Two Speed TASEP with Step Initial Condition

In this paper, we consider zero range process with an initial condition which is equivalent to step initial condition in total asymmetric simple exclusion process (TASEP) as described in a paper by R\'akos, A. and Sch\"utz by using techniques developed by Borodin, Ferrari, and Sasamoto. The solution for the transition probability of total asymmetric simple exclusion process for particles with different hopping rates was first worked out by Sch\"utz and Rak\"os (2005) for the case when $p=1$ or $q=1$. The formula was later applied to analyze two speed TASEP (Borodin, Ferrari, and Sasamoto, 2009) with alternating initial condition. Here we will investigate the two speed TASEP case with step initial condition

Universalization or localization? Issues of knowledge legitimation in comaprative education

The endeavor to unite the universal and the accidental in both, the physical and the social world into one theoretical framework – the idea of such a unity can be found already in the Chinese concept of Tao – dates back in the modern culture to the Enlightenment. Such a unified knowledge came to be understood as a potential tool of forecasting and controlling societal progress. All through the positivistic 19th century, comparativists followed Marc-Antoine Jullien de Paris, who thought educational comparison should become an exact science whose outcomes could be used anywhere and transplanted to any place. It was Michael Sadler who as the first comparative educationalist strictly refused the idea of cultural and institutional borrowing. Under his influence comparative education focused on the variations unique to the single countries and to the factors underlying these variations. Even the later emerging functionalist method remained in the tradition of a „one-dimensional logic“, which, as Marcuse alleged, was inseparably connected with the rationale of domination of nature and society. It is only the postmodern sight, which – without giving up the humanistic ideas of modernity which originated in Western modernization – opens possibilities to enter a cross cultural dialogue and to accept multiple theoretical realities. (DIPF/Orig.)Der Beitrag bietet einen breiten Überblick über grundlegende Tendenzen in der historischen Entwicklung von Vergleichender Erziehungswissenschaft. Dabei unterliegt der Darstellung implizit und explizit durchgängig das Bewußtsein, daß vergleichende Wissenschaft im weitesten Sinne weder ein Monopol der jüngsten Epoche noch etwa eines einzigen Kulturraums darstellt. Mit seiner analytischen, aber auch normativen Interpretation von gegenwärtigen Tendenzen postmodernen Denkens sieht er die Möglichkeit eines transkulturellen Dialogs über die Weiterentwicklung und Erweiterung der etablierten (westlichen) Vergleichenden (Erziehungs-)Wissenschaft. (DIPF/Orig.

Oral History Interview with Tony Tan Keng Yam: Conceptualising SMU

This is an abridged version of the original interview. Please contact the Library at [email protected] for access to the full version of the transcript and/or audio recording.</p