Alternated Superior Chaotic Biogeography Based Algorithm for Optimization Problems

In this study, we consider a switching strategy that yields a stable desirable dynamic behaviour when it is applied alternatively between two undesirable dynamical systems. From the last few years, dynamical systems employed “chaos1 + chaos2 = order” and “order1 + order2 = chaos” (vice-versa) to control and anti control of chaotic situations. To find parameter values for these kind of alternating situations, comparison is being made between bifurcation diagrams of a map and its alternate version, which, on their own, means independent of one another, yield chaotic orbits. However, the parameter values yield a stable periodic orbit, when alternating strategy is employed upon them. It is interesting to note that we look for stabilization of chaotic trajectories in nonlinear dynamics, with the assumption that such chaotic behaviour is not desirable for a particular situation. The method described in this paper is based on the Parrondo’s paradox, where two losing games can be alternated, yielding a winning game, in a superior orbit.

Fission and Shared Stages

In Chapter 2, a fifth mapping of identity on to fission is considered, one that rejects the assumption that different people cannot shared stages. One variant of this “shared stage” approach is the idea that there are two people all along in fission and these two people wholly share a stage prior to fission. The claimed consequence is that the relation of different stages being stages of a common person and the relation that matters in survival do not diverge from each other in fission. It is pointed out that the relation of being stages of a common person is not the proper analogue—in the framework of temporal parts—of the “identity” of the commonsense proposition that “identity matters.” The proper analogue relation is outlined and the divergence in fission reemerges. An alternate version of the fifth mapping—there are two people all along in fission who only partially overlap prior to fission—does not eliminate this divergence.

Risk: The Queer Pedagogy of The Man Without a Face1

This chapter illustrates how queer young adult literature might provide more nuanced versions of risk than the limited yet pervasive narrative of “at-risk.” Mason challenges the idea that “risk,” when associated with queer youth, necessarily entails harm and violence; he considers instead the pleasurable risks offered by queerness. This chapter rethinks the assumed constitution of risk by asking: at-risk of what? What does it mean for queer youth to actively “risk” (as a verb) versus being labelled as “at-risk”? Mason’s alternate version of risk emerges from Isabelle Holland’s 1972 novel The Man Without a Face, which is often censured by contemporary critics for its ostensibly outdated and problematic content, including an intimate teacher/student relationship. Drawing on Deborah Britzman, Mason argues that this relationship offers a model of queer pedagogy that illuminates the productive and pleasurable aspects of risk, including risk’s potential for altering our approaches to sexuality and relationality.

Relational Approaches to Educational Administration Research

Well-rehearsed arguments have stressed that organizations and organizing are relational. With a transdisciplinary “relational turn” underway, particularly in closely related disciplines such as sociology, organizational studies, leadership, and management, it is not surprising to see an increasing number of educational administration and leadership literatures align with relations. However, this uncritical adoption of the importance of relations is problematic for research. Not all uses of the label “relational” are the same. For some, relational is applied as an adjective to advocate for a particular version of leadership or organizing. Others employ the term to describe an approach to understanding the co-determination of organizational activities and outcomes. Unlike the normative position underlying the adjectival use, the co-determinist is a variable-based approach with greater attention to measurement. Conflationism brings together two entities previous thought of as separate to offer an alternate version of relationalism. A fourth category offers a methodology and theoretical resources for understanding the social world. Each of the four forms can claim to be relational. The distinctions among the forms have implications for what they offer educational administration and leadership research. The adjectival form is limited to advocating for a particular version of how to do things and is based on the common-sense argument that having positive relationships is a good thing. Co-determinism provides a framework for analyzing organizations and organizing and manipulating what are perceived as malleable pieces to maximize performance. Conflationism seeks to highlight the interwoven nature of what have traditionally been thought of as separate parts of a whole. The relational offers a way of thinking through relations with the social world and how these relations are both shaped by and shaping of organizing activity. Consistent with a focus on relations, the relevance and significance of relational research is not in having a single right version but in understanding knowledge claims in relation to alternatives and thinking through the implications for educational administration and leadership.

Infant and Toddler Consumption of a Lipid Nutrient Supplement After a 2-Week Home Repeated Exposure

Objectives Repeated exposure (RE) paradigms produce improvements in food acceptance during infancy, however, less is known about RE effectiveness in toddlers. Here we examine the effects of RE on acceptance of sweetened and unsweetened versions of a lipid nutrient supplement (LNS). Methods Mothers and children (n = 56, 86% NonHispanic White), aged 7–11.30 mo (n = 12; infants) and 12–24 mo (n = 44; toddlers), participated in a randomized, 2-week home exposure study and 2 lab visits (Baseline [V1] & Post-exposure [V2]). Children were randomized to RE of 1) sweetened or 2) unsweetened versions of the LNS mixed into oatmeal. At V1, mothers offered version 1 of LNS (sweetened or unsweetened) until the child took 2 bites or refused 3 times. Then mothers fed the alternate version ([HE]; the LNS to which children were randomized for home exposure) until the child refused to eat more. Intake (g) of HE was measured. Mothers were given 10 servings of the HE version and told to offer their child the 10 servings over the following 2-week period. At V2, mothers again fed unlimited amounts of HE until the child refused to eat more and intake in grams was again measured. A linear mixed model for repeated measures tested change in intake of HE across V1 and V2 by age group (toddlers v. infants) and by LNS version (sweetened v. unsweetened). Significance of the statistical interaction (visit by age group and visit by version) was defined at P < 0.1. Results Fifty-five dyads (98%) completed V1 and V2. Caregivers offered their children, on average, 9 of 10 possible home exposure servings. Observed intake of the HE differed by age group (infants, V1 = 32.3 g ± 15.8, V2 = 28.8 ± 20.9 vs. toddlers, V1 = 15.5 g ± 16.3 V2 = 23.9 ± 19.5; P = .006). The linear mixed model confirmed (F = 3.41, P = .07) that intake of HE significantly increased from V1 to V2 in the toddler group, whereas intake in the infant group remained consistent between V1 and V2. The unsweetened version was preferentially consumed compared to the sweetened version (P = .07). Conclusions Children consumed the unsweetened version as well, if not better, than the sweetened version of the supplement. Over time, infants were consistent in their willingness to consume the supplement whereas toddlers showed an increase in intake, suggesting that toddlers may learn to eat the supplement through RE. Funding Sources Global Alliance for Improved Nutrition.

Recuperating the Real

“Recuperating the Real” revisits the perennial question of authenticity in hip hop to show how its original iteration connotes a commitment to Black liberation. In the post–golden era, this counterhegemonic version of realness was overshadowed in mainstream rap productions by an alternate version that reinscribes dominant norms more than it challenges them. This chapter delineates these versions as hip hop authenticity and rap authenticity, and traces their common origins through their divergence and eventual loose associations with conscious hip hop and gangsta rap respectively. It then argues that scholars have disproportionately attended to rap authenticity at the expense of hip hop authenticity. Consequently, performances of realness that commercialize a supposed Black cultural pathology have been exhaustively critiqued. However, hip hoppers’ use of authenticity discourse as a means of critical self-definition and communal boundary work organically rooted in Black resistance against intersecting systems of oppression remains undertheorized.

Domesticating the Child: Maternal Responses to Hereditary Discourse in The Tenant of Wildfell Hall

This article examines the early nineteenth century connections between human, animal and plant by placing Erasmus Darwin’s The Botanic Garden (1791) and The Temple of Nature (1803) in conversation with Anne Brontë’s The Tenant of Wildfell Hall (1848). I argue that the Romantic versions of heredity described in Darwin’s poetry tended to reinscribe traditional gender roles. Brontë’s Tenant, on the other hand, revises earlier notions of heredity and motherhood via Helen Huntingdon, the wife of an alcoholic who tries to prevent her son from activating his genetic taint. By reconfiguring the supposedly natural connections between patriarchal inheritance of the land on the one hand and biological traits on the other, and by reclaiming and reinscribing popular metaphors of breeding, Anne Brontë’s female protagonist creates and attempts to implement a maternalist version of heredity while remaining entrenched within the nineteenth-century cult of motherhood. Whereas the Romantic and romanticized poetry of Erasmus Darwin and his contemporaries’ approach to natural history bestowed human characteristics on plants in order to make their reproduction more comprehensible, The Tenant of Wildfell Hall does the opposite. Without a satisfactory framework in place to express the anxieties surrounding human heredity, Brontë turns the tables on the metaphor and applies the language of breeding and agriculture to a human child. In doing so, she creates an alternate version of heredity based on maternal strength and power rather than one predicated upon patriarchal structures of kinship and economic inheritance.

An Exploratory Reliability and Content Analysis of the CEFR-Japan’s A-Level Can-Do Statements

Both the Common European Framework of Reference (CEFR) and the CEFR-Japan (CEFR-J), an alternate version designed for Japanese learners of English, provide measurements of language proficiency via assessment or self-assessment on scales of descriptors of communicative competences (known as can-do statements). Although extensive empirical evidence supports these claims for the CEFR, the same cannot yet be said of the CEFR-J. Mokken scaling was thus used to measure the reliability of can-do statement scales from the five skills of the CEFR-J’s five A sublevels of A1.1, A1.2, A1.3, A2.1, and A2.2. Statements that negatively affected the reliability of the scale were analysed. Lower reliability was attributed to characteristics specific to participants (homogeneity of the population, familiarity with the task, and if the material was recently studied), and content of the statement itself (whether it implied more than one language skill or none at all, whether it contained a contradiction, or was confusing or unfamiliar). Modifications to increase the reliability of can-do statement scales and limitations of using illustrative descriptor-based systems as measurement instruments are discussed. ヨーロッパ共通言語参照枠（CEFR）とその日本版CEFR-Jはともにコミュニケーション能力を示す指標（can-do statements）であり、評価あるいは自己評価による言語運用能力の測定を目的としている。CEFRにはその主張を裏付ける根拠が豊富にある一方で、CEFR-Jには未だ十分な裏付けがあるとは言い難い。そこで本研究は、CEFR-Jの5つのＡ sublevelについて5技能に関わるcan-do statementの信頼性をMokken スケールを用いて測定した。信頼性に否定的な影響を与えた指標をさらに分析したところ、信頼性の低さは学習者特有の特徴（母集団の均一性、課題に対する慣れ、最近学習された項目か否か）と指標そのもの（2つ以上の言語技能に関係している、言語技能に関係していない、矛盾がある、あいまいでわかりにくい）に起因するものであった。Can-do statementsの信頼性を高めるための修正に関する提案と、ディスクリプタを用いた指標を使用することの限界についての考察を行った。