Vanier College

About: Vanier College is a education organization based out in Montreal, Quebec, Canada. It is known for research contribution in the topics: Silicon photonics & Active learning. The organization has 68 authors who have published 112 publications receiving 1725 citations. The organization is also known as: Cégep Vanier College & CEGEP Vanier College.

The bandwidth problem for graphs and matrices—a survey

Abstract: The bandwidth problem for a graph G is to label its n vertices vi with distinct integers f(vi) so that the quantity max{| f(vi) − f(vi)| : (vi vj) ∈ E(G)} is minimized. The corresponding problem for a real symmetric matrix M is to find a symmetric permutation M' of M so that the quantity max{| i − j| : m'ij ≠ 0} is minimized. This survey describes all the results known to the authors as of approximately August 1981. These results include the effect on bandwidth of local operations such as refinement and contraction of graphs, bounds on bandwidth in terms of other graph invariants, the bandwidth of special classes of graphs, and approximate bandwidth algorithms for graphs and matrices. The survey concludes with a brief discussion of some problems related to bandwidth.

Why do People Tell the Truth? Experimental Evidence for Pure Lie aversion *

Abstract: A recent experimental literature shows that truth-telling is not always motivated by pecuniary motives, and several alternative motivations have been proposed. However, their relative importance in any given context is still not totally clear. This paper investigates the relevance of pure lie aversion, that is, a dislike for lies independent of their consequences. We propose a very simple design where other motives considered in the literature predict zero truth-telling, whereas pure lie aversion predicts a non-zero rate. Thus we interpret the finding that more than a third of the subjects tell the truth as evidence for pure lie aversion. Our design also prevents confounds with another motivation (a desire to act as others expect us to act) not frequently considered but consistent with much existing evidence. We also observe that subjects who tell the truth are more likely to believe that others will tell the truth as well.

Exploring Student Persistence in STEM Programs: A Motivational Model

Abstract: To address continually decreasing enrollment and rising attrition in post-secondary STEM degree (science, technology, engineering, and mathematics) programs, particularly for women, the present study examines the utility of motivation and emotion variables to account for persistence and achievement in science in male and female students transitioning from high school to junior college. Consistent with self-determination theory (Deci & Ryan, 2012) and achievement-goal theory (Senko, Hulleman, & Harackiewicz, 2011), structural equation modelling based on data from 1,309 students from four English-language CEGEPs showed students’ achievement goals, self-efficacy, and perceived autonomy support to impact intrinsic motivation, emotions, and achievement that, in turn, predicted persistence in the science domain.