K-independent percolation on trees

Consider the class of k-independent bond, respectively site, percolations with parameter p on an infinite tree T. We derive tight bounds on p for both a.s. percolation and a.s. nonpercolation. The bounds are continuous functions of k and the branching number of T. This extends previous results by Lyons for the independent case (k=0) and by Bollob\`as & Balister for 1-independent bond percolations. Central to our argumentation are moment method bounds \`a la Lyons supplemented by explicit percolation models \`a la Bollob\`as & Balister. An indispensable tool is the minimality and explicit construction of Shearer's measure on the k-fuzz of Z.Comment: 28 pages, 4 figure

Introducing a Practitioner-focused Publication in Exercise Science and Kinesiology

The purpose is to introduce Topics in Exercise and Science Kinesiology (TESK) as an outlet for practical information. We searched available journals in the field to determine practitioner-focused options, we also determined the percentage of presented abstracts at a popular meeting compared to the number of published papers in a leading peer-reviewed scientific journal. Point of application 1: Only 2% of publication options in kinesiology or exercise science have a practitioner focus. Point of application 2: A relatively small number of peer-reviewed conference abstracts (less than 10%) are deemed publication-worthy following journal peer-review. Point of application 3: To be more inclusive, we announce the International Community of Scholars in Kinesiology (ICSK); and to provide students with important information on professional development and trending research, we will host a virtual Student Research Week each year

Mere Babes in the Woods: Teaching and Learning in the Native American Classroom

There has been a good deal of talk about \u27multicultural education in the past few years; at the center of these discussions are issues of ethics, politics, and values. What does it mean to be multicultural ? How does one\u27s culture figure into pedagogical situations—as a teacher? as a student? How should these complex social and historical backgrounds be utilized at the university? Finally, what are the cultural costs of a university education for students, especially those students from historically oppressed cultural backgrounds? This study specifically examines the situation of Native American students in the university writing classroom. Drawing upon many different disciplines and methodologies—ethnography, autobiography, composition theory, and cultural studies—it is foremost a personal account of the author\u27s attempt to develop a politically responsible pedagogy for teaching writing to Indian students, one which not only seeks to understand and respect Native American life and culture(s), but which attempts to utilize it as a means of teaching critical consciousness. The study begins with questions of representation, addressing various theoretical orientations to issues of ’’writing culture”: accuracy,” responsibility, methodology, and counter-hegemonic criticism. The author gives a select account of his own Indian family background, specifically discussing the relationships between education and assimilation. In addition to representing himself, his family, and his legacy, the autobiographical histories also raise several prominent issues: what messages pertai .ing to culture and success are given by educators to Indian students? What are the ramifications of those messages? How can they be resisted or revised? Ethnographic descriptions of the author\u27s teaching experience in two Native American classrooms bring out several Indian cultural features, aspects of life which are usually ignored or even denigrated in the university: religion, politics, and Indian-white relations. Focusing on these issues in class led to an uncomfortable classroom setting, but also show promise for new ways of thinking about Indian students and pedagogy. Following Gloria Anzaldua, the author suggests approaching and revising the writing classroom through the development of a mixedblood pedagogy, a theoretical orientation which foregrounds and theorizes difference, straddles cultures, and highlights political, cultural, and epistemological contradictions

Maximum stabilizer dimension for nonproduct states

Composite quantum states can be classified by how they behave under local unitary transformations. Each quantum state has a stabilizer subgroup and a corresponding Lie algebra, the structure of which is a local unitary invariant. In this paper, we study the structure of the stabilizer subalgebra for n-qubit pure states, and find its maximum dimension to be n-1 for nonproduct states of three qubits and higher. The n-qubit Greenberger-Horne-Zeilinger state has a stabilizer subalgebra that achieves the maximum possible dimension for pure nonproduct states. The converse, however, is not true: we show examples of pure 4-qubit states that achieve the maximum nonproduct stabilizer dimension, but have stabilizer subalgebra structures different from that of the n-qubit GHZ state.Comment: 6 page

Werner state structure and entanglement classification

We present applications of the representation theory of Lie groups to the analysis of structure and local unitary classification of Werner states, sometimes called the {\em decoherence-free} states, which are states of $n$ quantum bits left unchanged by local transformations that are the same on each particle. We introduce a multiqubit generalization of the singlet state, and a construction that assembles these into Werner states.Comment: 9 pages, 2 figures, minor changes and corrections for version

Case Study on the Development of the International Journal of Exercise Science

The International Journal of Exercise Science is a quarterly, online, open access publication dedicated to the dissemination of research in the areas of Exercise Science, Exercise Physiology, Human Performance, Kinesiology, and related disciplines. Dr. James W. Navalta and Dr. T. Scott Lyons (the author), both Associate Professors of Exercise Science at Western Kentucky University, are the founders of the International Journal of Exercise Science (IJES). IJES is a student-focused journal, in that the editors are specifically seeking research that is led by graduate or undergraduate students. Manuscripts submitted by professionals (defined as those holding a terminal degree) are also gladly accepted, provided at least one student was involved in the project and is listed as a co-author. The review process includes both student and professional researchers. This document is a summary case study on the origination, development, marketing and on-going management of this unique research journal