105 research outputs found
LIPIcs
No full textGiven a graph G that undergoes a sequence of edge insertions and deletions, we study the Maximum k-Edge Coloring problem (MkEC): Having access to k different colors, color as many edges of G as possible such that no two adjacent edges share the same color. While this problem is different from simply maintaining a b-matching with b = k, the two problems are related. However, maximum b-matching can be solved efficiently in the static setting, whereas MkEC is NP-hard and even APX-hard for k ≥ 2.
We present new results on both problems: For b-matching, we show a new integrality gap result and we adapt Wajc’s matching sparsification scheme [David Wajc, 2020] for the case where b is a constant.
Using these as basis, we give three new algorithms for the dynamic MkEC problem: Our MatchO algorithm builds on the dynamic (2+ε)-approximation algorithm of Bhattacharya, Gupta, and Mohan [Sayan Bhattacharya et al., 2017] for b-matching and achieves a (2+ε)(k+1)/k-approximation in O(poly(log n, ε^-1)) update time against an oblivious adversary. Our MatchA algorithm builds on the dynamic (7+ε)-approximation algorithm by Bhattacharya, Henzinger, and Italiano [Sayan Bhattacharya et al., 2015] for fractional b-matching and achieves a (7+ε)(3k+3)/(3k-1)-approximation in O(poly(log n, ε^-1)) update time against an adaptive adversary. Moreover, our reductions use the dynamic b-matching algorithm as a black box, so any future improvement in the approximation ratio for dynamic b-matching will automatically translate into a better approximation ratio for our algorithms. Finally, we present a greedy algorithm with O(Δ+k) update time, which guarantees a 2.16 approximation factor
Kleine Kabinettausstellung: Antoine Carteret ein Hanauer Maler des 18. Jahrhunderts ; Zeichnungen und Entwürfe ; 12.5. - 21.6.1998, Museum Hanau Schloß Philippsruhe
No full textPropuesta didáctica del poema Ricordi di Costarica de Massimo Fioravanti en una clase de italiano
No full textThis article pretends to present a didactic proposal for the Italian class as a foreign language based on the poetry of Massimo Fioravanti Bosi, an Italian inmigrant and striker in the Costa Rica of the XIXth century, during the constrution of the railroad to the Atlantic coast, named Ricordi di Costarica that was published in 1936. In order to accomplish this proposal, we took into consideration the meaning construction process and its nine categories (Hanauer: 2001). It is important to enhance the historical facts that the author relates in this poem his life experience in Costa Rica and that it has never been published in its complete version in our country. It was written on February 1893, almost four years after the poet’s return to Italy.El objetivo del presente artículo es presentar una propuesta didáctica para la clase de italiano LE (como lengua extranjera) basada en la poesía de Massimo Fioravanti Bosi, un huelguista italiano en la Costa Rica del siglo XIX durante la construcción del ferrocarril al Atlántico, titulada Ricordi di Costarica y publicada en 1936. Para su elaboración nos fundamentamos en las nueve categorías de Hanauer (2001) para la construcción de significados. Por otro lado, es importante resaltar el hecho histórico de que el autor mismo comenta en dicha poesía su propia experiencia en Costa Rica así como que nunca haya sido publicada íntegramente en nuestro país. Fue escrita en la vejez del poeta campesino, luego de su regreso a Italia, en febrero de 1893
Creativity, self-reflection and subversion:Poetry writing for Global Englishes awareness raising
No full textThe current study evaluates the outcomes of a pedagogical task designed to support creative writing pedagogies for second language students and to encourage self-reflection and self-exploration of English (Hanauer, 2003). The emancipatory potential and promotion of active learning (Ibid) was seen as conducive to a Global Englishes Language Teaching (GELT) (Author 2, xxx; Author 2 and Other, xxx; Other and Author 2, xxx) framework in which the course was embedded. Participants were EAP students at a Japanese university, where EAP content utilised Global Englishes for Language Teaching (GELT) subject matter. Poem writing tasks were introduced to develop learners’ creative writing skills, individual voice and confidence as multicompetent language users (Cranston, 2003). Analysis of the poems revealed that the task encouraged both self-reflection and creativity and offered opportunities for poeticsubversion against the centripetal discourses of English (cf. Bakhtin, 1981). Through creative play with poetic expression, learners manipulated conventional imagery into original expressions of their own experiences (Belz, 2002), demonstrating how writing poems had an empowering effect (Newfield and D’Abdon, 2015) against questionsthat surround global English language use. Through their poems, learners showed a positive attitude towards English, without giving up their own cultural strengths and individual positions
PubMed QUEST: The PubMed Query Search Tool. An informatics tool to aid cancer centers and cancer investigators in searching the PubMed databases
No full text Searching PubMed for citations related to a specific cancer center or group of authors can be labor-intensive. We have created a tool, PubMed QUEST, to aid in the rapid searching of PubMed for publications of interest. It was designed by taking into account the needs of entire cancer centers as well as individual investigators. The experience of using the tool by our institution's cancer center administration and investigators has been favorable and we believe it could easily be adapted to other institutions. Use of the tool has identified limitations of automated searches for publications based on an author's name, especially for common names. These limitations could likely be solved if the PubMed database assigned a unique identifier to each author. </jats:p
“It Is More Expressive for Me”: A Translingual Approach to Meaningful Literacy Instruction Through Sijo Poetry
No full textThrough a qualitative analysis of one-on-one poetry workshops, this article explores ways in which a Korean American adult-Author 2 (Park)-develops translingual dispositions (Lu & Horner, 2013) and linguistic awareness of Korean. Situated within the translingualism literature (e.g., Canagarajah, 2017), sijo, a type of Korean poetry, became a conduit for gaining a greater insight into how meaningful literacy (Hanauer, 2012) can be enacted. The authors conceptualize the sijo composition session as a translanguaging event in that Park wrote autobiographical poems, employing multiple linguistic resources-English as an additional language and Korean as a heritage language. The analysis demonstrates that linguistic changes were frequently driven by Park's desire to communicate her message to achieve the convergence of linguistic and meaning negotiations. The findings explicate the continual process by which this translingual practice operates as recursive negotiations between language and meaning and between the two languages within the constraints of the sijo format. Those translingual negotiations became a conscious tool for self-expression as well as a valued tool for language development. The authors argue for the incorporation of poetry writing into second language teaching to enhance learners' understanding and expressions of personal and transnational experiences
Models of classroom assessment for course-based research experiences
No full textCourse-based research pedagogy involves positioning students as contributors to authentic research projects as part of an engaging educational experience that promotes their learning and persistence in science. To develop a model for assessing and grading students engaged in this type of learning experience, the assessment aims and practices of a community of experienced course-based research instructors were collected and analyzed. This approach defines four aims of course-based research assessment—(1) Assessing Laboratory Work and Scientific Thinking; (2) Evaluating Mastery of Concepts, Quantitative Thinking and Skills; (3) Appraising Forms of Scientific Communication; and (4) Metacognition of Learning—along with a set of practices for each aim. These aims and practices of assessment were then integrated with previously developed models of course-based research instruction to reveal an assessment program in which instructors provide extensive feedback to support productive student engagement in research while grading those aspects of research that are necessary for the student to succeed. Assessment conducted in this way delicately balances the need to facilitate students’ ongoing research with the requirement of a final grade without undercutting the important aims of a CRE education.The author(s) declare financial support was received for the research, authorship, and/or publication of this article. This research was funded by a grant awarded to DHe by the Howard Hughes Medical Institute (GT#12052).https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2023.1279921/ful
Successful retreatment with infliximab in patients with prior severe infusion reactions
No full textInfusion of the antitumor necrosis factor-α chimeric monoclonal antibody infliximab can be associated with the development of severe infusion reactions (IR) during retreatment. We present the case of two rheumatoid arthritis patients with a history of severe acute IR to infliximab who subsequently underwent successful infusion using a prophylactic treatment with a combination of H1 and H2 receptor blockers, hydrocortisone, and diphenhydramine. © Clinical Rheumatology 2005.Cheifetz A, 2003, AM J GASTROENTEROL, V98, P1315, DOI 10.1016-S0002-9270(03)00231-4; Colombel JF, 2004, GASTROENTEROLOGY, V126, P19, DOI 10.1053-j.gastro.2003.10.047; Cush JJ, 2004, RHEUM DIS CLIN N AM, V30, P237, DOI 10.1016-j.rdc.2004.02.003; Hanauer SB, 2002, LANCET, V359, P1541, DOI 10.1016-S0140-6736(02)08512-4; Kugathasan S, 2002, AM J GASTROENTEROL, V97, P1408, DOI 10.1016-S0002-9270(02)04140-0; Lin RY, 2000, ANN EMERG MED, V36, P462, DOI 10.1067-mem.2000.109445; Marone Gianni, 2003, Journal of Allergy and Clinical Immunology, V112, pS83, DOI 10.1016-S0091-6749(03)01881-5; Schaible TF, 2000, CAN J GASTROENTER SC, V14, P29; Wasserman MJ, 2004, J RHEUMATOL, V31, P191276
L2 creative writers : identities and writing processes
No full textL2 creative writing research is a relatively unchartered area. Pedagogical
discussions on L2 creative writing activities often focus on manifestations of L2
learners' language learning, writing improvement, or expressions of emotion. There
is a lack of research investigating the underlying identities of L2 creative writers as
social agents. The present research targets the L2 creative writers who are interested
and experienced in certain forms of creative writing. It investigates if and how L2
creative writers' emergent identities enacted in their online cognitive writing
activities under particular tasks are mediated by the writers' 'autobiographical
identities' (Clark and Ivanič, 1997) rooted in their life histories.
Fifteen L2 creative writers from diverse sociocultural and academic backgrounds
participated in the research. Firstly, the participants' 'autobiographical identities'
were explored through eliciting their retrospective life-history accounts in in-depth
interviews. Secondly, the research implemented two think-aloud story-writing
sessions (Autobiographical writing & Prompted story-continuation writing) to
capture the writers' emergent identities instantiated in their cognitive writing
processes. Subsequently, the interconnectedness between these two types of
identities was sought.
Two parallel data analyses were conducted: 1) quantitative data coding targeting
all fifteen L2 creative writers and 2) qualitative discussions concentrating on five
selected focal participants. These two levels of analyses together show that the
participants' cognitive writing processes as evinced through their engagement in
these creative writing activities (i.e. their task-situated emergent identities) are
mediated by the writers’ previous participation in multiple discourses and social
worlds up to the moment of writing (i.e. their autobiographical identities formed
throughout their life histories).
The findings suggest certain directions for theory development in L2 creative
writing research as well as in L2 writer identity research. Regarding L2 creative
writing research, L2 teachers' practice could be enhanced by a deeper understanding
of how creative writing is employed by L2 individuals not only for language or
literacy acquisition purposes, but also as a self-empowering tool to achieve particular
social positioning. Secondly, regarding L2 writer identity research, more research
needs to be done regarding this micro and dynamic view of writer identity which
resides in the movements of the writers' emerging thoughts situated in an immediate
creative writing context and mediated by the writers' previous sociocultural
experiences
L’école et la nation
No full textUne vieille question, si nationale. « Et d’abord, l’école n’est pour rien dans la création de la nation française », affirme d’emblée Antoine Prost. Pourtant, en France, dès lors que la société et le pouvoir politique s’interrogent sur la nation et ses troubles, c’est à l’école qu’ils posent la question de l’identité collective et de sa construction, c’est vers elle qu’ils se tournent pour rechercher les responsabilités, imaginer les solutions. Ainsi, ce livre interroge, en s’en détachant, le débat français sur l’identité nationale, classique, ambivalent et propice aux instrumentalisations. Une réponse internationale, neuve. Dès lors, pour dépasser ces singulières ambiguïtés franco-françaises, et parce que l’école et la nation est un champ scientifique commun par-delà les frontières, cet ouvrage choisit de répondre à la (dé-)raison nationale par la comparaison internationale. Grâce à la mobilisation exceptionnelle du réseau de chercheurs de l’Institut national de recherche pédagogique (devenu Institut français de l’Éducation), de nombreux auteurs s’attachent à dépayser le cas d’école français en le confrontant à bien d’autres situations nationales, et s’efforcent de déconstruire, loin des idées reçues, ce rapport de l’école à la nation.An old question, of national importance. “And firstly, education has nothing to do with the creation of the French nation”, declares Antoine Prost. However, in France, since society and the public authorities are concerned about the nation and the disorder therein, it is to education that they direct the question of collective identity and its construction and it is to education that they turn to seek accountability and to devise solutions. This book, therefore, stands back from the issue to examine the French debate on national identity - a debate which is conventional, contradictory and lends itself to manipulation. A new, international response.Therefore, to overcome this unique and purely French ambiguity, and because education and the nation is a scientific discipline which extends beyond borders, this volume opts to respond to national (in)sanity by means of comparison with other countries. Thanks to the exceptional mobilisation by the network of researchers at the National Institute for Pedagogical Research (now the French Institute of Education), a large number of stakeholders are taking the case of French education beyond national boundaries by comparing it to many other national situations, and, shunning generally accepted ideas, are striving to deconstruct this relationship between education and the nation
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