Game Theoretic Formation of a Centrality Based Network

We model the formation of networks as a game where players aspire to maximize their own centrality by increasing the number of other players to which they are path-wise connected, while simultaneously incurring a cost for each added adjacent edge. We simulate the interactions between players using an algorithm that factors in rational strategic behavior based on a common objective function. The resulting networks exhibit pairwise stability, from which we derive necessary stable conditions for specific graph topologies. We then expand the model to simulate non-trivial games with large numbers of players. We show that using conditions necessary for the stability of star topologies we can induce the formation of hub players that positively impact the total welfare of the network.Comment: Submitted to 2012 ASE Social Informatics Conferenc

Speaking of the Raj: Kipling, Forster, and Scott on the English Language in British India

In my thesis I examine how language, particularly the English language, participated in the Raj, as depicted thematically in Rudyard Kipling\u27s Kim (1901), E. M. Forster\u27s A Passage to India (1924), and Paul Scott\u27sThe Raj Quartet (1966-1975): The Jewel in the Crown (1966), The Day of the Scorpion (1968), The Towers of Silence (1971), and A Division of the Spoils (1975). I show that all three authors portray language as central to British colonialism in India; the connection between the English language and the Empire grows increasingly problematic as the linguistic situation becomes a metaphor for the state of the doomed Raj. In the section analyzing Kipling\u27s Kim, I argue that language functions as a vital, yet limited colonial tool used by what I call Kipling\u27s wise British administrator in preserving the empire. The text connects the English language with order, rationality, and military efficiency while in Kim the Oriental languages facilitate relational and spiritual pursuits. As Kipling\u27s wise administrator must intimately know and be responsible for the Indian people, both sets of languages complement each other and are needed for effective management of the realm. British characters, however, are depicted as linguistically superior to Indians in acquiring languages, an ability that Kim uses to justify imperialism in India. Indian characters, in contrast, fail to acquire fluency in English and thus lack the rationality and order that Kipling depicts as necessary for self-government. I further argue that in Kim Kipling uses linguistic relations didactically to present his utopian vision of how the empire ought to governed. The text also provides negative examples to illustrate that British imperialists should not be scornfully ignorant of India\u27s people, cultures, and languages. I posit that Kipling not only perceived threats to the Raj, but wrote Kim as a warning to a linguistically snobbish Britain. In the section discussing E. M. Forster\u27s A Passage to India, I argue that the English language catalyzes the novel\u27s cultural and personal conflicts. Both Indians and Britons reveal very different methods of interpreting and employing language. British characters use language to discover truth and to order reality, an enterprise that proves to be nearly impossible in Forster\u27s India. In contrast, Indian characters often employ language in what Forster\u27s narrative voice describes as truth of mood, using words that enhance a situation\u27s aura but may or may not be intended literally. Members of each group frequently misinterpret the speech of members of the other group; this miscommunication leads to the most tragic conflict of the novel, the Marabar Caves incident. The novel suggests that only through mutual affection can miscommunication be avoided or kept at a minimum. Although Forster\u27s narrative voice appears often sympathetic to the Indians\u27 plight, I further argue that it distances itself from both Indian and British groups. In the third section I argue that Paul Scott\u27s The Raj Quartet uses the English language thematically to expose the illusions and lamentable failures of the Raj. By depicting the persecution of Scott\u27s Hari Kumar, an Indian raised to speak and think as a Briton, the text reveals that the Empire rests not on objective truths, but rather on illusions. Language in general and English in particular are exposed as culturally based and culturally subjective; English, therefore, fails to be the common, uniting language for multi-tongued India. Further, historical accounts of the dying Raj are presented as subjective and fragmented, yet characters persistently write such accounts in an effort to bring order to the turbulent period. I additionally argue that Scott\u27s Raj Quartet inverts Kipling\u27s Kim and exposes the myth of the colonial Bildungsroman. Scott distorts Kipling\u27s wise, linguistically diverse British administrator into the sadistic, oppressive Merrick who employs language as a torture device. In this context, many characters sympathetic to the Indians\u27 plight abandon language altogether--especially English, with its cultural and political baggage--and adopt silence. Other sympathetic characters pursue linguistic expression, but do so more privately, seeking order and understanding of the Raj\u27s chaotic wreckage. Because these novels of Kipling, Forster, and Scott reveal a respect for India, her peoples, and her cultures--each expressed in its own way--never do they advocate the complete domination of the English language over the Indian tongues. Even Kipling\u27s Kim limits English\u27s domain, supports the Indian peoples\u27 retention of their own languages, and even advocates linguistic diversity among Britons. Forster and Scott more pessimistically depict problems encountered when a language is transplanted into a country whose forms challenge the Western mind. Yet all three authors implicate the English language to share blame for the Raj\u27s troubles and, ultimately, its failure

Speaking of the Raj: Kipling, Forster, and Scott on the English Language in British India

In my thesis I examine how language, particularly the English language, participated in the Raj, as depicted thematically in Rudyard Kipling\u27s Kim (1901), E. M. Forster\u27s A Passage to India (1924), and Paul Scott\u27sThe Raj Quartet (1966-1975): The Jewel in the Crown (1966), The Day of the Scorpion (1968), The Towers of Silence (1971), and A Division of the Spoils (1975). I show that all three authors portray language as central to British colonialism in India; the connection between the English language and the Empire grows increasingly problematic as the linguistic situation becomes a metaphor for the state of the doomed Raj. In the section analyzing Kipling\u27s Kim, I argue that language functions as a vital, yet limited colonial tool used by what I call Kipling\u27s wise British administrator in preserving the empire. The text connects the English language with order, rationality, and military efficiency while in Kim the Oriental languages facilitate relational and spiritual pursuits. As Kipling\u27s wise administrator must intimately know and be responsible for the Indian people, both sets of languages complement each other and are needed for effective management of the realm. British characters, however, are depicted as linguistically superior to Indians in acquiring languages, an ability that Kim uses to justify imperialism in India. Indian characters, in contrast, fail to acquire fluency in English and thus lack the rationality and order that Kipling depicts as necessary for self-government. I further argue that in Kim Kipling uses linguistic relations didactically to present his utopian vision of how the empire ought to governed. The text also provides negative examples to illustrate that British imperialists should not be scornfully ignorant of India\u27s people, cultures, and languages. I posit that Kipling not only perceived threats to the Raj, but wrote Kim as a warning to a linguistically snobbish Britain. In the section discussing E. M. Forster\u27s A Passage to India, I argue that the English language catalyzes the novel\u27s cultural and personal conflicts. Both Indians and Britons reveal very different methods of interpreting and employing language. British characters use language to discover truth and to order reality, an enterprise that proves to be nearly impossible in Forster\u27s India. In contrast, Indian characters often employ language in what Forster\u27s narrative voice describes as truth of mood, using words that enhance a situation\u27s aura but may or may not be intended literally. Members of each group frequently misinterpret the speech of members of the other group; this miscommunication leads to the most tragic conflict of the novel, the Marabar Caves incident. The novel suggests that only through mutual affection can miscommunication be avoided or kept at a minimum. Although Forster\u27s narrative voice appears often sympathetic to the Indians\u27 plight, I further argue that it distances itself from both Indian and British groups. In the third section I argue that Paul Scott\u27s The Raj Quartet uses the English language thematically to expose the illusions and lamentable failures of the Raj. By depicting the persecution of Scott\u27s Hari Kumar, an Indian raised to speak and think as a Briton, the text reveals that the Empire rests not on objective truths, but rather on illusions. Language in general and English in particular are exposed as culturally based and culturally subjective; English, therefore, fails to be the common, uniting language for multi-tongued India. Further, historical accounts of the dying Raj are presented as subjective and fragmented, yet characters persistently write such accounts in an effort to bring order to the turbulent period. I additionally argue that Scott\u27s Raj Quartet inverts Kipling\u27s Kim and exposes the myth of the colonial Bildungsroman. Scott distorts Kipling\u27s wise, linguistically diverse British administrator into the sadistic, oppressive Merrick who employs language as a torture device. In this context, many characters sympathetic to the Indians\u27 plight abandon language altogether--especially English, with its cultural and political baggage--and adopt silence. Other sympathetic characters pursue linguistic expression, but do so more privately, seeking order and understanding of the Raj\u27s chaotic wreckage. Because these novels of Kipling, Forster, and Scott reveal a respect for India, her peoples, and her cultures--each expressed in its own way--never do they advocate the complete domination of the English language over the Indian tongues. Even Kipling\u27s Kim limits English\u27s domain, supports the Indian peoples\u27 retention of their own languages, and even advocates linguistic diversity among Britons. Forster and Scott more pessimistically depict problems encountered when a language is transplanted into a country whose forms challenge the Western mind. Yet all three authors implicate the English language to share blame for the Raj\u27s troubles and, ultimately, its failure

Assessing Written Narratives: Current versus Theoretical Practices

Language sample analysis (LSA) provides a non-standardized, culturally sensitive method of language assessment and is considered a best practice by the American Speech-Language and Hearing Association (ASHA). One type of LSA is the elicitation and analysis of children’s written narratives. Narratives, one type of language discourse, either fictional or personal, can be thought of as stories. Across the literature, there are differences in the types and clinical implications of the individual types of discourse and narratives. For example, eliciting conversational discourse for LSA is less demanding for the student than eliciting narrative discourse. Additionally, research shows that students with a language impairment (LI) produce personal narratives of higher quality than fictional narratives. Research shows that difficulties with narrative skills are a hallmark of children with language learning disorders and that students with LI produce poorer narratives than their typically developing peers. One third of school-based SLPs report not using LSA in their clinical practice. Additionally, research suggests that even the two thirds of school-based SLPs who do engage in LSA demonstrate inconsistency in its use. For example, research shows that SLPs are not adjusting their elicitation context for students with increased maturity. The limited use of other elicitation procedures besides conversation by SLPs deprives some students of robust opportunities to use age-appropriate and complex language skills. Fifty-two percent of school-based SLPs reported transcribing in real-time, against ASHA recommendation, while engaging in elicitation procedures, instead of using a recording device. Researchers report barriers which limit use of LSA in practice. These barriers include time, limited access to resources, limited training and expertise, and inconsistency in analysis procedures, as reported by school-based SLPs. Further research should be conducted to address reported barriers to using LSA and provide solutions to these barriers. An identified gap exists between what ASHA recommends and current clinical practice by school-based SLPs in regards to LSA. However specific scoring rubrics, such as the Index of Narrative Complexity and the Narrative Scoring Scheme, currently exist in the literature and could serve as tools for SLPs to assess narratives in a consistent and efficient manner

Assessing Written Narratives: A Comparison of Two Narrative Analysis Tools

Title: Assessing Written Narratives: A Comparison of Two Narrative Analysis Tools Purpose: The purpose of this study is to compare two different narrative analysis rubrics currently available to determine the a) amount of time needed to analyze a typical narrative produced by an elementary student, b) difficulty level of interpreting analysis procedure of each rubric, and c) unique information yielded from each analysis procedure. Methods: Fifty-eight written samples were collected from elementary aged students. All students were prompted to write a narrative essay in response to being given a picture prompt. Each sample will be analyzed using the Index of Narrative Complexity (INC) and the Narrative Scoring Scheme (NSS). Use of the INC and NSS will be compared for speed and ease of use. Additionally, researchers will determine the independent strengths of each narrative analysis procedure. Originality: Language sample analysis is under-utilized when assessing elementary school- age children\u27s language abilities, although it is considered a best practice. School-based speech-language pathologists (SLPs) note several barriers that discourage the use of this best practice. Many find analysis to be time consuming, feel they have limited training and experience, and are unaware of established analysis protocols. Significance: Results from this study will provide preliminary data concerning the time commitment involved, the ease of use and what unique information can be yielded by the use of each rubric. The goal of this study is to address the validity of the perceived barriers. Should either or both of these rubrics prove to be quick and easy to use, this study may result in more widespread usage of narrative analysis by school-based SLPs

Vibrations from Franki pile driving : measurement and prediction.

Thesis. 1975. M.S.--Massachusetts Institute of Technology. Dept. of Civil Engineering.Bibliography: leaves 97-98.M.S

Horizontal bulk material pressure in silo subjected to impulsive load

Abstract. This paper describes laboratory tests carried out in the steel flat-bottomed silo model filled with sand, subjected to external dynamic loads. The model was placed on a system of springs, which represent subsoil. The loads in the form of horizontal impulses were applied to the bottom plate of the silo. Horizontal pressure-time courses were used to analyze the influence of subsoil vibrations on the distribution changes of these pressures. Basic conclusion: (1) the subsoil vibrations cause two types of changes of the horizontal pressures: stable changes which are observed when the model vibrations finish and cyclic of short duration (brief) changes; (2) the subsoil vibrations either generate stable increase or stable decrease of the pressures from before vibrations or do not generate any essential stable change; (3) the cyclic dynamic changes of the horizontal pressures depend on the direction of the silo wall displacements and they are the function of the values of these displacements

Transplantation of GABAergic Neurons but not Astrocytes Induces Recovery of Sensorimotor Function in the Traumatically Injured Brain

Embryonic stem (ES) cells have been investigated in many animal models of injury and disease. However, few studies have examined the ability of pre-differentiated ES cells to improve functional outcome following traumatic brain injury (TBI). The purpose of the present study was to compare the effect of murine ES cells that were pre-differentiated into GABAergic neurons or astrocytes on functional recovery following TBI. Neural and astrocyte induction was achieved by co-culturing ES cells on a bone marrow stromal fibroblast (M2-10B4) feeder layer and incubating them with various mitogenic factors. Rats were initially prepared with a unilateral controlled cortical contusion injury of the sensorimotor cortex or sham procedure. Rats were transplanted 7 days following injury with ∼100K GABAergic neurons, astrocytes, fibroblasts, or media. Animals were assessed on a battery of sensorimotor tasks following transplantation. The stromal fibroblast cells (M2-10B4), as a control cell line, did not differ significantly from media infusions. Transplantation of GABAergic neurons facilitated complete and total recovery on the vibrissae-forelimb placing test as opposed to all other groups, which failed to show any recovery. It was also found that GABAergic neurons reduced the magnitude of the initial impairment on the limb use test. Histological analysis revealed infiltration of host brain with transplanted neurons and astrocytes. The results of the present study suggest that transplantation of pre-differentiated GABAergic neurons significantly induces recovery of sensorimotor function; whereas, astrocytes do not. Originally published Behav Brain Res, Vol. 179, No. 1, Apr 200

Exploiting the CH-π interactions in supramolecular hydrogels of aromatic carbohydrate amphiphiles

A novel class of supramolecular hydrogels derived from amino sugars is reported, where the self-assembly of aromatic carbohydrate amphiphiles is driven by CH-π interactions, rather than π–π stacking and H-bonding associated with gelators based on aromatic peptide amphiphiles. Spectroscopic data is provided as evidence for this mode of self-assembly and in silico studies revealed that a combination of CH-π and T-stacking of the fluorenyl groups contribute to the formation of the aggregated structures

Shaking-table tests of flat-bottom circular silos containing grain-like material

According to Eurocode 8, the seismic design of flat-bottom circular silos containing grain-like material is based on a rough estimate of the inertial force imposed on the structure by the ensiled content during an earthquake: 80% of the mass of the content multiplied by the peak ground acceleration. A recent analytical consideration of the horizontal shear force mobilised within the ensiled material during an earthquake proposed by some of the authors has resulted in a radically reduced estimate of this load suggesting that, in practice, the effective mass of the content is significantly less than that specified. This paper describes a series of laboratory tests that featured shaking table and a silo model, which were conducted in order to obtain some experimental data to verify the proposed theoretical formulations and to compare with the established code provisions. Several tests have been performed with different heights of ensiled material – about 0.5 mm diameter Ballotini glass – and different magnitudes of grain–wall friction. The results indicate that in all cases, the effective mass is indeed lower than the Eurocode specification, suggesting that the specification is overly conservative, and that the wall–grain friction coefficient strongly affects the overturning moment at the silo base. At peak ground accelerations up to around 0.35 g, the proposed analytical formulation provides an improved estimate of the inertial force imposed on such structures by their contents.The authors acknowledge the financial support received from the European Community's Seventh Framework Program [FP7/2007-2013] under grant agreement n° 227887 for the SERIES Project (ASESGRAM project: “Assessment of the seismic behaviour of flat-bottom silos containing grain-like materials”)