Wait-Freedom with Advice

We motivate and propose a new way of thinking about failure detectors which allows us to define, quite surprisingly, what it means to solve a distributed task \emph{wait-free} \emph{using a failure detector}. In our model, the system is composed of \emph{computation} processes that obtain inputs and are supposed to output in a finite number of steps and \emph{synchronization} processes that are subject to failures and can query a failure detector. We assume that, under the condition that \emph{correct} synchronization processes take sufficiently many steps, they provide the computation processes with enough \emph{advice} to solve the given task wait-free: every computation process outputs in a finite number of its own steps, regardless of the behavior of other computation processes. Every task can thus be characterized by the \emph{weakest} failure detector that allows for solving it, and we show that every such failure detector captures a form of set agreement. We then obtain a complete classification of tasks, including ones that evaded comprehensible characterization so far, such as renaming or weak symmetry breaking

Child–parent interaction in relation to road safety education : Part 2 – main report

• Children and young people are particularly vulnerable road users. • Child pedestrian injury rates are poor compared with the rest of Europe. • The factors that impact on children’s road safety and their capability in traffic are numerous, multi-faceted and complex. • • The systematic review conducted by Cattan et al. (2008) as the initial phase of this study shows that: • parents see themselves as being responsible for developing their children’s road safety awareness and skills; • holding hands is the most common road-crossing interaction between parents and children; • adults rarely make use of road-crossing events to give oral instructions; • few parents and children are consistent in their road-crossing behaviour; • roadside training by volunteer parents for groups of children can lead to significant improvements in children’s road safety behaviour; • belief in fate seems to influence the likelihood of parents using restraints, such as seat belts or car seats, with their children; and • parents’ understanding of the child’s perspective in carrying out road safety tasks and their motivation to actively involve their child in making decisions at the roadside can be improved through training. • Social Cognitive Theory (Bandura, 1986) suggests that the modelling role of parents can make a significant contribution to children’s learning about road use and their development of traffic competence whether or not parents are aware of this. • The main aim of this study was to explore the way parents influence children and young people aged 0–16 years to be safer road users. • This study included children and young people aged 5–16 and parents of children aged 0–16 years old

My Story as a First-Generation Student from Vietnamese Immigrant Backgrounds and Implications for Asian American Students

Expressing myself in my own voice has never felt so liberating and uplifting, especially when it comes to writing in the academic world. Thanks to the Scholarly Personal Narrative (SPN) methodology of Dr. Robert Nash, I have a chance to share my voice from my perspective as a marginalized student. Neither of my parents went to college. What does this mean for me as an Asian American first-generation student? What does my background say about me, specifically as a student and generally as an individual person? What are some of the obstacles and opportunities in my journey and in my education? How do my own stories connect to others from similar backgrounds, and hopefully to others from different backgrounds as well? What do I want my readers to take away from my own learning experiences? In my thesis, I discuss my experiences as a first-generation student from my Vietnamese background. I describe in detail about my family backgrounds, some major events in my childhood, and how these changes shape who I am today. In order for me to move forward, I need to pause and rediscover my roots, my heritage, and my family\u27s values and learn to appreciate them. I discuss my experiences of going to high school and college in the U.S. I also explain how I experience the issues of race and social class when living in the U.S. I address some of the obstacles that I face as well as the opportunities that arise throughout my journey. What have I learned from these experiences thus far? I believe that sharing my story gives me the opportunity to connect with other students, educators, and administrators in higher education. This will allow us to acknowledge some issues that students of color have and how we can work together to address these issues. Based on my experiences, I have made some recommendations for students of color, especially Asian American first-generation college students. I also have some recommendations for educators when working with this marginalized population, specifically students from underrepresented groups and students from first-generation backgrounds

Spartan Daily, September 26, 2007

Volume 129, Issue 17https://scholarworks.sjsu.edu/spartandaily/10389/thumbnail.jp

The Barnardo's Safe Accommodation Project: consultation with young people

This report presents the findings of a consultation with young people in the care system affected by sexual exploitation or trafficking, conducted as part of the Barnardo's Safe Accommodation project. The consultation focused on experiences of the care system and how these could be improved

Jobseeker's allowance sanctions and disallowances

This article describes the large rise since 2005 in the number of Jobseeker's Allowance claimants being subjected to 'sanctions' or 'disallowances' and consequently losing their benefits, to a total of 792,000 such penalties in the year to 21 October 2012. It examines the reasons given for the penalties, showing that disqualifications for leaving a job voluntarily or losing it through misconduct have fallen dramatically in the current recession, with more aggressive types of penalty rising correspondingly more. It describes the regime of 'hardship payments' available to some sanctioned claimants. Finally it estimates that the amount of money lost by claimants, net of hardship payments, has risen from about £37m in 2005 to about £140m in the year to October 2012, and that it would have been about £250m in the latter year had the new regime of lengthier sanctions started on 22 October 2012 been in force