Evolution of cooperation in reputation system by group-based scheme

Reputation systems are very useful in large online communities in which users may frequently have the opportunity to interact with users with whom they have no prior experience. Recently, how to enhance the cooperative behaviors in the reputation system has become to one of the key open issues. Emerging schemes focused on developing efficient reward and punishment mechanisms or capturing the social or economic properties of participants. However, whether this kind of method can work widely or not has been hard to prove until now. Research in evolutionary game theory shows that group selection (or multilevel selection) can favor the cooperative behavior in the finite population. Furthermore, some recent works give fundamental conditions for the evolution of cooperation by group selection. In the paper, we extend the original group selection theory and propose a group-based scheme to enhance cooperation for online reputation systems. Related concepts are defined to capture the social structure and ties among participants in reputation system, e.g., group, assortativity, etc. Also, we use a Fermi distribution function to reflect the bounded rationality of participants and the existence of stochastic factors in evolutionary process. Extended simulations show that our scheme can enhance cooperation and improve the average performance of participants (e.g. payoff) in reputation system.

Technical rationality and professional artistry in RD practice

This paper outlines the limitations of a technical rationalist approach to HRD practice without seeking to negate it. It then offers a complementary view based on Schon's notion of the reflective practitioner which exhorts HRD practitioners to embrace complexity and reflection. We outline, first, a number of dimensions of diversity which confer complexity upon HRD practice, and, second, a series of suggested questions that may aid the framing of practical problems in a more effective way than might be the case with a purely technical rationalist approach. We urge novice (and expert) HRD practitioners to adopt a mind set that is contemplative of the diversities that they may encounter in practice and which is conjectural with regard to how these diversities may impact upon problems and their solutions.

Bounded and unbounded knowledge : teaching and learning in a web 2 world

beginning of serious problems for the business models of publishers. The ease with which content can be accessed, copied and distributed disrupts the control of those whose role has been to manage and profit from the intellectual property rights of content producers. In effect, the number of “publishers” increased many fold as the Web and other Internet-based technologies became the dominant mode of content distribution. In education, and in other fields, matters of intellectual property, copyright and quality control came to the fore. More recently, with the advent of web based software that makes publishing online available to anyone with access to the Internet the number of “publishers” and modes of publication have increased massively. The shift from a Web which was, for many a read only environment to a read/write Web poses not only ongoing problems for the traditional distributors of content but also now, for the traditional producers of content and knowledge. In this respect, the role of universities as designers and producers of learning materials for credentialed learning is also under challenge. Just as publishers explore alternative business models to adapt to the new digital environment, now universities have begun to explore new ways of working with so-called Web2 software to support teaching and learning online. In particular, some Web2 software affords new opportunities for and different modes of collaboration, which in the view of some points to student participation in knowledge production. While these developments represent important and significant shifts for universities, this paper draws attention to the lack of empirical data and situated contextual knowledge concerning intellectual property rights for knowledge constructed in a collaborative context. In addition, we explore issues in relation to the maintenance of academic integrity and quality where knowledge building takes place in a collaborative, online environment.

On the pathogenicity of culture : questioning the rationality of "development" programs for perpetually dysfunctional aboriginal groups

All Australian Aborigines have experienced the impact of Western culture to some extent which has resulted in the traditional cultures being irrevocably decimated. The reaction to the disintegration of traditional culture has been marked by a variety of outcomes. While some Aborigines have either accepted or reached a level of accommodation to the new order, others have responded in maladaptive ways. For some Aborigines, the disintegration of traditional culture and society has generated conflict, confusion and the disintegration of personality, which is conducive to the evolution of a dysfunctional group. It is the circumstances of and policy responses to dysfunctional Aboriginal groups, therefore, that is the concern of this article.

Critical intellectual resources for praxis in physical education teacher education : the limits to rationality

This study focuses on the way four student-teachers engage with critical social discourses in a year-long physical education unit. The student-teachers were encouraged to examine and (re)construct their pedagogy through their interactions with critical discourses. Drawing on their personal theories and actions, the study examines the extent to which critical intellectual resources can provide pedagogical frames of reference that are 'practical and non-ideal'. Using a critical ethnographic methodology the students' interactions with critical social discourses are diagnosed across three levels. The first level is the case study presentations of each student's engagement with the critical intellectual resources and the extent to which they were able to understand and implement them. The second level involves an interpretation of the individual cases that is informed by Brian Fay's (1987) metatheoretical reconstruction of the critical social sciences. In the third stage of diagnosis the study focuses on retheorising critical aspirations for praxis pedagogy in physical education. Critical scholars within the physical education arena argue that critical praxis represents a pedagogy based on a 'world view' of the potential for agents to engage in a rational reordering of their qualitative existence. The essence of their claim is that critical discourses have the potential to facilitate a mode of praxis through which physical education teachers might better recognise, understand, critique and transform their values and practices. However, there is broad recognition that the translation of social-critical discourses into a pedagogic context is highly problematic. Interpretation of the study is provided by Fay's (1987) 'limits to change' thesis which recognises that critical aspirations must ultimately be adopted and implemented by real people in real settings. As a diagnostic frame of reference, Fay insists that a 'complete' critical theory [of physical education] be simultaneously scientific, critical, practical and non-ideal. In seeking to temper the "e; over-rationalistic"e; tendency of the critical project he recognises the historical, embedded, embodied and traditional nature of human existence Criticisms of critical theories of education traverse a number of philosophic perspectives. Recent post-structural criticisms of truth regimes, knowledge-power differentials, rationality and agency have seriously destabilised modernist justifications of the critical agenda. Critical theories of physical education have not been absolved of such criticism. A prominent element of this study is its promotion of a dialectical relationship between agency and structure to extend critical conceptualisations of physical education pedagogy. Through the mediation of structural determinism and self-determination this research proffers a means of practically advancing a critical praxis in physical education. The conclusion of this thesis outlines some broad recommendations pertaining to the introduction of social critical discourses in physical education teacher education.

Rationality of power and the Australian CACPs program

Presents an analytical study of the development and implementation of the Australian Community Aged Care Packages Program. Undertaken from a critical perspective, it also critiques the role of power in shaping and legitimising what is to be counted as "rational" within social policy-making in present liberal democracies.

Bounded lower subdifferentiability optimization techniques : applications

In this article we develop a global optimization algorithm for quasiconvex programming where the objective function is a Lipschitz function which may have "flat parts". We adapt the Extended Cutting Angle method to quasiconvex functions, which reduces significantly the number of iterations and objective function evaluations, and consequently the total computing time. Applications of such an algorithm to mathematical programming problems inwhich the objective function is derived from economic systems and location problems are described. Computational results are presented.

Weakest collective rationality and the Nash bargaining solution

We propose a new axiom, weakest collective rationality (WCR) which is weaker than both weak Pareto optimality (WPO) in Nash’s (Econometrica 18:155–162, 1950) original characterization and strong individual rationality (SIR) in Roth’s (Math Oper Res 2:64–65, 1977) characterization of the Nash bargaining solution. We then characterize the Nash solution by symmetry (SYM), scale invariance (SI), independence of irrelevant alternatives (IIA) and our weakest collective rationality (WCR) axiom.

Negations generated by bounded lattices t-norms

From the birth of fuzzy sets theory, several extensions have been proposed changing the possible membership values. Since fuzzy connectives such as t-norms and negations have an important role in theoretical as well as applied fuzzy logics, these connectives have been adapted for these generalized frameworks. Perhaps, an extension of fuzzy logic which generalizes the remaining extensions, proposed by Joseph Goguen in 1967, is to consider arbitrary bounded lattices for the values of the membership degrees. In this paper we extend the usual way of constructing fuzzy negations from t-norms for the bounded lattice t-norms and prove some properties of this construction.

Minimizing bounded uncertainty impact on scheduling with earliest start and due-date constraints via interval computation

Bounded uncertainty is a major challenge to real life scheduling as it increases the risk and cost depending on the objective function. Bounded uncertainty provides limited information about its nature. It provides only the upper and the lower bounds without information in between, in contrast to probability distributions and fuzzymembership functions. Bratley algorithm is usually used for scheduling with the constraints of earliest start and due-date. It is formulated as . The proposed research uses interval computation to minimize the impact of bounded uncertainty of processing times on Bratley’s algorithm. It minimizes the uncertainty of the estimate of the objective function. The proposed concept is to do the calculations on the interval values and approximate the end result instead of approximating each interval then doing numerical calculations. This methodology gives a more certain estimate of the objective function.