Predicting Dynamics on Networks Hardly Depends on the Topology

Processes on networks consist of two interdependent parts: the network topology, consisting of the links between nodes, and the dynamics, specified by some governing equations. This work considers the prediction of the future dynamics on an unknown network, based on past observations of the dynamics. For a general class of governing equations, we propose a prediction algorithm which infers the network as an intermediate step. Inferring the network is impossible in practice, due to a dramatically ill-conditioned linear system. Surprisingly, a highly accurate prediction of the dynamics is possible nonetheless: Even though the inferred network has no topological similarity with the true network, both networks result in practically the same future dynamics

THE TRUST-BASED CLASSROOM: AN ANALYSIS OF CURRENT TRENDS IN SOCIAL AND EMOTIONAL LEARNING AND THE DEVELOPMENT OF A NEW TRUST-BASED APPROACH TO ART EDUCATION

Many current social and emotional learning (SEL) programs cite building trust as a key factor to an effective SEL program. Despite these references, however, they often lack an emphasis on teaching methods of building trust between students and their peers, the teacher, and the environment. Instead they focus on a specific aspect of teaching like the procedural practices of Responsive Classroom or communication and open-mindedness as in Open Circle. Explicitly building trust, however, could create an art classroom atmosphere conducive to high quality learning. This paper analyzes current trends in social and emotional learning and outlines the characteristics of the Trust-Based Classroom, an SEL program I have developed herein to address this deficit. Although creating the right environment to build trust can be difficult, recognizing, implementing, and evaluating methods of creating a trusting atmosphere, encouraging students to create individualized concentrations, emphasizing process over product, and encouraging collaboration and communication could teachers in their efforts of creating an artistic environment rich with learning. The Trust-Based Classroom focuses students on individualized, strengths-based, social and emotional learning where students and teachers alike are working to build trust between themselves and their environment

Unexpected transformation of dissolved phenols to toxic dicarbonyls by hydroxyl radicals and UV light.

Water treatment systems frequently use strong oxidants or UV light to degrade chemicals that pose human health risks. Unfortunately, these treatments can result in the unintended transformation of organic contaminants into toxic products. We report an unexpected reaction through which exposure of phenolic compounds to hydroxyl radicals (•OH) or UV light results in the formation of toxic α,β-unsaturated enedials and oxoenals. We show that these transformation products damage proteins by reacting with lysine and cysteine moieties. We demonstrate that phenolic compounds react with •OH produced by the increasingly popular UV/hydrogen peroxide (H2O2) water treatment process or UV light to form toxic enedials and oxoenals. In addition to raising concerns about potential health risks of oxidative water treatment, our findings suggest the potential for formation of these toxic compounds in sunlit surface waters, atmospheric water, and living cells. For the latter, our findings may be particularly relevant to efforts to understand cellular damage caused by in vivo production of reactive oxygen species. In particular, we demonstrate that exposure of the amino acid tyrosine to •OH yields an electrophilic enedial product that undergoes cross-linking reaction with both lysine and cysteine residues