Dynamic Transitions in Small World Networks: Approach to Equilibrium

We study the transition to phase synchronization in a model for the spread of infection defined on a small world network. It was shown (Phys. Rev. Lett. {\bf 86} (2001) 2909) that the transition occurs at a finite degree of disorder $p$, unlike equilibrium models where systems behave as random networks even at infinitesimal $p$ in the infinite size limit. We examine this system under variation of a parameter determining the driving rate, and show that the transition point decreases as we drive the system more slowly. Thus it appears that the transition moves to $p=0$ in the very slow driving limit, just as in the equilibrium case.Comment: 8 pages, 2 figure

Comprehensive learning incorporating Ako: A tertiary education approach at Wintec

This article outlines the design and implementation of a scenario-based approach to teaching and learning in tertiary education, inspired from Ako, adopted at the Waikato Institute of Technology (Wintec). This learning approach, titled ‘Comprehensive Learning (CL)’, aligns with the holistic objective of enabling students with an active, flexible, personalised, authentic and practical approach to learning that builds upon students’ interests and experiences. The article explains the motivation and the process used in creating and applying this approach to teach some of the IT and Business modules. The main reason to implement this approach is to encourage/enable critical thinking while learning in a continuous and personalised manner. CL allows students to specialize in a context of their choice, which in turn induces learning. In addition, students are less motivated to plagiarize due to the unique nature of their scenarios, and inherent safeguards present within the approach

Comprehensive learning incorporating Ako – a tertiary education approach at Wintec

This article outlines the design and implementation of a scenario-based approach to teaching and learning in tertiary education, inspired from Ako, adopted at the Waikato Institute of Technology (Wintec). This learning approach, titled ‘Comprehensive Learning (CL)’, aligns with the holistic objective of enabling students with an active, flexible, personalised, authentic and practical approach to learning that builds upon students’ interests and experiences. The article explains the motivation and the process used in creating and applying this approach to teach some of the IT and Business modules. The main reason to implement this approach is to encourage/enable critical thinking while learning in a continuous and personalised manner. CL allows students to specialize in a context of their choice, which in turn induces learning. In addition, students are less motivated to plagiarize due to the unique nature of their scenarios, and inherent safeguards present within the approach

Negative stiffness and modulated states in active nematics

We examine the dynamics of a compressible active nematic liquid crystal on a frictional substrate. When frictional damping dominates over viscous dissipation, we eliminate flow in favor of active stresses to obtain a minimal dynamical model for the nematic order parameter, with elastic constants renormalized by activity. The renormalized elastic constants can become negative at large activity, leading to the selection of spatially inhomogeneous patterns via a mechanism analogous to that responsible for modulated phases arising at an equilibrium Lifshitz point. Tuning activity and the degree of nematic order in the passive system, we obtain a linear stability phase diagram that exhibits a nonequilibrium tricritical point where ordered, modulated and disordered phases meet. Numerical solution of the nonlinear equations yields a succession of spatial structures of increasing complexity with increasing activity, including kink walls and active turbulence, as observed in experiments on microtubule bundles confined at an oil-water interface. Our work provides a minimal model for an overdamped active nematic that reproduces all the nonequilibrium structures seen in simulations of the full active nematic hydrodynamics and provides a framework for understanding some of the mechanisms for selection of the nonequilibrium patterns in the language of equilibrium critical phenomena.Comment: 12 pages, 7 figures, 8 supplementary movie

Comprehensive learning incorporating Ako: A tertiary education approach at Wintec

This article outlines the design and implementation of a scenario-based approach to teaching and learning in tertiary education, inspired from Ako, adopted at the Waikato Institute of Technology (Wintec). This learning approach, titled ‘Comprehensive Learning (CL)’, aligns with the holistic objective of enabling students with an active, flexible, personalised, authentic and practical approach to learning that builds upon students’ interests and experiences. The article explains the motivation and the process used in creating and applying this approach to teach some of the IT and Business modules. The main reason to implement this approach is to encourage/enable critical thinking while learning in a continuous and personalised manner. CL allows students to specialize in a context of their choice, which in turn induces learning. In addition, students are less motivated to plagiarize due to the unique nature of their scenarios, and inherent safeguards present within the approach