Common Binder Head and Knotter Head Troubles

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Alternative approach to community detection in networks

The problem of community detection is relevant in many disciplines of science and modularity optimization is the widely accepted method for this purpose. It has recently been shown that this approach presents a resolution limit by which it is not possible to detect communities with sizes smaller than a threshold which depends on the network size. Moreover, it might happen that the communities resulting from such an approach do not satisfy the usual qualitative definition of commune, i.e., nodes in a commune are more connected among themselves than to nodes outside the commune. In this article we introduce a new method for community detection in complex networks. We define new merit factors based on the weak and strong community definitions formulated by Radicchi et al (Proc. Nat. Acad. Sci. USA 101, 2658-2663 (2004)) and we show that this local definitions avoid the resolution limit problem found in the modularity optimization approach.Comment: 17 pages, 6 figure

Boys and girls come out to play: Gender differences in children\u27s play patterns

This paper presents findings from The Irish Neighbourhood Play Study; a national, cross-border research project which recorded children’s play patterns in Ireland during 2012. The study incorporated 1688 families across 240 communities. This study recorded the play patterns of children in Ireland aged birth-14 years. The findings of the study are discussed here in the context of gendered patterns. Particular emphasis is placed on the skill differences developed through various play choices. These differences are explored within the context of established literature on the learning strengths of boys and girls. Established bodies of literature on children’s learning across gender lines has long been engaged in the debate about whether these differences are biological or socially constructed. This paper offers a parallel question; Are gender differences within learning, constructed through play choices within childhood? ©IATED (2017). Reproduced in Research Online with permission

Gravitational Shock Waves for Schwarzschild and Kerr Black Holes

The metrics of gravitational shock waves for a Schwarzschild black hole in ordinary coordinates and for a Kerr black hole in Boyer-Lindquist coordinates are derived. The Kerr metric is discussed for two cases: the case of a Kerr black hole moving parallel to the rotational axis, and moving perpendicular to the rotational axis. Then, two properties from the derived metrics are investigated: the shift of a null coordinate and the refraction angle crossing the gravitational shock wave. Astrophysical applications for these metrics are discussed in short.Comment: 24 Pages, KOBE--FHD--93--03, {\LaTeX

Let\u27s get real: are today\u27s children playing with nature? Do the educational aspirations of the nature play movement emerge within children\u27s neighbourhood play?

The Irish Neighbourhood Play Research Project was a large scale research project which included almost 1700 participant families and 240 communities throughout Ireland. It used parental surveys and naturalistic observation to secure data on how children in modern Ireland aged 0-15 are spending their free time. An all-island approach was taken incorporating cities, towns and rural areas across a variety of socio-economic groupings. Interesting findings arose from the data relating to the choices that children are making within their free time. This paper focuses on the choices they are making within their engagement with nature and natural materials. Data on the children’s nature choices will be presented and discussed through a child development lens. The positive and negative implications for both learning and development are raised. This leads us to interesting questions about the role of nature within child development and learning. As an international nature play movement gains ground in raising awareness about the importance of nature based learning and its linkages with educational structure and pedagogy, this research into children’s nature choices is timely ©IATED (2016). Reproduced in Research Online with permission

Is it time for the risky classroom? Dealing with risk and uncertainty is a natural part of adult life. Yet modern children are shielded from risk at every opportunity. A pedagogical shift is required

Risk within learning environments is a much debated topic within early childhood education. The sector sees and understands the benefits of risk but often remain risk adverse. No –one wishes for children to experience injury and as such safety measures are essential. However, risk has also been shown to be essential for holistic development and learning in the early years (Lights, 2014). It is very important in the formation of many important skills and contributes greatly to children’s holistic health (Brussoni, Olsen, Pike & Sleet, 2012). Contemporary research and the most up-to-date wisdom requires educators to embrace risk and risky play in order to maximise children’s learning opportunities (Brussoni et al, 2015). It is a type of play that supports the child to encounter and overcome challenge. It includes the development of self-belief in the face of adversity, resilience building and problem solving confidence as well as physical competence and survival skills. Taking risks also transfers into skills such as judgement and risk measurement as well as tenacity and the ability to try again after failure. But is risk endangered in modern childhood? This paper presents data from the Irish Neighbourhood Play Study. This study incorporated 1688 families across 240 communities. One of the things under investigation was the engagement with risk within neighbourhood play. The results indicate that the children were engaging in very low levels of risk. If the benefits of risk are to be experienced by this generation of children, educators may need to overcome their fears and reservations and learn to embrace and incorporate risk provision into Early Childhood pedagogies. ©IATED (2017). Reproduced in Research Online with permission

Evolution of spin correlations in SrDy2O4 in an applied magnetic field

The development of short- and long-range magnetic order induced in a frustrated zig-zag ladder compound SrDy2O4 by an applied field is studied using neutron diffraction techniques. In zero field, SrDy2O4 lacks long-range magnetic order down to temperatures as low as 60 mK, and the observed powder neutron diffraction (PND) patterns are dominated by very broad diffuse scattering peaks. Single crystal neutron diffraction reveals that the zero-field magnetic structure consists of a collection of antiferromagnetic chains running along the c axis and that there is very little correlation between the chains in the ab plane. In an applied magnetic field, the broad diffuse scattering features in PND are gradually replaced by much sharper peaks, however, the pattern remains rather complex, reflecting the highly anisotropic nature of SrDy2O4. Single crystal neutron diffraction shows that a moderate field applied along the b axis induces an up-up-down magnetic order associated with a 1/3-magnetisation plateau, in which magnetic correlation length in the ab plane is significantly increased, but it nevertheless remains finite. The resolution limited k = 0 peaks associated with a ferromagnetic arrangement appear in powder and single crystal neutron diffraction patterns in fields of 2.5 T and above.Comment: 10 pages, 11 figure

Children\u27s choices: the technology choices that children make within their free time. Influences and implications

The Irish Neighbourhood Play Research Project included almost 1700 families and 240 communities throughout Ireland. Using parental surveys and naturalistic observation, data was secured on how children in modern Ireland aged 0-14 are spending their free time. An all-island approach was taken incorporating cities, towns and rural areas across a variety of socio-economic groupings. Interesting findings arose from the data relating to the choices that children are making within their free time. This paper focuses on the choices they are making within technology use. Data on the children’s technological engagement will be presented and discussed through a child development lens. The positive and negative implications for both learning and development are raised. This generation of children will be the first to emerge into adulthood without ever experiencing a world without technology. For them, it will always have been central to their existence. What does this mean for the next generation of humanity? ©IATED (2016). Permission granted by IATED for inclusion in ResearchOnline@N