| 11. |
- Czumaj, Artur, et al.
(författare)
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Finding a heaviest vertex-weighted triangle is not harder than matrix multiplication
- 2009
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Ingår i: SIAM Journal on Computing. - : Society for Industrial & Applied Mathematics (SIAM). - 0097-5397 .- 1095-7111. ; 39:2, s. 431-444
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Tidskriftsartikel (refereegranskat)abstract
- We show that a maximum-weight triangle in an undirected graph with n vertices and real weights assigned to vertices can be found in time O(n(omega) + n(2+o(1))), where omega is the exponent of the fastest matrix multiplication algorithm. By the currently best bound on omega, the running time of our algorithm is O(n(2.376)). Our algorithm substantially improves the previous time-bounds for this problem, and its asymptotic time complexity matches that of the fastest known algorithm for finding any triangle (not necessarily a maximum-weight one) in a graph. We can extend our algorithm to improve the upper bounds on finding a maximum-weight triangle in a sparse graph and on finding a maximum-weight subgraph isomorphic to a fixed graph. We can find a maximum-weight triangle in a vertex-weighted graph with m edges in asymptotic time required by the fastest algorithm for finding any triangle in a graph with m edges, i.e., in time O(m(1.41)). Our algorithms for a maximum-weight fixed subgraph (in particular any clique of constant size) are asymptotically as fast as the fastest known algorithms for a fixed subgraph.
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| 12. |
- Fidelman, Pedro, et al.
(författare)
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Governing large-scale marine commons : Contextual challenges in the Coral Triangle
- 2012
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Ingår i: Marine Policy. - : Elsevier BV. - 0308-597X .- 1872-9460. ; 36:1, s. 42-53
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Tidskriftsartikel (refereegranskat)abstract
- Environment and development agendas are increasingly being characterised by regional-scale initiatives. This trend is in part motivated by recognition of the need to account for global drivers of change (e.g., climate change, migration, and globalisation), the aspirations of achieving large-scale ecological goals (such as maintaining ecosystem processes), and reconciling potentially conflicting priorities in multi-use planning. However, regional-scale governance is challenging and there is little theoretical guidance or empirical evidence to suggest how it can be achieved. This paper uses the Institutional Analysis and Development framework to highlight the diverse contextual factors that challenge governance of a large-scale marine common, using an example of the Coral Triangle Initiative. The analysis points to the need for a critical, reflexive approach to the Coral Triangle Initiative if it is to effectively navigate diverse contexts and reconcile multiple objectives in the region. Recognising the heterogeneous, multi-scale and interlinked nature of large-scale marine systems is critical. Coping with contextual complexity will require innovative approaches that strive to be inclusive of varied perspectives and actors, enable and support effective collective-choice arrangements at lower levels of organisation, and organise and link diverse institutional arrangements at multiple scales. Large-scale marine governance will also involve a great deal of experimentation and regular adjustments to governance arrangements to account for the dynamic nature of regional commons.
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| 13. |
- Skog, Simon
(författare)
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A Theoretical Framework for Synchronous Remote Teaching? : Reshaping the Pedagogical Triangle
- 2022
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Ingår i: Journal of Digital Social Research (JDSR). - Umeå : DIGSUM, Umeå University. - 2003-1998. ; 4:2, s. 86-97
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Tidskriftsartikel (refereegranskat)abstract
- This paper explores synchronous remote teaching as a pedagogical practice and elaborates upon a framework with which to understand the practice theoretically. The empirical backdrop comprises remote teaching practice in Sweden, where this practice is implemented via digital technology and with an onsite facilitator who is present with the students. The pedagogical triangle is revisited, examined, and explored in relation to remote teaching as a new pedagogical practice. In the theoretical elaboration, the pedagogical triangle is reshaped into a pyramid due to the onsite facilitator's participation in the remote teaching. This elaboration is a first step to establishing a theoretical understanding of remote teaching practice on its own terms.
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| 14. |
- Gottlieb, Laura
(författare)
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The Knowledge Triangle Cards : Supporting university-society collaborations
- 2017
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Ingår i: Proceedings of the 11th European Conference on Games Based Learning, ECGBL 2017. - : Academic Conferences and Publishing International Limited. - 9781911218562 ; , s. 807-813
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Konferensbidrag (refereegranskat)abstract
- The Knowledge Triangle Cards (KT Cards) is an educational tool designed for a pilot course at Mälardalen University which aims to help students to contextualize studies to global and national societal needs and to collaborate more closely with society (business and municipalities). The aim is to have students become better at choosing assignments, projects and thesis topics that tie in closer to the labour market and societal needs. The KT Cards are based on a traditional deck of cards and the suits represent different aspects of the knowledge context: opportunity, process, outcome, and stakeholder. Additionally, a set of gamified and non-gamified exercises were designed to prompt reflection and discussion about how student projects incorporate these aspects. A pilot study was carried out in order to test and develop the educational tools and future studies. A total of 24 students and teachers participated and data was collected through observations and feedback from participants. The study indicates that the gamified activities could influence reflection and discussion by speeding up pace of the activity and affecting group dynamics. Two aspects were identified as potentially prompting gamification-shorter time frames and having multiple groups completing the activities. Further studies will look more closely at these aspects for designing gamification and how this affects discussion. The next design iteration will implement minor changes to the visual design of the cards and review how the prototype could provide students with know-how on university-society collaborations and a deeper understanding of the Knowledge Triangle concept.
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| 15. |
- Jensen, Lise, et al.
(författare)
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University–Industry–Student: A volatile triangle
- 2011
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Ingår i: Proceedings of the ICETI 2011, International Conference on Education, Training and Informatics. - 9781936338184
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Konferensbidrag (refereegranskat)abstract
- Collaboration involving student–industry activities entails a complex interaction between university, students, and industry. The university–student–industry triangle identified here is neither static nor balanced, and each of the three intertwined relationships displays distinguishing characteristics. Each has its own structure; the activity phases of the relationships are not synchronous, and each of the three parties enters into collaboration guided by different motives and expectations of the outcome. Though the reasons for engaging in collaboration differ dramatically from party to party, they all relate to one of three aspects, i.e., a strategic/tactical, an operational, and an individual/emotional aspect, which together form the “motivation prism”. To ensure enterprise longevity, university representatives should concentrate on the realistic set-up of student–industry activities, on calibrating company expectations, and on personal relationships with company representatives.
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| 16. |
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| 17. |
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| 18. |
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| 19. |
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| 20. |
- Perez Vico, Eugenia, 1980-, et al.
(författare)
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Knowledge triangle configurations at three Swedish Universities
- 2017
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Ingår i: Foresight and STI Governance. - Moscow : National Research University, Higher School of Econoimics. - 2312-9972 .- 2500-2597. ; 11:2, s. 68-82
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Tidskriftsartikel (refereegranskat)abstract
- The concept of a knowledge triangle, i.e., the principle of strengthening the linkages between research, education and innovation, has emerged as a result of policymakers' expectations that universities assume a broader societal responsibility. Yet, little is known about how these tasks and their interactions are orchestrated at universities. We explore concept of how the knowledge triangle is manifested in the organisation and strategy of three different Swedish universities, and how these manifestations are shaped by the policy landscape. The article highlights the fact that although the knowledge triangle remains a priority, explicit national policies are lacking, with the responsibility of integration falling upon universities themselves. We observe great diversity in how the principles of the knowledge triangle are orchestrated at the universities, e.g., through individuals' interpretations and attitudes, and through management strategies and incentive schemes. However, the three tasks have largely been handled separately, with weak coordination and generally limited ambition demonstrated by university management teams to forge new combinations of remits. At the individual and group levels, we observe weak task articulation, although some role models serve as inspiration. Tensions emerge as the responsibilities of operationalising the knowledge triangle falls on individuals who sometimes lack the appropriate mandate and resources. These findings raise questions for further research and implications for policy and university management.
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