work and workers are no longer tied to a specific place of work. My main interest lies in identifying some of the behavioral shifts that are happening as people are caught up in and attempt to deal with this changing cultural landscape. Writing as a knowledge worker who now moves regularly from a work,home place in the Silicon Valley of California to another in the tropical lowlands of Costa Rica, I use my personal transition as a lens through which to trace new, emergent patterns of behavior, of values, and of social conventions. I assess the stresses and joys, the upsides and downsides, the challenges and rewards of this work- and lifestyle and identify strategies for making such a life successful and rewarding. Throughout, there emerges an awareness of the ways in which the personal patterns described reflect wider trends and cumulatively illustrate global transformation of workscapes and lifescapes. These types of local patterns in fact constitute the on-the-ground material reality of global processes that initiate and sustain widespread culture change and emergent societal transformations. [source] | ||||||||||