Nodal DG-FEM solution of high-order Boussinesq-type equations

A discontinuous Galerkin finite-element method (DG-FEM) solution to a set of high-order Boussinesq-type equations for modelling highly nonlinear and dispersive water waves in one horizontal dimension is presented. The continuous equations are discretized using nodal polynomial basis functions of arbitrary order in space on each element of an unstructured computational domain. A fourth-order explicit Runge-Kutta scheme is used to advance the solution in time. Methods for introducing artificial damping to control mild nonlinear instabilities are also discussed. The accuracy and convergence of the model with both h (grid size) and p (order) refinement are confirmed for the linearized equations, and calculations are provided for two nonlinear test cases in one horizontal dimension: harmonic generation over a submerged bar, and reflection of a steep solitary wave from a vertical wall. Test cases for two horizontal dimensions will be considered in future work.     

High Order Finite Difference Approximations of Electromagnetic Wave Propagation Close to Material Discontinuities

Electromagnetic wave propagation close to a material discontinuity is simulated by using summation by part operators of second, fourth and sixth order accuracy. The interface conditions at the discontinuity are imposed by the simultaneous approximation term procedure. Stability is shown and the order of accuracy is verified numerically.     

A functional correspondence between call-by-need evaluators and lazy abstract machines

We bridge the gap between compositional evaluators and abstract machines for the lambda-calculus, using closure conversion, transformation into continuation-passing style, and defunctionalization of continuations. This article is a followup of our article at PPDP 2003, where we consider call by name and call by value. Here, however, we consider call by need.We derive a lazy abstract machine from an ordinary call-by-need evaluator that threads a heap of updatable cells. In this resulting abstract machine, the continuation fragment for updating a heap cell naturally appears as an ‘update marker’, an implementation technique that was invented for the Three Instruction Machine and subsequently used to construct lazy variants of Krivine's abstract machine. Tuning the evaluator leads to other implementation techniques such as unboxed values. The correctness of the resulting abstract machines is a corollary of the correctness of the original evaluators and of the program transformations used in the derivation.     

Copper‐Free Clickable Coatings

The copper‐catalyzed azide–alkyne 1,3‐dipolar cycloaddition (CuAAC) is extensively used for the functionalization of well‐defined polymeric materials. However, the necessity for copper, which is inherently toxic, limits the potential applications of these materials in the area of biology and biomedicine. Therefore, the first entirely copper‐free procedure for the synthesis of clickable coatings for the immobilization of functional molecules is reported. In the first step, azide‐functional coatings are prepared by thermal crosslinking of side‐chain azide‐functional polymers and dialkyne linkers. In a second step, three copper‐free click reactions (i.e., the Staudinger ligation, the dibenzocyclooctyne‐based strain‐promoted azide–alkyne [3+2] cycloaddition, and the methyl‐oxanorbornadiene‐based tandem cycloaddition?retro‐Diels?Alder (crDA) reaction) are used to functionalize the azide‐containing surfaces with fluorescent probes, allowing qualitative comparison with the traditional CuAAC.     

Engineering the Thermoelectrical Properties of PEDOT:PSS by Alkali Metal Ion Effect

Engineering the electrical properties of poly(3,4-ethylenedioxythiophene):poly(styrenesulfonate)(PEDOT:PSS)holds great potential for various applications such a...     

Modelling collective decision making in groups and crowds: Integrating social contagion and interacting emotions, beliefs and intentions

Collective decision making involves on the one hand individual mental states such as beliefs, emotions and intentions, and on the other hand interaction with others with possibly different mental states. Achieving a satisfactory common group decision on which all agree requires that such mental states are adapted to each other by social interaction. Recent developments in social neuroscience have revealed neural mechanisms by which such mutual adaptation can be realised. These mechanisms not only enable intentions to converge to an emerging common decision, but at the same time enable to achieve shared underlying individual beliefs and emotions. This paper presents a computational model for such processes. As an application of the model, an agent-based analysis was made of patterns in crowd behaviour, in particular to simulate a real-life incident that took place on May 4, 2010 in Amsterdam. From available video material and witness reports, useful empirical data were extracted. Similar patterns were achieved in simulations, whereby some of the parameters of the model were tuned to the case addressed, and most parameters were assigned default values. The results show the inclusion of contagion of belief, emotion, and intention states of agents results in better reproduction of the incident than non-inclusion.     

Implementing knowledge building: Analysis of a face‐to‐face discussion by grade‐four students

Abstract:

Researchers say that teachers can implement an educational innovation without adhering to the principles underpinning its design. Such principles may not adequately take typical classroom conditions into account. The goal of this study was to explore tensions between attempts to implement the principles underpinning knowledge building and the influence of contextual factors that compete for the teacher's attention. To this end, we discuss five excerpts from a discussion of the motion of spinning tops held by a class of Grade‐4 students, coming at the end of a five‐month implementation of knowledge building. Each excerpt is followed first by the teacher's perspective and then by the researcher's perspective. Our analysis highlights two tensions that constrain agency, arising from the students’ need for social development and their need to learn scientific concepts. We offer some suggestions for addressing these tensions.