Scholarly collaboration across time zones

The barriers to global collaboration of yesteryear were, for example, country boundaries and time zones. Today however, in a world where communication is thriving on new technologies, these barriers have been overcome, not only by the technology itself, but also by the collaborators in a desire (and need) to extend knowledge, seize opportunities and build partnerships. This chapter reports on one such collaboration: a case study where the focus is the writing of a scholarly article between authors from Australia, England and South Africa. The challenges of different time zones, academic calendars, and managing the collaboration are outlined in this chapter. Findings from the case study suggests that the key elements of success are related to the individuals and project management techniques, and not the technology per se. The constructivist learning theory as well as the e-Moderation model are supported by this work and thus extend their application to the academic writing process

Information technology team projects in higher education: an international viewpoint

It is common to find final or near final year undergraduate Information Technology students undertaking a substantial development project; a project where the students have the opportunity to be fully involved in the analysis, design, and development of an information technology service or product. This involvement has been catalyzed and prepared for during their previous studies where the students have been told and shown how to develop similar systems. It is the belief that only through this ‘real’ project do they get the chance to experience something similar to what is expected of them when they embark on their chosen profession; that is, as an information technology professional. The high value of ‘near real life’ educational experience is recognized by many universities across the globe. The aim of this paper is to present examples from three countries - Australia, United Kingdom and South Africa, of the delivery of these team, capstone or industrial experience projects; their curricula and management processes. Academics from institutions in each of the countries share experiences, challenges and pitfalls encountered during the delivery of these information technology projects within their institutions. An overview of each institution’s strategies is provided and highlights specific issues such as the selection of projects, allocation of teams to projects, legal requirements, assessment methods, challenges and benefits. The pedagogies presented here are not exhaustive; however, the three institutions do have in common the implementation of a combination of constructivism with a community of practice approach in delivering the project unit. The three universities recognize the need for industrial experience and learning of applied skills, and therefore make these projects a compulsory part of the curriculum. The projects tend to be real life business problems which are solved over a period of two semesters, and in the case of Cape Town it could be two consecutive years of two semesters each. These projects tend to involve practical development (for example databases and web sites). The process of project-to-team allocation is generally similar in all cases. Despite their differences, team work related problems are quite similar in all three cases presented, and seem to appear as a result of team work complexity, and the number of stakeholders involved. The intention of this paper is not to propose solutions to these problems (as these would be context dependent), but to draw the attention to the main problem categories for similar schemes, these are; • project selection, • management of students, • management of academic staff, • student team motivation, • equality and diversity, • passengers, and • assessment. Furthermore, it is not the intention of the authors to portray one approach as better than another, however, the approaches are representative of how team projects are being delivered across the globe, and in particular, in the contributing institutions. It is hoped that the assimilation and dissemination of information regarding the various approaches presented will nurture further discussion, and open communication across the globe with the view to enhancing the teaching and learning experience of such projects

Classical Functional Bethe Ansatz for SL(N)SL(N): separation of variables for the magnetic chain

The Functional Bethe Ansatz (FBA) proposed by Sklyanin is a method which gives separation variables for systems for which an $R$-matrix is known. Previously the FBA was only known for $SL(2)$ and $SL(3)$ (and associated) $R$-matrices. In this paper I advance Sklyanin's program by giving the FBA for certain systems with $SL(N)$ $R$-matrices. This is achieved by constructing rational functions \A(u) and \B(u) of the matrix elements of $T(u)$, so that, in the generic case, the zeros $x_i$ of \B(u) are the separation coordinates and the P_i=\A(x_i) provide their conjugate momenta. The method is illustrated with the magnetic chain and the Gaudin model, and its wider applicability is discussed.Comment: 14pp LaTex,DAMTP 94-1

Variation in African American parents' use of early childhood physical discipline

Physical discipline is endorsed by a majority of adults in the U.S. including African American (AA) parents who have high rates of endorsement. Although many studies have examined physical discipline use among AA families, few have considered how early childhood physical discipline varies within the population. Individuals within a cultural group may differ in their engagement in cultural practices (Rogoff, 2003). Furthermore, AA families’ characteristics and their contexts, which are shaped by the interaction of social position, racism, and segregation (García Coll et al., 1996), likely influence how AA families physically discipline their young children. This study examined variation in early childhood physical discipline among AA families living in low-income communities and relations with demographic and contextual factors. Year 1 data from 310 AA parents living in three regionally distinct low-income communities were used from a sequential longitudinal intervention program study of the development and prevention of conduct disorder. Latent class analyses were conducted using parents’ responses on a measure, of the frequency of overall physical discipline, spanking, and hitting during prekindergarten and kindergarten. The associations between latent classes and six demographic and contextual factors were examined using the Bolck, Croon, and Hagenaars (BCH) method. The factors were: child gender (59% male); marital status (51% never married); parental education (66% high school graduates and beyond); income (mean = $16.66K, S.D. = 12.50), family stress, and perception of neighborhood safety. Measures included the Family Information Form, Life Changes, and the Neighborhood Questionnaire. After considering two to seven class solutions, five physical discipline classes or sub-groups were identified. Classes were defined by discipline frequency (‘Infrequent’, ‘Weekly’, ‘Monthly’, ‘Almost-Every-Day’ and ‘Weekly-All’) as well as by discipline type (only parents in the ‘Weekly-All’ class hit their children). Significant associations were found between class membership, and child gender, marital status, income, and perception of neighborhood safety. Girls were more likely to be physically disciplined infrequently, χ2(4, N = 310) = 11.88, p = .05. The ‘Weekly’ class had significantly fewer married parents than all classes except ‘Almost-Every-Day’, χ2(4, N = 310) = 21.56, p < .001. Parents in the ‘Almost-Every-Day’ class had a significantly lower income than parents in all other classes except “Weekly-All”, χ2(4, N = 310) = 10.88, p = .03. Finally, parents in the “Almost-Every-Day” class perceived their neighborhood as significantly less safe compared to those in all other classes except the ‘Weekly-All’ class, χ2(4, N = 310) = 14.13 p = .01. These findings suggest that AA families vary in physical discipline during early childhood; this variation may result in sub-groups with different demographic characteristics. Associations between frequent discipline classes and perceptions of neighborhood safety implies that some AA parents may use physical discipline to protect their children from being harmed if they believe their communities are unsafe. Future research should qualitatively examine how AA parents respond to unsafe neighborhoods in their parenting behaviors, including physical discipline

What Does CEOs’ Personal Leverage Tell Us About Corporate Leverage?

We find that firms behave remarkably similarly to how their CEOs behave personally when it comes to leverage choices. We start our analysis by compiling a comprehensive sample of home purchases and financings among S&P 1,500 CEOs. Debt financing in a CEO’s most recent home purchase is used as a revealed preference of the CEO’s personal attitude towards debt. We find a robust positive relation between personal and corporate leverage. We also find that firms tend to hire CEOs with a similar personal attitude towards debt as the previous CEO. When the new and previous CEOs have different personal preferences, corporate leverage changes in the direction of the new CEO’s personal leverage. These results support a model with endogenous matching of CEOs to firms. We also find that the positive relation between CEOs’ personal leverage and corporate leverage is stronger in firms with poor governance, suggesting that CEOs imprint their personal preferences on the firms they manage when they are able to do so. These results suggest that heterogeneity in CEOs’ personal attitudes towards debt partly explains differences in corporate capital structures, and suggest more generally that an analysis of CEOs’ personalities and personal traits may provide important information about the financial policies of the firms they manage.Corporate leverage; personal leverage; CEO characteristics

The potential release of phosphorus in floodplains

In the Illinois River Watershed, there has been growing concern over elevated phosphorus concentrations in the water column. This study evaluated how much phosphorus is contributed from floodplain soils into surface waters, examining the relationship between the flux of phosphorus released and the amount of phosphorus stored in the soil. This was investigated by artificially inundating soil cores from four sites and determining the soluble reactive phosphorus concentrations of the overlying water and the levels of Water and Mehlich-3 extractable phosphorus in the soil. The flux of phosphorus to the overlying water ranged from 0.43 to 6.61 mg m-2 hr-1 within the short-term (16.5-hr incubation) and 0.06 to 1.26 mg m-2 hr-1 over the long term (282.5-hr incubation). Phosphorus flux to the overlying water was significantly correlated with the amount of phosphorus stored in the soil. This study showed that riparian soils with elevated phosphorus content have the potential to release phosphorus when flooded

Modelling biological invasions: individual to population scales at interfaces

Extracting the population level behaviour of biological systems from that of the individual is critical in understanding dynamics across multiple scales and thus has been the subject of numerous investigations. Here, the influence of spatial heterogeneity in such contexts is explored for interfaces with a separation of the length scales characterising the individual and the interface, a situation that can arise in applications involving cellular modelling. As an illustrative example, we consider cell movement between white and grey matter in the brain which may be relevant in considering the invasive dynamics of glioma. We show that while one can safely neglect intrinsic noise, at least when considering glioma cell invasion, profound differences in population behaviours emerge in the presence of interfaces with only subtle alterations in the dynamics at the individual level. Transport driven by local cell sensing generates predictions of cell accumulations along interfaces where cell motility changes. This behaviour is not predicted with the commonly used Fickian diffusion transport model, but can be extracted from preliminary observations of specific cell lines in recent, novel, cryo-imaging. Consequently, these findings suggest a need to consider the impact of individual behaviour, spatial heterogeneity and especially interfaces in experimental and modelling frameworks of cellular dynamics, for instance in the characterisation of glioma cell motility

Design and performance of an aerodynamic molecular beam and beam detection system

Design and performance of aerodynamic molecular beam syste