Glass transition in models with controlled frustration

A class of models with self-generated disorder and controlled frustration is studied. Between the trivial case, where frustration is not present at all, and the limit case, where frustration is present over every length scale, a region with local frustration is found where glassy dynamics appears. We suggest that in this region, the mean field model might undergo a p-spin like transition, and increasing the range of frustration, a crossover from a 1-step replica symmetry breaking to a continuous one might be observed.Comment: 4 pages, 6 figure

Distinguishing hypertension from hypertrophic cardiomyopathy as a cause of left ventricular hypertrophy

Distinguishing Hypertension From Hypertrophic Cardiomyopathy as aCause of Left Ventricular HypertrophyIn most hypertensive patients, left ventricular (LV) wallthickness is normal or only mildly increased (≤13 m

11th European Headache Federation Congress jointly with 31st Congress of the Italian Society for the Study of Headaches : Rome, Italy. 01-03 December 2017

. Aims of the study were explore the relationship between peripheral chromatic and central visual dysfunction evaluating also the presence of functional receptor impairment in patients with migraine, with and without aura examined interictally

Glass transition in granular media

In the framework of schematic hard spheres lattice models for granular media we investigate the phenomenon of the ``jamming transition''. In particular, using Edwards' approach, by analytical calculations at a mean field level, we derive the system phase diagram and show that ``jamming'' corresponds to a phase transition from a ``fluid'' to a ``glassy'' phase, observed when crystallization is avoided. Interestingly, the nature of such a ``glassy'' phase turns out to be the same found in mean field models for glass formers.Comment: 7 pages, 4 figure

Data sources for rescuing the rich heritage of Mediterranean historical surface climate data

10.1002/gdj3.4Availability of long-term and high-quality instrumental climate records is still insufficient and the rich heritage of meteorological surface observations is largely underexploited in many parts of the world. This is particularly striking over the Greater Mediterranean region (GMR), where meteorological observations have been taken since the 18th century at some locations. The lack of high quality and long series here is despite this region being regarded as a climate change hot spot. This article mainly assesses relevant sources containing Mediterranean historical climate data and metadata either from online repositories worldwide or physical archives, with the emphasis here on the rich holdings kept at French archives. A particular case study is the data rescue (DARE) program undertaken by the Algerian National Meteorological Service, as well as some of the past and ongoing projects and initiatives aimed at enhancing climate data availability and accessibility over the GMR. Our findings point to the high potential for undertaking DARE activities over the GMR and the need for bringing longer and higher quality climate time series to support a diverse number of scientific and technical assessments and policies

Complex viscosity behavior and cluster formation in attractive colloidal systems

The increase of the viscosity, which is observed in attractive colloidal systems by varying the temperature or the volume fraction, can be related to the formation of structures due to particle aggregation. In particular we have studied the non trivial dependence of the viscosity from the temperature and the volume fraction in the copolymer-micellar system L64. The comparison of the experimental data with the results of numerical simulations in a simple model for gelation phenomena suggests that this intriguing behavior can be explained in terms of cluster formation and that this picture can be quite generally extended to other attractive colloidal systems.Comment: 5 pages, 4 figure

The influences of capital development strategies choice on international management students' collaborative knowledge creation: Turkey and Ecuador

The paper presents the first phase of international (four countries) study that explores the influence of social capital and personal learning networks (PLN) development approaches used by international management students in multicultural learning environments and the types of social and academic networks they develop on their collaborative knowledge and cross-cultural competence development, in particular, on their preparation for international careers. A comparative analysis is conducted within four international programs (in Turkey, Ecuador, UK and US) that offer international education in English language for local and international students. The paper presents the preliminary results of a comparison in two locations – Turkey and Ecuador. The study applies the concepts of collaborative knowledge development, social capital and social networks. The study uses constructivist grounded theory [1] to uncover the process of social capital and collaborative knowledge creation. Based on the data, collected through semi-structured interviews, and analyzed through dımensıonal analysis [2]; [3], the study develops a process model, which takes into account the core social identity of the learner, as well as the existing and emergent social personal learning ties, built on social capital. An additional goal of the study is to uncover the overlapping social and personal learning networks international and local students participate in and develop, to trace the knowledge sharing routes and to pinpoint knowledge creation hubs in these networks. As the result of the study, recommendations are developed for higher educational institutions (HEIs) and multinational enterprises (MNEs) regarding the steps they can take to promote collaborative and cross-cultural knowledge creation among their members. The connectivism theory of social learning [4] suggests loose and pragmatic ties appropriate to knowledge sharing and creation in the interconnected networked social reality of the 21st century as they combine social and informational resources that operate in a chaotic environment and recognize rather than create patterns of meaning. While we are not proposing any final theoretical models at this point, it is likely that the learners who are engaged in multi-dimensional and loosely connected PLNs characterized by multiple networks consisted of weak ties and who utilize problem solving models of knowledge creation are more likely to become cross/interculturally competent and are more likely to be prepared for global careers. However, the preliminary findings show that international students lack the skills and desire to create functional PLNs and tend to engage in multiple binding networks characterized by strong emotional bonds but limited knowledge creation. While is it premature at this stage to suggest any specific steps that IHEIs and other multicultural learning environments might take to encourage social and technological networking among international students and other members of academic environment, some tentative recommendations are presented

Social capital development strategy and collaborative knowledge creation in higher education: the UK and Turkey

The paper presents the second phase of international (four countries) study that explores the influence of social capital and personal learning networks (PLN) development approaches utilized by international students in multicultural learning environment and the types of the social and academic networks they develop on their collaborative knowledge development, in particular, on their preparation for international careers. A comparative analysis is conducted within three international programs (in Turkey, Ecuador, and the UK) that offer international education in English language for local and international students. The paper presents the preliminary results of a comparison in two locations – Turkey and UK. The study applies the concepts of collaborative knowledge development, social capital, and social networks. The study uses constructivist grounded theory, in particular, dimensional analysis to uncover the process of social capital and collaborative knowledge creation. Based on the data, collected through semi-structured interviews, and analyzed through dımensıonal analysis, the study has developed a process model, which takes into account the core social identity of the learner, as well as the existing and emergent social, personal learning ties, built on social capital. An additional goal of the study is to uncover the overlapping social and personal learning networks International and local students participate in and develop, to trace the knowledge sharing routes and to pinpoint knowledge creation hubs in these networks. As the result of the study, recommendations are developed for higher educational institutions (HEIs) and multinational enterprises (MNEs) regarding the steps they can take to promote collaborative and cross-cultural knowledge creation among their members. While we are not proposing any hypotheses or theoretical models until the completion of the continuous comparison analysis process, it is likely that the learners who are engaged in multi-dimensional and loosely connected PLN characterized by multiple networks consisted of weak ties and who utilize problem-solving models of knowledge creation are more likely to become cross/interculturally competent and are more likely to be prepared for global careers. However, the preliminary findings show that international students lack skills and desire to create functional PLN and tend to engage in multiple binding networks characterized by strong emotional bonds but limited knowledge creation. While is it premature at this stage to suggest any specific steps that IHEIs and other multicultural learning environments might take to encourage social and technological networking among international students and other members of the academic environment, some tentative recommendations are presented. The first part of the research was conducted in Turkey and Ecuador in the summer and fall of 2015 and the second part is in the spring of 2106 in UK and Turkey. Data is collected through semi-structured in-depth interviews, conducted in person and through Skype. The participants are volunteer students, both local and international, enrolled in the undergraduate programs in the participating HEIs. As the study is using Grounded Theory Method (GTM), the sampling of the interview participants is driven by theoretical developments