1,212 research outputs found
A note on dominating cycles in 2-connected graphs
Let G be a 2-connected graph on n vertices such that d(x) + d(y) + d(z) n for all triples of independent vertices x, y, z. We prove that every longest cycle in G is a dominating cycle unless G is a spanning subgraph of a graph belonging to one of four easily specified classes of graphs
Qualitative Research on Youths’ Social Media Use: A review of the literature
In this article we explore how educational researchers report empirical qualitative research about young people’s social media use. We frame the overall study with an understanding that social media sites contribute to the production of neoliberal subjects, and we draw on Foucauldian discourse theories and the understanding that how researchers explain topics and concepts produces particular ways of thinking about the world while excluding others. Findings include that 1) there is an absence of attention to the structure and function of social media platforms; 2) adolescents are positioned in problematic, developmental ways, and 3) the over-representation of girls and young women in these studies contributes to the feminization of problems on social media. We conclude by calling for future research that can serve as a robust resource for exploring adolescents’ social media use in more productive, nuanced ways
Orbiting Geophysical Observatory Attitude Control Subsystem design survey
Development history and design modifications for attitude control subsystem of OG
Orbiting Geophysical Observatory Attitude Control Subsystem Design Survey. NASA/ERC Design Criteria Program, Guidance and Control
This design survey summarizes the history of the Orbiting Geophysical Observatories' (OGO) Attitude Control Subsystem (ACS) from the proposal phase through current flight experience. Problems encountered in design, fabrication, test, and on orbit are discussed. It is hoped that the experiences of the OGO program related here will aid future designers
Polynomial algorithms that prove an NP-hard hypothesis implies an NP-hard conclusion
A number of results in Hamiltonian graph theory are of the form implies , where is a property of graphs that is NP-hard and is a cycle structure property of graphs that is also NP-hard. Such a theorem is the well-known Chv\'{a}tal-Erd\"{o}s Theorem, which states that every graph with is Hamiltonian. Here is the vertex connectivity of and is the cardinality of a largest set of independent vertices of . In another paper Chv\'{a}tal points out that the proof of this result is in fact a polynomial time construction that either produces a Hamilton cycle or a set of more than independent vertices. In this note we point out that other theorems in Hamiltonian graph theory have a similar character. In particular, we present a constructive proof of the well-known theorem of Jung for graphs on or more vertices.. \u
"Women made it a home": Representations of women in social studies
This article explores recently published P-12 social studies lesson plans that include women to examine how attending to women is “getting done” in the field and how the lessons represent women and women’s experiences. Using discourse analysis methodologies, the author demonstrates that women have been included as topics in ways that do not work toward disrupting problematic discourses about gender norms. Through their avoidance of issues of power and patriarchy, most of the lessons fall short of addressing gender inequity – in the past or the present – in a significant way. More critical attention to women and gender in lessons, as well as in other curricular spaces, are important steps toward harnessing social studies’ potential to engage students in the meaningful consideration of inequitable gender relations
Good Teaching? An Examination of Culturally Relevant Pedagogy as an Equity Practice
The adoption of educational policy measures to close the achievement gap, as well as the significant amount of scholarship dedicated to the subject, are just some of the indicators that reflect the tremendous concern in education about the academic performance of students of color. Within research aimed at promoting equitable practices in education, culturally relevant teaching has emerged as a good teaching strategy to improve achievement. Using genealogical methods to examine the ways in which culture has become relevant to classroom practice, the author argues that the perceived difference from white students that made it possible to conceive of children of color as culturally deficit in the 1960s is also invoked in more recent literature that promotes attending to culture as an equity strategy. The take-up of culturally relevant teaching as something that a teacher can “do,” instead of a critical stance that a teacher takes, is also examined and critiqued
Feminism, Neoliberalism, and Social Studies
The purpose of this article is to analyze the sparse presence of women in social studies education and to consider the possibility of a confluence of feminism and neoliberalism within the most widely distributed National Council for the Social Studies (NCSS) publication, Social Education. Using poststructural conceptions of discourse, the author applies second-wave feminist theory and Fraser’s (2009) work on neoliberalism as lenses to illuminate the limited attention to women and feminism in this text during the 1980s in order to better understand how women have been marginalized in social studies education and to consider the possibility that the feminist principles present in social studies were taken up in service of neoliberal forces
Skirting Around Critical Feminist Rationales for Teaching Women in Social Studies
Feminist practices can provide firm theoretical grounding for the kind of social studies that scholars promote, especially in relation to efforts to include women in the curriculum. However, in P–12 social studies education, neither women nor feminism receive much attention. The study described in this article was a discourse analysis of 16 recently published lesson plans that did include women. Through this examination of the rationales and language used to promote teaching about women, the author sheds light on some discursive obstacles inhibiting attention to gender issues in critical feminist ways and argues that by shifting norms in the field, we can realize feminism’s potential to contribute to both social studies and ongoing discussions about women and gender inequity in society
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