Robustness of Complex Networks To Global Perturbations

This thesis studies the robustness of complex dynamical networks with non-trivial topologies against global perturbations, following Robert May’s seminal work on network stability, in order to find critical stability thresholds of global perturbations and to determine if their impact varies across different network topologies. Numerical analysis is used as the primary research method. Dynamical networks are randomly generated in the form of a coefficient matrix of stable linear differential equations. The networks are then inflicted with global perturbation (i.e., addition of another random matrix with varying magnitudes) and their stabilities are tested for each perturbation magnitude, to determine at what scale of global perturbation they are jarred to instability. The results show a monotonic decrease of the instability threshold over increasing link density for all network topologies. For a given link density, random regular networks show highest robustness against global perturbation, closely followed by Watts-Strogatz small-world networks and Erdos-Renyi random graphs, and then Barabasi-Albert scalefree networks are least robust among the four topologies tested. Fully connected networks used in May’s original work are found to be consistently unstable in the presence of global perturbation of any magnitude. These findings offer useful implications for the robustness and sustainability/vulnerability of real-world complex networks with nontrivial topologies

Professional Responsibility in Immigration Practice and Government Service

This Article examines the various mechanisms for assuring professional responsibility in immigrations practice and related government service. The author discusses the authority of the courts, the Immigration and Naturalization Service, and the states that discipline individual practitioners whose conduct violates ethical standards. The author further examines some of the ethical problems that frequently arise in immigration practice and describes the types of sanctions imposed. The author concludes by detailing the various standards of professional responsibility that regulate the conduct of government employees

Students Teaching Students: A Method for Collaborative Learning

The Student Small Group Presentation (SSGP) model, a student-centered approach, is introduced and applied to learning communities. Similar to the jigsaw classroom, small groups of students in learning communities are responsible for teaching material to their peers. Unlike other jigsaw techniques, presentation groups in the SSGP teach an entire lesson based on collaborative work conducted outside of class. Presenters are responsible for thorough analysis of course material as they lead a discussion among a small group of peers. Students meet with the same small group throughout the semester, creating a feeling of intimate community within the larger learning community. By challenging students to become well versed on a section of course material, SSGPs promote student confidence, enhance critical thinking skills, and provide the opportunity to work as a member of a team. Jean Halley is an Associate Professor of Sociology at College of Staten Island, CUNY, in Staten Island, NY. Her most recent book is The Parallel Lives of Women and Cows: Meat Markets (Palgrave Macmillan, 2012). Amy Eshleman is a Professor of Psychology at Wagner College in Staten Island, NY

Early Identification of Nonpersisting Beginning Students

Vocational-Technical and Career Educatio

Literature response journals : successful implementation in a balanced literacy program

When balancing their literacy program, classroom teachers take into consideration many components of reading. They know that they must look at each student to see where his or her strengths and weaknesses are. They then plan instruction based on this assessment. One way is to teach how to respond to literature, which is a valuable way to reflect and clarify while reading. It allows the students to work at their own level and become engaged in literature. The literature response journal can be used in conjunction with any literacy program. It provides a way for the teacher and student to discuss books on a regular basis. It also gives teachers a valuable look at each student\u27s reading and writing. To successfully implement literature response journals, the teacher needs to take on three roles: manager, reader/assessor, and responder. Each role allows the teacher to play a part in balancing his/her literacy program