Revs. Bruce L. Nicholas, Jack King, C.L. Potts, W.L. Robinson to Mr. Meredith (9 October 1962)

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Classical and Quantum Behavior in Mean-Field Glassy Systems

In this talk I review some recent developments which shed light on the main connections between structural glasses and mean-field spin glass models with a discontinuous transition. I also discuss the role of quantum fluctuations on the dynamical instability found in mean-field spin glasses with a discontinuous transition. In mean-field models with pairwise interactions in a transverse field it is shown, in the framework of the static approximation, that such instability is suppressed at zero temperature.Comment: 9 Pages (including 5 Figures), Revtex, Proceedings of the XIV Sitges Conference, June 1996 (Barcelona) Spai

Integrating evolutionary theory and social-ecological systems research to address the sustainability challenges of the Anthropocene

This is the final version. Available on open access from the Royal Society via the DOI in this recordData accessibility: This article has no additional data.The rapid, human-induced changes in the Earth system during the Anthropocene present humanity with critical sustainability challenges. Social-ecological systems (SES) research provides multiple approaches for understanding the complex interactions between humans, social systems, and environments and how we might direct them towards healthier and more resilient futures. However, general theories of SES change have yet to be fully developed. Formal evolutionary theory has been applied as a dynamic theory of change of complex phenomena in biology and the social sciences, but rarely in SES research. In this paper, we explore the connections between both fields, hoping to foster collaboration. After sketching out the distinct intellectual traditions of SES research and evolutionary theory, we map some of their terminological and theoretical connections. We then provide examples of how evolutionary theory might be incorporated into SES research through the use of systems mapping to identify evolutionary processes in SES, the application of concepts from evolutionary developmental biology to understand the connections between systems changes and evolutionary changes, and how evolutionary thinking may help design interventions for beneficial change. Integrating evolutionary theory and SES research can lead to a better understanding of SES changes and positive interventions for a more sustainable Anthropocene. This article is part of the theme issue 'Evolution and sustainability: gathering the strands for an Anthropocene synthesis'.European Union Horizon 2020European Research Council (ERC)National Science Foundation (NSF)Max Planck Institute of Evolutionary AnthropologySwedish Research CouncilErling-Persson Family FoundationFORMASIKEA FoundationEuropean UnionUSDA NIF

BABY BOOMER TEACHERS’ GENERATIVE QUALITIES: THEIR DRIVE FOR SELF-ACTUALIZATION AND PUPILS’ ACADEMIC PERFORMANCE

This study investigated the generative qualities of baby boomer teachers that influence their drive for self-actualization and how it could impact pupils' academic performance. A quantitative research method was employed, with 571 teaching personnel aged 58 to 65 years old who taught straight classes being selected through purposive sampling. The data were collected using a questionnaire-checklist that assessed generative qualities and self-actualization, drawing on Erik Erikson's Theory of Psychosocial Development and Abraham Maslow's Hierarchy of Needs. Correlational analysis was conducted to establish the relationship between variables in the study. The results indicated that the generative qualities of the baby boomer teachers significantly impacted their drive for self-actualization and the academic performance of their pupils. The findings suggested that enhancing generative qualities among baby boomer teachers could lead to improved academic outcomes for pupils. These results have implications for developing targeted teacher development programs that promote generativity and foster positive outcomes in the classroom