Criminal Law: Customer’s Permanent Exclusion From Retail Store Due to Prior Shoplifting Arrests Held Enforceable Under Criminal Trespass Statute

In interpretive research, trustworthiness has developed to become an important alternative for measuring the value of research and its effects, as well as leading the way of providing for rigour in the research process. The article develops the argument that trustworthiness plays an important role in not only effecting change in a research project’s original setting, but also that trustworthy research contributes toward building a body of knowledge that can play an important role in societal change. An essential aspect in the development of this trustworthiness is its relationship to context. To deal with the multiplicity of meanings of context, we distinguish between contexts at different levels of the research project: the domains of the researcher, the collective, and the individual participant. Furthermore, we argue that depending on the primary purpose associated with the collective learning potential, critical potential, or performative potential of phenomenographic research, developing trustworthiness may take different forms and is related to aspects of pedagogical legitimacy, social legitimacy, and epistemological legitimacy. Trustworthiness in phenomenographic research is further analysed by distinguishing between the internal horizon – the constitution of trustworthiness as it takes place within the research project – and the external horizon, which points to the impact of the phenomenographic project in the world mediated by trustworthiness

Egyházi szakkollégiumok (Cigány és nem cigány hallgatóknak)

A cigányság oktatási és ebből következő munkaerőpiaci hátrányai olyan problémaként jelennek meg, amelynek orvosolására számos oktatáspolitikai kezdeményezés született. Habár a rendszerváltást követően javult a cigányság oktatási helyzete, megjelentek a cigány fiatalok a felsőoktatásban is, a diploma megszerzése azonban sok esetben csak valamilyen ösztöndíjjal vagy egyéb támogatással sikerülhetett. A kezdetben nem etnikai alapú támogatásokat felváltották az etnikai alapú ösztöndíjak, létrejöttek a cigányság számára létrehozott, tehetséggondozással foglalkozó kezdeményezések

Concentration inequalities for random fields via coupling

We present a new and simple approach to concentration inequalities for functions around their expectation with respect to non-product measures, i.e., for dependent random variables. Our method is based on coupling ideas and does not use information inequalities. When one has a uniform control on the coupling, this leads to exponential concentration inequalities. When such a uniform control is no more possible, this leads to polynomial or stretched-exponential concentration inequalities. Our abstract results apply to Gibbs random fields, in particular to the low-temperature Ising model which is a concrete example of non-uniformity of the coupling.Comment: New corrected version; 22 pages; 1 figure; New result added: stretched-exponential inequalit

Identification of Young Stellar Object candidates in the GaiaGaia DR2 x AllWISE catalogue with machine learning methods

The second $Gaia$ Data Release (DR2) contains astrometric and photometric data for more than 1.6 billion objects with mean $Gaia$ $G$ magnitude $<$20.7, including many Young Stellar Objects (YSOs) in different evolutionary stages. In order to explore the YSO population of the Milky Way, we combined the $Gaia$ DR2 database with WISE and Planck measurements and made an all-sky probabilistic catalogue of YSOs using machine learning techniques, such as Support Vector Machines, Random Forests, or Neural Networks. Our input catalogue contains 103 million objects from the DR2xAllWISE cross-match table. We classified each object into four main classes: YSOs, extragalactic objects, main-sequence stars and evolved stars. At a 90% probability threshold we identified 1,129,295 YSO candidates. To demonstrate the quality and potential of our YSO catalogue, here we present two applications of it. (1) We explore the 3D structure of the Orion A star forming complex and show that the spatial distribution of the YSOs classified by our procedure is in agreement with recent results from the literature. (2) We use our catalogue to classify published $Gaia$ Science Alerts. As $Gaia$ measures the sources at multiple epochs, it can efficiently discover transient events, including sudden brightness changes of YSOs caused by dynamic processes of their circumstellar disk. However, in many cases the physical nature of the published alert sources are not known. A cross-check with our new catalogue shows that about 30% more of the published $Gaia$ alerts can most likely be attributed to YSO activity. The catalogue can be also useful to identify YSOs among future $Gaia$ alerts.Comment: 19 pages, 12 figures, 3 table

On radiative np -> 1s + gamma transitions, induced by strong low-energy interactions,in kaonic atoms

We calculate the rates of the radiative transitions np -> 1s + gamma in kaonic hydrogen and kaonic deuterium, induced by strong low-energy interactions and enhanced by Coulomb interactions. The obtained results should be taken into account for the theoretical analysis of the experimental data on the X-ray spectra and yields in kaonic atoms.Comment: 10 pages, 1 figur

Search for Deeply Bound Kaonic Nuclear States with AMADEUS

We briefly report on the search for Deeply Bound Kaonic Nuclear States with AMADEUS in the Sigma0 p channel following K- absorption on 12C and outline future perspectives for this work

Accounting students' expectations and transition experiences of supervised work experience

Political and economic discourses position employability as a responsibility of higher education, which utilise mechanisms such as supervised work experience (SWE) to embed employability into the undergraduate curriculum. However, sparse investigation of students' contextualised experiences of SWE results in little being known about the mechanisms through which students derive employability benefits from SWE. The aim of this study is to examine the impact of students' expectation and conception of workplace learning on their transition into SWE. Analysis of accounting students' experiences reveal two broad conceptions of workplace learning, the differing impacts of which on transition experience are explored using existing learning transfer perspectives. Students displaying the more common 'technical' conception construct SWE as an opportunity to develop technical, knowledge-based expertise and abilities that prioritize product-based or cognitive learning transfer. Students with an 'experiential' conception were found to construct SWE primarily as an experience through which the development of personal skills and abilities beyond technical expertise are prioritized using process-based or socio-cultural learning transfer. Further data analysis suggests that these two learning transfer approaches have differing impacts on students' employability development which may indicate a need for universities to consider how to develop appropriate student expectations of and approaches to SWE and meaningful support for students' SWE transition