index and the CC-index, for quantifying collaboration activities of researchers and scientific communities

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signed the Memorandum of Understanding (MOU) establishing the California

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,

as if their objective is to achieve the largest possible circulation consistent with recovery of their costs. When such journals are sustained by institutional site licenses, the net benefits to the scientific community are larger than if these journals are sold only by individual subscriptions.

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

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

and hybridization software to the scientific community at large. By making use of universally available web GUIs (Graphical User Interfaces),the server circumvents the problem of portability of this software. Detailed output,in the form of structure plots with or without reliability information,single strand

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

In an increasing number of scientific disciplines, large data collections are emerging as important community resources. In this paper, we introduce design principles for a data management architecture called the Data Grid. We describe two basic services that we believe are fundamental