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Classification Made Relevant: How Scientists Build and Use Classifications and Ontologies explains how classifications and ontologies are designed and used to analyze scientific information. The book presents the fundamentals of classification, leading up to a description of how computer scientists use object-oriented programming languages to model classifications and ontologies. Numerous examples are chosen from the Classification of Life, the Periodic Table of the Elements, and the symmetry relationships contained within the Classification Theorem of Finite Simple Groups. When these three classifications are tied together, they provide a relational hierarchy connecting all of the natural sciences.

The book's chapters introduce and describe general concepts that can be understood by any intelligent reader. With each new concept, they follow practical examples selected from various scientific disciplines. In these cases, technical points and specialized vocabulary are linked to glossary items where the item is clarified and expanded.

Explains the theory and practice of classification, emphasizing the importance of classifications and ontologies to the modern fields of mathematics, physics, chemistry, biology and medicine Includes numerous real-world examples that demonstrate how bad construction technique can destroy the value of classifications and ontologies Explains how we define and understand the relationships among the classes within a classification and how the properties of a class are inherited by its subclasses Describes ontologies and how they differ from classifications and explains conditions under which ontologies are useful

Intelligibility is the ultimate goal of human communication. However, measuring it objectively remained elusive until the 1940s when physicist Harvey Fletcher pioneered a psychoacoustic methodology for doing so. Another physicist, von Bekesy, demonstrated clinically that Fletcher’s theory of Critical Bands was anchored in anatomical and auditory reality. Fletcher’s and Bekesy’s approach to intelligibility has revolutionized contemporary understanding of the processes involved in encoding and decoding speech signals. Their insights are applied in this book to account for the intelligibility of the pronunciation of 67 non-native speakers from the following language backgrounds –10 Arabic, 10 Japanese, 10 Korean, 10 Mandarin, 11 Serbian and Croatian "the Slavic Group," 6 Somali, and 10 Spanish speakers who read the Speech Accent Archive elicitation paragraph. Their pronunciation is analyzed instrumentally and compared and contrasted with that of 10 native speakers of General American English (GAE) who read the same paragraph. The data-driven intelligibility analyses proposed in this book help answer the following questions: Can L2 speakers of English whose native language lacks a segment/segments or a suprasegment/ suprasegments manage to produce it/them intelligibly? If they cannot, what segments or suprasegments do they use to substitute for it/them? Do the compensatory strategies used interfere with intelligibility?The findings reported in this book are based on nearly 12,000 measured speech tokens produced by all the participants. This includes some 2,000 vowels, more than 500 stop consonants, over 3,000 fricatives, nearly 1,200 nasals, about 1,500 approximants, a over 1,200 syllables onsets, as many as 800 syllable codas, more than 1,600 measurement of F0/pitch, and duration measurements of no fewer than 539 disyllabic words. These measurements are in keeping with Baken and Orlikoff (2000:3) and in accordance with widely accepted Just Noticeable Difference thresholds, and relative functional load calculations provided by Catforda (1987).

Intelligibility is the ultimate goal of human communication. However, measuring it objectively remained elusive until the 1940s when physicist Harvey Fletcher pioneered a psychoacoustic methodology for doing so. Another physicist, von Bekesy, demonstrated clinically that Fletcher’s theory of Critical Bands was anchored in anatomical and auditory reality. Fletcher’s and Bekesy’s approach to intelligibility has revolutionized contemporary understanding of the processes involved in encoding and decoding speech signals. Their insights are applied in this book to account for the intelligibility of the pronunciation of 67 non-native speakers from the following language backgrounds –10 Arabic, 10 Japanese, 10 Korean, 10 Mandarin, 11 Serbian and Croatian "the Slavic Group," 6 Somali, and 10 Spanish speakers who read the Speech Accent Archive elicitation paragraph. Their pronunciation is analyzed instrumentally and compared and contrasted with that of 10 native speakers of General American English (GAE) who read the same paragraph. The data-driven intelligibility analyses proposed in this book help answer the following questions: Can L2 speakers of English whose native language lacks a segment/segments or a suprasegment/ suprasegments manage to produce it/them intelligibly? If they cannot, what segments or suprasegments do they use to substitute for it/them? Do the compensatory strategies used interfere with intelligibility?The findings reported in this book are based on nearly 12,000 measured speech tokens produced by all the participants. This includes some 2,000 vowels, more than 500 stop consonants, over 3,000 fricatives, nearly 1,200 nasals, about 1,500 approximants, a over 1,200 syllables onsets, as many as 800 syllable codas, more than 1,600 measurement of F0/pitch, and duration measurements of no fewer than 539 disyllabic words. These measurements are in keeping with Baken and Orlikoff (2000:3) and in accordance with widely accepted Just Noticeable Difference thresholds, and relative functional load calculations provided by Catforda (1987).

One of the more enduring topics of concern for empirically-oriented scholars of law and courts—and political scientists more generally—is how research can be more directly relevant to broader audiences outside of academia. A significant part of this issue goes back to a seeming disconnect between empirical and normative scholars of law and courts that has increased in recent years.Brandon L. Bartels and Chris W. Bonneau argue that being attuned to the normative implications of one’s work enhances the quality of empirical work, not to mention makes it substantially more interesting to both academics and non-academic practitioners. Their book’s mission is to examine how the normative implications of empirical work in law and courts can be more visible and relevant to audiences beyond academia. Written by scholars of political science, law, and sociology, the chapters in the volume offer ideas on a methodology for communicating normative implications in a balanced, nuanced, and modest manner. The contributors argue that if empirical work is strongly suggestive of certain policy or institutional changes, scholars should make those implications known so that information can be diffused. The volume consists of four sections that respectively address the general enterprise of developing normative implications of empirical research, law and decisionmaking, judicial selection, and courts in the broader political and societal context.This volume represents the start of a conversation on the topic of how the normative implications of empirical research in law and courts can be made more visible. This book will primarily interest scholars of law and courts, as well as students of judicial politics. Other subfields of political science engaging in empirical research will also find the suggestions made in the book relevant.

One of the more enduring topics of concern for empirically-oriented scholars of law and courts—and political scientists more generally—is how research can be more directly relevant to broader audiences outside of academia. A significant part of this issue goes back to a seeming disconnect between empirical and normative scholars of law and courts that has increased in recent years.Brandon L. Bartels and Chris W. Bonneau argue that being attuned to the normative implications of one’s work enhances the quality of empirical work, not to mention makes it substantially more interesting to both academics and non-academic practitioners. Their book’s mission is to examine how the normative implications of empirical work in law and courts can be more visible and relevant to audiences beyond academia. Written by scholars of political science, law, and sociology, the chapters in the volume offer ideas on a methodology for communicating normative implications in a balanced, nuanced, and modest manner. The contributors argue that if empirical work is strongly suggestive of certain policy or institutional changes, scholars should make those implications known so that information can be diffused. The volume consists of four sections that respectively address the general enterprise of developing normative implications of empirical research, law and decisionmaking, judicial selection, and courts in the broader political and societal context.This volume represents the start of a conversation on the topic of how the normative implications of empirical research in law and courts can be made more visible. This book will primarily interest scholars of law and courts, as well as students of judicial politics. Other subfields of political science engaging in empirical research will also find the suggestions made in the book relevant.

Culturally Relevant Teaching centers hip-hop culture as a culturally relevant form of critical pedagogy in urban pre-service teacher education programs. In this important book, Darius D. Prier explores how hip-hop artists construct a sense of democratic education and pedagogy with transformative possibilities in their schools and communities. In a postmodern context, students’ critical street narratives challenge educators to rethink where «public education» can happen, and the political and empowering purposes to which Black popular culture can serve social justice ends for youth in urban education. This book provides educational leaders in the academy and public schools with new cultural contexts that connect teaching and learning with music and popular culture in relation to race, class, gender, culture, and community.

At a time when libraries are no longer the leading proprietors of information, many library professionals find themselves rethinking their purpose. In this collection of new essays, contributors share their experiences and ideas for keeping libraries integral to changing communities.Innovative approaches and best practices are discussed for strategic planning, packaging, branding and marketing, funding issues, physical spaces, collection needs and trends, partnerships, programming and services, professional education, and staffing.

In Making Schooling Relevant for the Global Age, R.D. Nordgren, Ph.D. contends that America's schools are failing to prepare our children for the global economy as well as failing to develop citizens willing and capable of sustaining the type of democracy necessary to coexist in the Global Village. Our schools are, in fact, industrial-age relics. In the past two decades, K-12 schooling reforms have led to the accountability movement and the subsequent standards movement that have sought to bribe and punish schools into doing "more of the same" instead of producing world-class educations for our children. In order for schooling to become relevant in the global age, the currently used curricula, teaching strategies, and school structures need to be discarded; and more important, the way we think about schools and schooling must change. In essence, a distinctly different model of schooling needs to be conceptualized and implemented across the U.S. In Making Schooling Relevant for the Global Age, Nordgren offers such a model based, in part, on schooling he observed in Sweden; one that is supported by pertinent social, economic, and educational research. The global age of shifting national boundaries and economic influences requires a new set of skills or traits for its citizens and its workers. These must be fostered in our schools if our nation is to provide its people with the opportunities to succeed in the post-industrial economy as well as make us a model of social justice to be emulated by the rest of the world.

Amidst rapid and fundamental shifts in the economic, geo-political, technological, and societal landscape, this cutting-edge book makes the timeless case that research can be informed by problems in the 'real world' and make important contributions to theory and practice.Throughout the book, the authors argue that there is a 'sweet spot' where both scholarly and practical research can be done simultaneously. It offers readers insightful and rich examples of how this can be achieved, including frameworks, examples, ideas, and tools which will guide researchers in the lifelong task of defining themselves as researchers and crafting their own unique research practice. It also features critical insights into careers oriented toward having impact on practice, reflective questions that make the principles personal and relevant, and a framework to help develop the network of connections required for research to impact practice.Speaking to the graduate student in all of us, How to Do Relevant Research will greatly benefit Ph.D. students and early career academics who gravitate towards this kind of research but worry about its feasibility and instrumentality, mid-to-late career scholars who do research for practice and teach young scholars how to do it, and to researchers in a think-tank or consultancy who want their work to be scientifically sound and practically useful.

Everyone wants their research to be read and to be relevant. This exciting new guide presents a broad range of ideas for enhancing research impact and relevance. Bringing together researchers from all stages of academic life, it offers a far-reaching discussion of strategies to optimise relevancy in the modern research environment.This book is crucial reading for advanced masters students, doctoral students and researchers in the social sciences wishing to grow the relevance of their research beyond academia. Senior researchers and educators offering doctoral courses will also benefit from its insight into the development of a generation of young researchers in the contemporary academic environment.Contributors include: T. Alfahaid, A. Aljarodi, C. Alvarez, S. Aparicio, E. Breit, A. Buhrandt, D. de Castro Leal, K. Ettl, S. Feldermann, I. Haase, J. Janisch, P. Köhn, T. Lopez, A. Löscher, A. Müller, M. Paschke, P.J. Ruf, J. Schnittker, C. Soost, D. Urbano, C. Weigel, F. Welter

Everyone wants their research to be read and to be relevant. This exciting new guide presents a broad range of ideas for enhancing research impact and relevance. Bringing together researchers from all stages of academic life, it offers a far-reaching discussion of strategies to optimise relevancy in the modern research environment.This book is crucial reading for advanced masters students, doctoral students and researchers in the social sciences wishing to grow the relevance of their research beyond academia. Senior researchers and educators offering doctoral courses will also benefit from its insight into the development of a generation of young researchers in the contemporary academic environment.Contributors include: T. Alfahaid, A. Aljarodi, C. Alvarez, S. Aparicio, E. Breit, A. Buhrandt, D. de Castro Leal, K. Ettl, S. Feldermann, I. Haase, J. Janisch, P. Köhn, T. Lopez, A. Löscher, A. Müller, M. Paschke, P.J. Ruf, J. Schnittker, C. Soost, D. Urbano, C. Weigel, F. Welter

Amidst rapid and fundamental shifts in the economic, geo-political, technological, and societal landscape, this cutting-edge book makes the timeless case that research can be informed by problems in the 'real world' and make important contributions to theory and practice.Throughout the book, the authors argue that there is a 'sweet spot' where both scholarly and practical research can be done simultaneously. It offers readers insightful and rich examples of how this can be achieved, including frameworks, examples, ideas, and tools which will guide researchers in the lifelong task of defining themselves as researchers and crafting their own unique research practice. It also features critical insights into careers oriented toward having impact on practice, reflective questions that make the principles personal and relevant, and a framework to help develop the network of connections required for research to impact practice.Speaking to the graduate student in all of us, How to Do Relevant Research will greatly benefit Ph.D. students and early career academics who gravitate towards this kind of research but worry about its feasibility and instrumentality, mid-to-late career scholars who do research for practice and teach young scholars how to do it, and to researchers in a think-tank or consultancy who want their work to be scientifically sound and practically useful.

This book constitutes the refereed proceedings of the 10th International Development Informatics Association Conference, IDIA 2018, held in Tshwane, South Africa, in August 2018.The 20 revised full papers presented were carefully reviewed and selected from 61 submissions. The papers are organized in topical sections on ICT adoption and impact; mobile education; e-education; community development; design; innovation and maturity; data.

Sebastian Moenninghoff provides an extensive overview of the status of the ‘Too-Big-to-Fail’ doctrine post-crisis and develops the first comprehensive framework to categorize and discuss the full range of major policy options for regulating banks. Governments need to actively manage their exposure to banking system risk with the optimal policy mix depending on risk return preferences of a society and an economy’s institutional setting. The new regulation for global systemically important banks developed by international regulators following the financial crisis is a significant step in expanding the tools to manage government exposure to banking system risk.