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Selected AbstractsA column generation approach for SONET ring assignmentNETWORKS: AN INTERNATIONAL JOURNAL, Issue 3 2006Elder M. Macambira Abstract In this article we consider the SONET ring assignment problem (SRAP) presented in 7. The authors pointed out the inadequacy of solving SRAP instances using their integer programming formulation and commercial linear programming solvers. Similar experiences with IP models for SRAP are reported in 1. In this article we reformulate SRAP as a set partitioning model with an additional knapsack constraint. This new formulation has an exponential number of columns and, to solve it, we implemented a branch-and-price/column generation algorithm. Extensive computational experiments showed that the new algorithm is orders of magnitude faster than standard branch-and-bound codes running on compact IP models introduced earlier. Instances taken from 1, 7, which could not be solved there in hours of computation were solved here to optimality in just a few seconds. © 2006 Wiley Periodicals, Inc. NETWORKS, Vol. 47(3), 157,171 2006 [source] Student experiences of neurodiversity in higher education: insights from the BRAINHE projectDYSLEXIA, Issue 1 2009Edward Griffin Abstract The number of students with identified learning differences (LDs) of all kinds is increasing in higher education. This qualitative study explored the experiences of 27 current and previous students with a range of specific LDs by means of semi-structured interviews, using a thematic approach. The findings revealed that participants shared many life experiences and preferences for learning irrespective of their type of LD. Participants generally held one of two views about their identity as ,neurodiverse': a ,difference' view,where neurodiversity was seen as a difference incorporating a set of strengths and weaknesses, or a ,medical/deficit' view,where neurodiversity was seen as a disadvantageous medical condition. The former view was associated with expressions of greater career ambition and academic self-esteem, while the latter view was associated more with processes for obtaining the Disabled Students' Allowance. Many of the participants reported similar experiences in education and with university support; many did not feel adequately supported by their institutions. Recommendations are made for increased awareness training among lecturers and better liaison between university departments. Copyright © 2009 John Wiley & Sons, Ltd. [source] Partner Violence and Mental Health Outcomes in a New Zealand Birth CohortJOURNAL OF MARRIAGE AND FAMILY, Issue 5 2005David M. Fergusson This study examines the prevalence and extent of domestic violence and the consequences of domestic violence for mental health outcomes in a birth cohort of New Zealand young adults studied at age 25 years. A total of 828 young people (437 women and 391 men) were interviewed about the domestic violence victimization and violence perpetration in their current or most recent partner relationship. Key findings of the study were (a) domestic conflict was present in 70% of relationships, with this conflict ranging from minor psychological abuse to severe assault; (b) men and women reported similar experiences of victimization and perpetration of domestic violence; and (c) exposure to domestic violence was significantly related to increased risks of major depression (p < .05) and suicidal ideation (p < .005) even after extensive control for covariates. [source] The professionalism of practising law: A comparison across work contextsJOURNAL OF ORGANIZATIONAL BEHAVIOR, Issue 8 2008Jean E. Wallace Traditionally, the literature assumed that solo practitice best exemplifies the ideal professional work arrangement and that when professionals become salaried employees their professionalism is seriously threatened. The primary goal of this paper is to examine lawyers' sense of professionalism across two work contexts: solo practitioner offices and law firm settings. We also examine status distinctions within law firms, between associates and partners, and compare both to independent practitioners. Solo practitioners and law firm partners are similar on most key dimensions of professionalism, whereas the greatest contrasts occur between partners and associates within law firms. Partners and solo practitioners share similar experiences of autonomy and service as owner-managers, whereas partners and associates share greater collegiality among professionals, perhaps fostered through law firm cultures. All three groups report comparable amounts of variety in their work and are equally committed to the practice of law. The key factors that account for gaps in professionalism reflect the nature of law practices, primarily through time spent with corporate clients and pressure to generate profits. We conclude that different versions of lawyers' professionalism are influenced by the everyday aspects of their work and one version is not necessarily more professional than the other. Copyright © 2008 John Wiley & Sons, Ltd. [source] Student and Teacher Perceptions of School Climate: A Multilevel Exploration of Patterns of DiscrepancyJOURNAL OF SCHOOL HEALTH, Issue 6 2010Mary M. Mitchell PhD BACKGROUND: School climate has been linked with improved academic achievement and reduced discipline problems, and thus is often a target of school improvement initiatives. However, few studies have examined the extent to which student and teacher perceptions vary as a function of individual, classroom, and school characteristics, or the level of congruence between teachers' and their students' perceptions of school climate. METHODS: Using data from 1881 fifth-grade students and their 90 homeroom teachers, we examined parallel models of students' and teachers' perceptions of overall school climate and academic emphasis. Two additional models were fit that assessed the congruence between teacher and student perceptions of school climate and academic emphasis. RESULTS: Multilevel analyses indicated that classroom-level factors were more closely associated with teachers' perceptions of climate, whereas school-level factors were more closely associated with the students' perceptions. Further analyses indicated an inverse association between student and teacher ratings of academic emphasis, and no association between student and teacher ratings of overall climate. CONCLUSIONS: Teacher ratings were more sensitive to classroom-level factors, such as poor classroom management and proportion of students with disruptive behaviors, whereas student ratings were more influenced by school-level factors such as student mobility, student-teacher relationship, and principal turnover. The discrepancy in ratings of academic emphasis suggests that while all of the respondents may have shared objectively similar experiences, their perceptions of those experiences varied significantly. These results emphasize the importance of assessing both student and teacher perceptions in future research on school climate. [source] Field Play: The Normalization of an Alternate Cognizance in Seriously Ill ChildrenANTHROPOLOGY OF CONSCIOUSNESS, Issue 1-2 2000Kelvin Saxton Children who grow up with a life-threatening illness live and face death in a way that is foreign to those of us who have reached adulthood in relative health. The experiences that form their identities create a range of knowledge, and processes for acquiring that knowledge, quite apart from the mainstream. In the pace of its acquisition, and the depth of its content, this knowledge is hard for the rest of us to comprehend. Indeed, the primary symptom of this alternate cognizance is that it sets these children apart from their families, peers, and greater communities. The child as a whole is marginalized in interpersonal relations by essentializing the child as the illness. The experience of the illness itself further isolates the child. Through firsthand observation, we find that the Hole in the Wall Gang summer camps provide a nearly unique environment for the normalization of this alternate cognizance. At camp, all those things that set them apart from the rest of the world mark them as normal members of a society. Other children share their physical qualities, have similar experiences and immediately understand their perspective on life. Small adjustments to social and physical environments have a lasting effect. A warm pool to swim in, a caring touch, an open smile,the children take the memory of these with them when they leave. They begin to understand that they are a desired part of a large and varied community. A new definition of normal is created and they are included. [source] Social networking: Communication revolution or evolution?BELL LABS TECHNICAL JOURNAL, Issue 2 2008Cheryl L. Coyle Social networks and the need to communicate are universal human conditions. A general assumption is that communication technologies help to increase and strengthen social ties. The Internet provides many social networking opportunities. But how do social networking sites affect individual relationships? Do people use social networking sites to expand their personal networks, to find people who have had similar experiences, to discuss a common hobby, for the potential of offline dating? Or, do people spend time on networking sites to deepen their existing personal networks and stay connected to old friends or distant family? What is the nature of the communications that transpire on social networking sites? Is it personal, emotional, private, and important; or trivial, informal, and public? We examined the literature on social networking sites and conducted our own studies of how students on American college campuses engage in social networking. © 2008 Alcatel-Lucent. [source] The State of the Clerkship: A Survey of Emergency Medicine Clerkship DirectorsACADEMIC EMERGENCY MEDICINE, Issue 7 2007David A. Wald DO Objectives:An emergency medicine (EM) clerkship can provide a medical student with a unique educational experience. The authors sought to describe the current experiential curriculum of the EM clerkship, along with methods of evaluation, feedback, and grading. Methods:A descriptive survey was utilized. Clerkship directors at EM residency programs accredited by the Accreditation Council for Graduate Medical Education completed an online questionnaire. Data were analyzed using descriptive statistics. Results:Ninety-two (70%) of 132 EM clerkship directors completed the survey. Sixty institutions (65%) accepted only fourth-year medical students, and 35% accepted both third- and fourth-year students. The median number of didactic lecture hours provided during each rotation block for students was ten (interquartile range [IQR], 6,16). The average length of a student's clinical shift was eight hours, while the median number of clinical shifts reported per rotation was 15 (IQR, 14,16). The median number of hours worked weekly by a medical student was 40 (IQR, 35,43). Fifty-four EM clerkship directors (59%) incorporated the Accreditation Council for Graduate Medical Education six core competencies into their evaluation process. Seventy-one clerkship directors (77%) used a shift evaluation card to evaluate the clinical performance of medical students. Fifty-four (59%) incorporated an end-of-rotation written examination to determine the final rotation grade for a medical student. Conclusions:Medical students are exposed to a variety of didactic lectures and procedure labs but have similar experiences regarding shift length and work hours. Methods of evaluation of clinical performance vary across clinical sites. [source] | |||||||||||||