Miracle-dz/UniFAR-FTUs huggingface dataset:
1 Reconfiguring the national constellation

The influence of the state on the trajectory of human lives is more comprehensive and sustained than that of any other organizational construct. We provide a definition of the modern nation-state in four intersecting dimensions – resources, law, legitimacy, and welfare – and review the history and status of each dimension, focusing on the fusion of nation and state in the 19th century, and the development of the ‘national constellation’ of institutions in the 20th. We then assess the fate of the nation-state after the Second World War and, with western OECD countries as our sample, track the rise and decline of its Golden Age through its prime in the 1960s and early 1970s. Finally, we identify the challenges confronting the nation-state of the 21st century, and use the analyses in the following eight essays to produce some working hypotheses about its current and future trajectory – namely, that the changes over the past 40 years are not merely creases in the fabric of the nation-state, but rather an unravelling of the finely woven national constellation of its Golden Age. Nor does there appear to be any standard, interwoven development of its four dimensions on the horizon. However, although an era of structural uncertainty awaits us, it is not uniformly chaotic. Rather, we see structured, but asymmetric change in the make-up of the state, with divergent transformations in each of its four dimensions. In general, nation-states are clinging to tax revenues and monopolies on the use of force, such that the resource dimension may change slowly if at all; the rule of law appears to be moving consistently into the international arena; the welfare dimension is headed in every direction, with privatization, internationalization, supra-nationalization, and defence of the national status quo, occurring at various rates for healthcare, pensions, public utilities, consumer protection, etc. in different countries. How, and whether, the democratic legitimacy of political processes will be ensured in such an incongruent, if not incoherent and paradoxical state is still unclear.
A Mixed Method Study for Investigating Critical Success Factors (CSFs) of E-Learning in Saudi Arabian Universities

Electronic Learning (E-Learning) in the education system has become the obvious choice of the community over the globe because of its numerous advantages. The main aim of the present study is to identify Critical Success Factors (CSFs) and validate them for successful implementation of the E-Leaning at Saudi Arabian Universities. This study developed a multi-dimensional instrument for measuring the E-Learning CSFs in the higher educational institutions of Saudi Arabia. The study reviewed various CSFs from literature and identified most important E-Learning CSFs which are described and grouped in five dimensions such as Student, Instructor, Design and Contents, System and Technological, and Institutional Management Services. The 36 CSFs falling under these relevant dimensions were then validated their importance quantitatively through university Students, Instructors, and E-Learning staffs of some well-known universities in Saudi Arabia. A survey instrument was developed and tested on a sample of 257 respondents of Saudi Arabia Universities. It was found that System and Technological dimension is the most significant as perceived by respondents. Results of the study discovered that all obtained factors are highly reliable and thus would be useful to develop and implement E-Learning systems.
Decolonizing the evidence‐based education and policy movement: revealing the colonial vestiges in educational policy, research, and neoliberal reform

There is a growing body of literature discussing evidence‐based education, practice, policy, and decision‐making from a critical perspective. In this article, drawing on the literature and policy documents related to evidence‐based education in the USA, Britain, and Canada, I join this critique and offer an anticolonial perspective. I argue that proponents of evidence‐based education unknowingly promote a colonial discourse and material relations of power that continue from the American‐European colonial era. I posit that this colonial discourse is evident in at least three ways: (1) the discourse of civilizing the profession of education, (2) the promotion of colonial hierarchies of knowledge and monocultures of the mind, and (3) the interconnection between neoliberal educational policies and global exploitation of colonized labor. I conclude with the decolonizing implications of revealing some of the colonial vestiges in educational policy, research, and neoliberal reform.
Leader selection in multi-agent systems for smooth convergence via fast mixing

In a leader-follower multi-agent system (MAS), a set of leader nodes receive state updates directly from the network operator. The follower nodes then compute their states based on the inputs from the leader nodes. In this paper, we study the problem of selecting a set of leader nodes in order to minimize the time required for the distributed coordination law used by the MAS to converge. We first represent the convergence time of a MAS in terms of the mixing time of a random walk on the underlying network graph. We then study two leader selection problems as convex optimization problems of fast mixing. First, we formulate the problem of selecting a fixed number of leaders in order to minimize the convergence time. We then study the problem of finding the minimumsize set of leaders in order to satisfy a constraint on the convergence time. We develop leader selection algorithms based on supergradient descent methods for static network topologies as well as a MAS experiencing random link failures and a MAS that switches between predefined topologies. We compare our leader selection algorithms with random and degree-based leader selection for both static and dynamic networks through simulation study. From the simulation comparisons, we note that the convergence rate of fast mixing is faster than that of degree-based methods. We also note that the fast mixing requires smallest number of leaders to achieve a given bound on the convergence time.
Fighting for shells: how private information about resource value changes hermit crab pre-fight displays and escalated fight behaviour

Pre-fight displays typically provide honest, but sometimes dishonest, information about resource holding potential and may be influenced by assessment of resource value and hence motivation to acquire the resource. These assessments of potential costs and benefits are also predicted to influence escalated fight behaviour. This is examined in shell exchange contests of hermit crabs in which we establish an information asymmetry about a particularly poor quality shell. The poor shell was created by gluing sand to the interior whereas control shells lacked sand and the low value of the poor shell could not be accurately assessed by the opponent. Crabs in the poor shell showed changes in the use of pre-fight displays, apparently to increase the chances of swapping shells. When the fights escalated, crabs in poor shells fought harder if they took the role of attacker but gave up quickly if in the defender role. These tactics appear to be adaptive but do not result in a major shift in the roles taken or outcome. We thus link resource assessment with pre-fight displays, the roles taken, tactics used during escalation and the outcome of these contests.
Book Review: COHEN, Andrew D. and Ernesto Macaro, Language Learner Strategies: Thirty Years of Research and Practice (Oxford: Oxford University Press, 2007), pp. viii + 336. ISBN 978-0-19-442254-3 (pbk)

In learning a language, the learner usually employs a range of strategies to digest or to make sense of the new linguistic input and to retain it for future use. The learner is an active agent and what strategy or method of study and learning he or she uses makes a difference in the learning process. We should acknowledge the learner’s behaviour and his or her’s use of strategy as worthy areas of research for language learning theory and language acquisition. In the past thirty years, since the publication of Rubin (1975) and Stern (1975), research on learner strategy has gone through a chequered history, with a lack of agreement among scholars even on the most fundamental question of all: ‘what defines a language learner strategy or a learning strategy? ’ Although it has been established in the literature that learners use a range of strategies to facilitate and consolidate their learning of the target language, there is still much to be researched on the theories behind learner strategy and their applications. Both scholars who are into language learner strategies (LLS) research and readers who are new to the field, but want to embark on a new learning journey, would find this book an excellent reference. It gives an insightful overview of thirty years of research and practice on language learner strategies. It brings together a group of leading researchers to provide a self-critical review of the theory-building and empirical research on LLS and to point to the future directions that the field should move into. The genesis of the project began with a series of meetings in 2003–2004 at the University of Oxford where 23 leading experts met, discussed issues relating to LLS and finally planned out the themes that would be covered in the various chapters. The chapters or reviews compiled in the volume focus on the L2 learners and examine the reasons why good and successful L2 learners show competency in the way they learn the target language, employing the strategies that work for them while the less successful ones struggle in the way they learn and the strategies they bring to language learning. The Introduction, penned by the two editors, states that ‘the book seeks to be different from many other edited books on a given research area of applied linguistics’ (p. 1). Indeed, readers will find this book refreshing and unique in that the articles written by top experts on LLS give a reappraisal of the theoretical and empirical research findings. The articles also refer to possible areas and directions for future research to be carried out. Part One of the book consists of seven chapters discussing issues, theories and frameworks pertaining to LLS. Chapter 1, by Mike Grenfell and Ernesto Macaro,
U.S. Higher Education Regional Accreditation Commission Standards and the Centrality of Engagement

This study addressed the research question “How do regional accrediting standards apply to the central role of community engagement in U.S. institutions of higher education? ” Using descriptive and qualitative methods, two sources were analyzed: published standards of the 6 regional accrediting commissions in the United States and the transcript of a panel discussion in which leaders from 4 of these 6 commissions shared their views on “engagement and regional accreditation. ” From these analyses, 4 themes emerged: (1) the institutional determination of community engagement mission and goals, (2) community engagement in educational programs and student learning, (3) institutional effectiveness and community engagement, and (4) faculty scholarship relating to community engagement. The article concludes with recommendations for institutional practices and supporting evidence to submit to regional accreditation commissions indicating the centrality of engagement in institutional missions. Recommendations are also made regarding peer evaluator training, faculty scholarship, and civic democracy.
The growth threshold conjecture: a theoretical framework for understanding T-cell tolerance

Adaptive immune responses depend on the capacity of T cells to target specific antigens. As similar antigens can be expressed by pathogens and host cells, the question naturally arises of how can T cells discriminate friends from foes. In this work, we suggest that T cells tolerate cells whose proliferation rates remain below a permitted threshold. Our proposal relies on well-established facts about T-cell dynamics during acute infections: T-cell populations are elastic (they expand and contract) and they display inertia (contraction is delayed relative to antigen removal). By modelling inertia and elasticity, we show that tolerance to slow-growing populations can emerge as a population-scale feature of T cells. This result suggests a theoretical framework to understand immune tolerance that goes beyond the self versus non-self dichotomy. It also accounts for currently unexplained observations, such as the paradoxical tolerance to slow-growing pathogens or the presence of self-reactive T cells in the organism.
Pyromania: Fact or Fiction?

The issue of deliberate firesetting is a growing concern in Australia. Every hour of every day in Australia at least one arson fire is lit and this type of criminal behaviour is costing the country over $157m annually in property losses alone. Although much has been written on the subject of arson there remains substantial confusion about the nature and extent of pyromania within the arsonist population. This paper explores some of the common misperceptions that exist in the literature and attempts to clarify the true magnitude of pyromania in Australia's arsonist population.
A review of the values that underpin the structure of an education system and its approach to disability and inclusion

Since the Dakar Framework for Action, governments around the world, especially in Western societies, have reaffirmed their commitment to a quality education for all in an inclusive environment. The purpose of this paper is to understand the barriers that prevent an education system from guaranteeing an inclusive education for all and for children with learning difficulties and disabilities, in particular. It is based upon the assumption that bringing about the shift envisioned within the UN CRPD requires societal changes in attitudes, beliefs and assumptions about disability, diversity and difference. It is suggested that societal values form the bedrock of an education system. In order to bring about the changes envisioned by the UN CRPD, it is necessary to reflect upon these values and their impact on educational discourse, policy and practice. This paper examines whether a correlation exists between the values underlying a society and its approach to inclusive education for children with learning difficulties and disabilities. Put another way, assessing the influence of societal values on the design of an education system, and on its approach to special education, may clarify the barriers to, and changes required for, the implementation of an inclusive education system.
Vasopressinergic neurons and the associated blood vessels in the rat anterior hypothalamus: an immunohistochemical study.

The paraventricular (PVN) and supraoptic (SON) nuclei of the hypothalamic neurosecretory system have been extensively investigated by many workers. The functional aspects of vasopressin secretion (elaborated by the PVN and SON neurons) in relation to the vasculature of the anterior hypothalamus are also well documented. However, the available data concerning vasopressin (VP) functions are largely based on physiological studies. Corroborative morphological correlation with regard to this has received little attention. The present report elucidates the intricate anatomical relationships between the VP-neurons and the adjoining capillaries in the rat anterior hypothalamus. A peroxidase-antiperoxidase (PAP) immunocytochemical study, using a commercial VP antibody, was carried out for this purpose. The observations are interpreted from a functional standpoint. VP-immunostained elements, i.e. the somata and the processes (mainly dendrites), were localized (i) close to the wall, (ii) on the endothelium, and (iii) occasionally, in the lumen of the hypothalamic capillaries. The findings provide immunocytochemical evidence that the vasopressinergic elements are in direct relationship with the hypothalamic vasculature. This raises some interesting possibilities for the former to be involved in: (i) affecting the permeability of the blood-brain barrier for transport of various nutrient substances (important in aging and Alzheimer's disease), (ii) inducing an alteration in the water permeability of the brain vessels on which depends the precise adjustment of brain water content and of brain volume (fundamental to normal functioning of the brain), and (iii) serving as osmoreceptors of the blood flowing through the capillaries and thus providing a feedback mechanism for VP modulation.
Neuropsychology in Latin America

Abstract A review of the recent history, current status, and perspectives of development of neuropsychology in Latin America is presented. It is emphasized that neuropsychology represents an area of knowledge for which realistic possibilities of scientific advance exist in Latin America. Problems related with research and professional activity of neuropsychology in Latin America are examined.
Development and Evaluation of an Active Learning Support System for Context-Aware Ubiquitous Learning

Situating students to learn from the real world has been recognized as an important and challenging issue. However, in a real-world learning environment, there are usually many physical constraints that affect the learning performance of students, such as the total learning time, the limitation of the number of students who can visit a learning target, and the time needed for moving from one learning location to another. It is essential to guide the students along an efficient learning path to maximize their learning performance according to the current situation. In this paper, an active learning support system (ALESS) for context-aware ubiquitous learning environments is designed and developed. ALESS can provide learning guidance when conducting ubiquitous learning activities. A great deal of context information is used in ALESS, including the location, the current capacity of the learning object, the time available, etc. ALESS is able to actively provide the required learning support to individual students when they approach the corresponding real-world learning targets. To evaluate the performance of ALESS, an experiment was conducted in the National Science Museum of Taiwan. The experimental results showed that, with the help of ALESS, the students learned more efficiently, and achieved better learning performance.
Auction algorithms for market equilibrium

In this paper we study algorithms for computing market equilibrium in markets with linear utility functions. The buyers in the market have an initial endowment given by a portfolio of items. The market equilibrium problem is to compute a price vector which ensures market clearing, i. e. the demand of a good equals its supply, and given the prices, each buyer maximizes its utility. The problem is of considerable interest in Economics. This paper presents a formulation of the market equilibrium problem as a parameterized linear program. We construct the dual of these parametrized linear programs. We show that finding the market equilibrium is the same as finding a linear-program from the family of programs where the optimal dual solution satisfies certain properties. The market clearing conditions arise naturally from complementary slackness conditions.We then define an auction mechanism which computes prices such that approximate market clearing is achieved. The algorithm we obtain outperforms previously known methods.
Moving Beyond the Psychology of Athletic Excellence

This is the second of two special issues of JASP devoted to the psychology of excellence. Issue 3 of Volume 14 of the journal focused on the psychology of athletic excellence, examining such topics as the development of expertise in champion athletes, psychological characteristics of Olympic champions, and mental toughness. This issue builds on what has been learned about excellence in the sport context and focuses on how this knowledge can be expanded to understanding excellence in other domains, such as theater, dance, and business. Moving beyond the psychology of athletic excellence is an important development in our field, as it allows us to help numerous other individuals with our performance-enhancement knowledge, whether they be performing artists, commodities brokers, or Navy Seals. It also allows us to test the generalizability of our theories and findings. Finally, studying top performers in other areas will have benefits for our field as we are exposed to new approaches to achieving peak performance and ways of studying it. The issue begins with an article by Doug Newburg, Jay Kimiecik, Natalie Durand-Bush, and Kelly Doell (“The Role of Resonance in Performance Excellence and Life Engagement”). In it, the authors present their conceptual model of resonance (the resonance performance model), which discusses the process of engagement that underlies performance excellence. The authors also describe the process by which elite performers achieve excellence. The resonance performance model is discussed relative to other performance-related theories, such as flow, and practical implications and future research directions are discussed. Following the Newburg et al. article, Graham Jones discusses the process by which he took his sport psychology knowledge and successfully transferred it to the business setting. In tracing his transition from sport psychologist to business consultant, Jones identifies specific areas where links can be drawn between the two fields. He concludes that the principles of elite performance in sport can be readily transferred to the business context. He also emphasizes that sport psychologists have a considerable amount to be learned from excellence in business. Robert Weinberg and Matthew McDermott provide the third article in the issue. In it, they present their qualitative study of sport and business leaders. Each leader was interviewed and discussed his or her perceptions of organizational effectiveness relative to leadership, team cohesion, and communication. Similarities and differences between leaders in the two contexts are presented and discussed.
Reply to the Commentaries on Perceptual and Conceptual Processes in Infancy

This was a wonderful opportunity to receive feedback about my work from different viewpoints, and I am grateful to all the commentators for their remarks. It helps me to know where I have communicated successfully and where I have failed, where the theory is strong and where it needs more work. Let me begin with Carey’s comments. She makes a number of insightful points, a few of which she says are quibbles and so I begin with a few quibbles in return. First, I did not mean to imply that perceptions such as redness or pain are not conscious. Consciousness of sensation probably occurs in all complex animals. Rather I addressed what we can become consciously aware of that we are not currently perceiving. To feel pain is not the same as conceptualizing pain, and I claim that only the conceptualization can be brought to awareness when it is not actually being experienced. Second, I fully agree that the object examination studies by themselves do not provide unequivocal evidence for conceptual categorization. Indeed, when we began using this test we said only that perceptual information might not be JOURNAL OF COGNITION AND DEVELOPMENT, 2000, Volume 1, pp. 67–79 Copyright © 2000, Lawrence Erlbaum Associates, Inc.