22,905 research outputs found

    Divided They Dally? The Arab World and a Nuclear Iran

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    Explores how the Arab states -- Gulf States, non-Gulf States, Iraq, Lebanon, and Syria -- might react to a nuclear Iran. Considers possible changes to inter-Arab relations and the United States' role in working with Arab states to contain Iran

    North American liaisons

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    Not only are there strong cultural connections between Northern Ireland and North America, but much of the geology of Northern Ireland is related to its shared history with the eastern seaboard of Canada and the USA. Even the opening of the Atlantic Ocean and the parting of North America from Europe left the Giant’s Causeway as a legacy. Events like this over geological time have given Northern Ireland a greater geological diversity than any similar-sized area on Earth and have provided opportunities to explore for minerals, to understand how we can manage groundwater sustainably and to enthuse generations about the mysteries of our landscape

    Sum list coloring, the sum choice number, and sc-greedy graphs

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    Let G=(V,E) be a graph and let f be a function that assigns list sizes to the vertices of G. It is said that G is f-choosable if for every assignment of lists of colors to the vertices of G for which the list sizes agree with f, there exists a proper coloring of G from the lists. The sum choice number is the minimum of the sum of list sizes for f over all choosable functions f for G. The sum choice number of a graph is always at most the sum |V|+|E|. When the sum choice number of G is equal to this upper bound, G is said to be sc-greedy. In this paper, we determine the sum choice number of all graphs on five vertices, show that trees of cycles are sc-greedy, and present some new general results about sum list coloring.Comment: 14 pages, 11 figure

    Three educational scenarios for the future : lessons from the sociology of knowledge

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    This review draws on social realist approaches in the sociology of knowledge and in light of them constructs three scenarios for the future of education in the next decades. The primary focus of the review is on one of the most crucial questions facing educational policy makers- the relationship between school and everyday or common sense knowledge. The different possibilities for how the school/nonschool knowledge boundaries might be approached are expressed in three scenarios - 'boundaries as given', 'a boundary-less world’ and the idea of ‘boundary maintenance as a condition for boundary crossing’. The educational implications of each are explored and the review makes the case for the third scenario. The factors likely to make one or other scenario dominate educational policy in the next 20-30 years are also considered
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