Coupling Reduces Noise

We demonstrate how coupling nonlinear dynamical systems can reduce the effects of noise. For simplicity we investigate noisy coupled map lattices. Noise from different lattice nodes can diffuse across the lattice and lower the noise level of individual nodes. We develop a theoretical model that explains this observed noise evolution and show how the coupled dynamics can naturally function as an averaging filter. Our numerical simulations are in excellent agreement with the model predictions

The Challenges Facing Women Leaders in Mid-Level Positions at Urban Community Colleges

Although women lead at higher rates overall at community colleges, they continue to lead at lower rates in senior-level positions compared to men within those institutions. Women serve as presidents in 36% of community colleges (ACE, 2017). Additionally, community college presidents are currently retiring at rapid rates, and this turnover in leadership is expected to continue (Phillipe, 2016; Shults, 2001; Tekle, 2012). As community colleges face current and future reductions in senior-level leadership, women in mid-level leadership roles should be considered to fill the leadership gap. Previous studies have examined the leadership challenges faced by women leaders, but there has been a focus on presidents and vice presidents. There is a need to assess the leadership experiences of women in mid-level positions, specifically deans and directors, and to identify their unique mobility challenges. Gender differences, including the internalization of social norms and gender bias and stereotyping, can potentially impact women’s leadership development and opportunities for professional advancement. This study provided a better understanding for community college leaders and practitioners, emphasizing the importance of more effective navigational tools, better leadership training and development, and inclusive and intentional leadership funnels and hiring practices for women mid-level leaders. The purpose of this qualitative, phenomenological study was to examine women leaders in mid-level positions and their perceptions of the personal, professional, and organizational challenges unique to them as leaders in urban community colleges, which tend to be larger and more complex than rural and suburban community colleges. Participants discussed these perceived challenges through in-depth, semi-structured interviews. Participants also described how they have attempted to navigate these challenges. Ten women, in positions of dean or director, were purposively selected from three urban community colleges in one southeastern US state. One-on-one interviews were conducted, providing the women leaders with opportunities to tell their own narratives and describe their lived experiences as mid-level leaders. Moustakas’ (1994) seven-step phenomenological data analysis framework was used to examine the data. An analysis of the data revealed five major themes: (a) leadership progression, (b) work-life balance, (c) mentorship and professional development, (d) communication, and (e) institutional climate and organizational structure. Recommendations for community college practitioners and leaders include: encouraging and providing opportunities and support for mentorship; creating and funding professional development opportunities; and assisting women leaders with doctoral degree completion. Recommendations for further research include additional qualitative research focused on the following groups: women in mid-level positions in other regions of the country; women of color in mid-level positions; women in mid-level positions in suburban and rural community colleges; and men in mid-level positions in various community college settings

Disrupting the dominant narrative: Beginning English teachers’ use of young adult literature and culturally responsive pedagogy.

In this multiple case study that uses narrative research methodology, two beginning English teachers’ stories, their use of young adult literature, and their dialogic interactions with university mentors are examined through a lens of culturally responsive pedagogy. This study is focused on how teachers’ stories indicate the difficulties they have incorporating culturally relevant young adult literature into their secondary English classes, how they establish connections between the texts, their students’ lived experiences, and their own lived experiences, and why they struggle with the application of culturally responsive pedagogy. Findings indicate that beginning teachers’ stories (a) express uncertainty regarding the place of young adult literature in their curricula and seek guidance from mentors; (b) demonstrate difficulties meeting students’ needs, which include connecting with characters and plots that “resonate” with their life experiences; (c) struggle with the dominant narrative of a standardized curriculum that perpetuates teaching the same texts to everyone; moreover, they do not feel empowered to challenge the dominant narrative; (d) struggle with obtaining culturally relevant resources that meet all students’ needs; and (e) recognize, that after exposure to young adult literature in university coursework and secondary teaching, they feel empowered to bring young adult literature into their curricula

Assessing a comprehensive approach to prevent sexual violence on campus: Implications for program improvement

Background: On college campuses, sexual violence (or sexual assault) is at epidemic proportions. As many as one in four college women experience sexual assaults, most of which are not reported, likely due to the adverse reactions stemming from social norms and attitudes about rape. To prevent sexual violence on college campuses, the multi-level factors influencing it necessitate implementation of a holistic approach channeled at all levels. The present multi-method study assessed the feasibility and effectiveness of a peer educator (PE)-facilitated program implemented as part of a comprehensive sexual assault prevention program in three small Georgia colleges. Methods: Student participants (N=128) were questioned on their attitude toward rape myths, intention to rape, and likelihood to intervene in a potential rape situation. Paired t-tests for pre-/post-test scores assessed statistical differences in mean levels of outcomes at the data collection points. In addition, a qualitative assessment explored the feasibility of implementing, on campus, a long-duration program for prevention of sexual violence. Results: The findings indicated that, after exposure to the program, participants demonstrated decreased rape myth beliefs and intention to commit rape and an increased likelihood to intervene in a potential rape situation. In addition, apart from attaining regular student attendance in the 10-week sessions of the program, implementation of the “One on Four & Beyond” program proved to be feasible. Conclusions: This preliminary, multi-approach study suggests the effectiveness of a school PE-facilitated prevention program as a component of a comprehensive approach in reducing sexual violence on campus. Future studies are necessary to enhance understanding of the impact of the program

Storying our journey: Conversations about the literary canon and course development in secondary English education.

Olan and Richmond present preservice English teachers’ stories about having little experience with canonical texts they are asked to teach in their field experiences

Strange nonchaotic stars

The unprecedented light curves of the Kepler space telescope document how the brightness of some stars pulsates at primary and secondary frequencies whose ratios are near the golden mean, the most irrational number. A nonlinear dynamical system driven by an irrational ratio of frequencies generically exhibits a strange but nonchaotic attractor. For Kepler's "golden" stars, we present evidence of the first observation of strange nonchaotic dynamics in nature outside the laboratory. This discovery could aid the classification and detailed modeling of variable stars.Comment: 5 pages, 4 figures, published in Physical Review Letter