Graphs whose every transitive orientation contains almost every relation

1987 ◽  
Vol 59 (1) ◽  
pp. 112-128 ◽  
Author(s):  
Béla Bollobás ◽  
Graham Brightwell
Keyword(s):  
Transitive Orientation

Type of social participation and identity formation in adolescence and emerging adulthood

2013 ◽  
Vol 44 (3) ◽  
pp. 277-287
Author(s):  
Małgorzata Rękosiewicz
Keyword(s):  
Secondary School ◽  
Emerging Adulthood ◽  
Identity Formation ◽  
Social Participation ◽  
Secondary School Students ◽  
Upper Secondary School ◽  
Lower Secondary School ◽  
School Students ◽  
Upper Secondary ◽  
Transitive Orientation

Abstract This paper presents the results of empirical research that explores the links between types of social participation and identity. The author availed herself of the neo-eriksonian approach to identity by Luyckx et al. (2006) and the concept of social participation types (Reinders, Butz, 2001). The study involved 1,665 students from six types of schools: lower secondary school (n=505), general upper secondary school (n=171), technical upper secondary school (n=187), specialized upper secondary school (n=214), university (n=252), and post-secondary school (medical rescue, massage therapy, cosmetology, occupational therapy) (n=336). The results of the research, conducted with the use of Dimensions of Identity Development Scale (DIDS) and Social Participation Questionnaire (SPQ-S 1 and SPQ-S 2), indicate that transitive orientation increases with age and that, consequently, the frequency of assimilation and integration types of social participation tends to be higher in emerging adulthood in comparison with adolescence. The study showed that general upper secondary school students, contrary to their colleagues from technical and specialized upper secondary schools, did not differ in terms of transitive and moratorium orientation levels from lower secondary school students. The hypothesis about the relationship between transitive orientation and commitment scales was confirmed, whereas the hypotheses concerning the links between exploration scales and both dimensions of social participation were not validated.

scholarly journals Modular decomposition and transitive orientation

1999 ◽  
Vol 201 (1-3) ◽  
pp. 189-241 ◽  
Author(s):  
Ross M. McConnell ◽  
Jeremy P. Spinrad
Keyword(s):  
Modular Decomposition ◽  
Transitive Orientation

scholarly journals Can transitive orientation make sandwich problems easier?

2007 ◽  
Vol 307 (16) ◽  
pp. 2030-2041 ◽  
Author(s):  
Michel Habib ◽  
David Kelly ◽  
Emmanuelle Lebhar ◽  
Christophe Paul
Keyword(s):  
Transitive Orientation

scholarly journals Transitions and anti-integrable limits for multi-hole Sturmian systems and Denjoy counterexamples

2019 ◽  
Vol 3 (1) ◽  
Author(s):  
Yi-Chiuan Chen
Keyword(s):  
Finite Number ◽  
Rotation Number ◽  
Singular Limit ◽  
Minimal System ◽  
Minimal Set ◽  
Symbolic Dynamical System ◽  
Sturmian System ◽  
Omega Limit Set ◽  
Transitive Orientation ◽  
Backward Orbits

Abstract For a Denjoy homeomorphism $f$ of the circle $S$, we call a pair of distinct points of the $\omega$-limit set $\omega (\,f)$ whose forward and backward orbits converge together a gap, and call an orbit of gaps a hole. In this paper, we generalize the Sturmian system of Morse and Hedlund and show that the dynamics of any Denjoy minimal set of finite number of holes is conjugate to a generalized Sturmian system. Moreover, for any Denjoy homeomorphism $f$ having a finite number of holes and for any transitive orientation-preserving homeomorphism $f_1$ of the circle with the same rotation number $\rho (\,f_1)$ as $\rho (\,f)$, we construct a family $f_\varepsilon$ of Denjoy homeomorphisms of rotation number $\rho (\,f)$ containing $f$ such that $(\omega (\,f_\varepsilon ), f_\varepsilon )$ is conjugate to $(\omega (\,f), f)$ for $0<\varepsilon <\tilde{\varepsilon }<1$, but the number of holes changes at $\varepsilon =\tilde{\varepsilon }$, that $(\omega (\,f_\varepsilon ), f_\varepsilon )$ is conjugate to $(\omega (\,f_{\tilde{\varepsilon }}), f_{\tilde{\varepsilon }})$ for $\tilde{\varepsilon }\leqslant \varepsilon <1$ but $\lim _{\varepsilon \nearrow 1}f_\varepsilon (t)=f_1(t)$ for any $t\in S$, and that $f_\varepsilon$ has a singular limit when $\varepsilon \searrow 0$. We show this singular limit is an anti-integrable limit (AI-limit) in the sense of Aubry. That is, the Denjoy minimal system reduces to a symbolic dynamical system. The AI-limit can be degenerate or nondegenerate. All transitions can be precisely described in terms of the generalized Sturmian systems.

scholarly journals Ordered Vertex Partitioning

2000 ◽  
Vol Vol. 4 no. 1 ◽  
Author(s):  
Ross M. Mcconnell ◽  
Jeremy P. Spinrad
Keyword(s):  
Canonical Representation ◽  
Modular Decomposition ◽  
Running Time ◽  
Dual Problems ◽  
International Audience ◽  
Transitive Orientation ◽  
Time Bounds

International audience A transitive orientation of a graph is an orientation of the edges that produces a transitive digraph. The modular decomposition of a graph is a canonical representation of all of its modules. Finding a transitive orientation and finding the modular decomposition are in some sense dual problems. In this paper, we describe a simple O(n + m \log n) algorithm that uses this duality to find both a transitive orientation and the modular decomposition. Though the running time is not optimal, this algorithm is much simpler than any previous algorithms that are not Ω (n^2). The best known time bounds for the problems are O(n+m) but they involve sophisticated techniques.

Type of social participation and emotion regulation among upper secondary school students

2013 ◽  
Vol 44 (3) ◽  
pp. 322-330 ◽  
Author(s):  
Paweł Jankowski ◽  
Małgorzata Rękosiewicz
Keyword(s):  
Emotion Regulation ◽  
Secondary School ◽  
Secondary Schools ◽  
Social Participation ◽  
Emotional Awareness ◽  
Vocational Schools ◽  
Upper Secondary School ◽  
Upper Secondary ◽  
Transitive Orientation ◽  
Upper Secondary Schools

Abstract The article presents the results of research on relationships between types of social participation and emotion regulation. In the study, Gratz’ and Roemer’s (2004) perspective on emotion regulation and Reinders’ and Butz’s (2001) concept of types of social participation were applied. Participants were 1151 students from three types of vocational schools: basic vocational school (n=266), technical upper secondary school (n=644), and specialized upper secondary school (n=241). The results of studies conducted with the use of Difficulties in Emotion Regulation Scale (DERS) and Social Participation Questionnaire (SPQ-S 1) indicate that there are small, however, significant, differences in the levels of social participation dimensions and the frequency of particular types of social participation between students from the three investigated types of vocational schools. The level of transitive orientation turned out to be higher among students from the basic vocational schools than among students from the specialized upper secondary schools and the technical upper secondary schools. In each educational group, the level of transitive orientation was significantly higher than the level of moratorium orientation. The hypothesis about the relationship between dimensions of emotion regulation and types of social participation, particularly with respect to the dimension of “lack of emotional awareness”, was confirmed. The most effective style in terms of emotion regulation turned out to be the assimilation type. The highest level of emotion dysregulation proved to be connected with the segregation type.

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