This is a field report of a three-week experience in Japan, centered on art education in their cultural and social contexts. Beginning with this overarching focus, the themes and patterns that structure this report were emergent, rising from the experience. Those supporting themes are: being in Japan and in Mino city (setting a context); the culture of handmade Washi paper; the qualities of the Washi paper festival; craft as a way of teaching, being and learning; children and their art at school and through the festival, and the importance of ritual. This report is written in a personal narrative style as suggested in contemporary feminist and transactive ethnographic literature. Key Words：cross-cultural art education, feminist, transactive ethnography, Japanese art education Report from Japan: Art,

The modern science of networks has brought significant advances to our understanding of complex systems. One of the most relevant features of graphs representing real systems is community structure, or clustering, i. e. the organization of vertices in clusters, with many edges joining vertices

We consider the problem of detecting communities or modules in networks, groups of vertices with a higher-than-average density of edges connecting them. Previous work indicates that a robust approach to this problem is the maximization of the benefit function known as “modularity ” over possible

education? Many campuses around the country are asking this question. To provide a focus for their work, we offer seven principles based on research on good teaching and learning in colleges and universities. Good practice in undergraduate education: 1. Encourages contacts between students and faculty. 2

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This paper provides evidence that free riders are heavily punished even if punishment is costly and does not provide any material benefits for the punisher. The more free riders negatively deviate from the group standard the more they are punished. As a consequence, the existence of an opportunity for costly punishment causes a large increase in cooperation levels because potential free riders face a credible threat. We show, in particular, that in the presence of a costly punishment opportunity almost complete cooperation can be achieved and maintained although, under the standard assumptions of rationality and selfishness, there should be no cooperation at all. We also show that free riding causes strong negative emotions among cooperators. The intensity of these emotions is the stronger the more the free riders deviate from the group standard. Our results provide, therefore, support for the hypothesis that emotions are guarantors of credible threats.

. The decoding of both codes can be tackled with a practical sum-product algorithm. We prove that these codes are "very good," in that sequences of codes exist which, when optimally decoded, achieve information rates up to the Shannon limit. This result holds not only for the binary-symmetric channel

Nobody wants to use technology to recreate education as it is, yet there is not much to distinguish what goes on in most computer-supported classrooms versus traditional classrooms. Kay (1991) has suggested that the phenomenon of reframing innovations to recreate the familiar is itself commonplace. Thus, one sees all manner of powerful technology (Hypercard, CD-ROM, Lego Logo, and so forth) used to conduct shopworn school activities: copying material from one resource into another (e.g., using Hypercard to assemble sound and visual bites produced by others), and following step-by-step procedures (e.g., creating Lego Logo machines by following steps in a manual). With new technologies, student-generated collages and reproductions appear more inventive and sophisticated-with impressive displays of sound, video, and typography-but from a cognitive perspective, it is not clear what, if any, knowledge content has been processed by the students. In this chapter we offer a suggestion for how to escape the pattern of reinventing the familiar with educational technology. Knowledge-building discourse is at the heart of the superior education that we have in mind. We argue that the classroom needs to foster

community level and show how users with similar intentions connect with each other.

We describe a method for removing noise from digital images, based on a statistical model of the coefficients of an overcomplete multiscale oriented basis. Neighborhoods of coefficients at adjacent positions and scales are modeled as the product of two independent random variables: a Gaussian