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1. On Convincing Power of Counterexamples

   https://doi.org/10.54870/1551-3440.1636  

   Buchbinder, O; Zazkis, R (February 2024, The Mathematics Enthusiast)

   Sriraman, B (Ed.)

   Despite plethora of research that attends to the convincing power of different types of proofs, research related to the convincing power of counterexamples is rather slim. In this paper we examine how prospective and practicing secondary school mathematics teachers respond to different types of counterexamples. The counterexamples were presented as products of students’ arguments, and the participants were asked to evaluate their correctness and comment on them. The counterexamples varied according to mathematical topic: algebra or geometry, and their explicitness. However, as we analyzed the data, we discovered that these distinctions were insufficient to explain why teachers accepted some counterexamples, but rejected others, with seemingly similar features. As we analyze the participants’ perceived transparency of different counterexamples, we employ various theoretical approaches that can advance our understanding of teachers’ conceptions of conviction with respect to counterexamples. 

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2. IEEE Transactions on Power Systems

   Kancherla, Sameera; Dobson, Ian (January 2018, IEEE transactions on power systems)

   null (Ed.)

   The empirical probability distribution of transmission line restoration times is obtained from 14 years of field data from a large utility. The distribution of restoration times has a heavy tail that indicates that long restoration times, although less frequent, routinely occur. The heavy tail differs from the convenient assumption of exponentially distributed restoration times, impacts power system resilience, and makes estimates of the mean restoration time highly variable. 

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3. Roadmap on low-power electronics

   https://doi.org/10.1063/5.0184774  

   Ramesh, Ramamoorthy; Salahuddin, Sayeef; Datta, Suman; Diaz, Carlos_H; Nikonov, Dmitri_E; Young, Ian_A; Ham, Donhee; Chang, Meng-Fan; Khwa, Win-San; Lele, Ashwin_Sanjay; et al (September 2024, APL Materials)
4. The Power to Reward vs. the Power to Punish: The Influence of Power Framing on Individual-Level Exploration

   https://doi.org/10.1287/orsc.2023.1672  

   Evans, Jonathan B; Schilke, Oliver (January 2024, Organization Science)

   This article adopts a relational perspective to demonstrate that characteristics of the dyadic relationship between supervisors and their employees are critical to understanding individual-level exploration—understood as the extent to which organizational members pursue new opportunities and experiment with changes to current practices. To this end, we introduce the concept of power framing—that is, whether the control over valued resources is emphasized as the ability to reward or to punish—and propose that supervisor power framing shapes employee exploration. In an experimental study, we demonstrate that reward (versus punishment) power framing increases employee exploration behavior and that this effect is mediated by perceived trustworthiness of the supervisor. In a second survey study, we replicate these findings in a field sample and show that the relationship between reward power framing and exploration depends on the degree to which the focal employee is sensitive to power characteristics (i.e., power distance orientation). This investigation advances scholarship on the microfoundations of exploration while also highlighting the ability of leaders to alter trustworthiness perceptions and induce employee exploration through power framing. Funding: This work was supported by a National Science Foundation CAREER Award from the Directorate for Social, Behavioral and Economic Sciences [Grant 1943688] granted to O. Schilke. Additional funding was provided by the Sauder School of Business, University of British Columbia. Supplemental Material: The online appendix is available at https://doi.org/10.1287/orsc.2023.1672 . 

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5. The POWER Special Session: Building Awareness of Power and Privilege on Intersectional Teams

   https://doi.org/10.1109/FIE44824.2020.9274238  

   Kellam, Nadia; Svihla, Vanessa; Davis, Susannah (October 2020, 2020 IEEE Frontiers in Education Conference)

   null (Ed.)

   We (the facilitators) work as social scientists and engineering education researchers from different universities on the NSF-supported program, Revolutionizing Engineering Departments (RED) ( https://www.nsf.gov/pubs/2017/nsf17501/nsf17501.htm ). We began to notice how power and privilege were enacted on our teams, which consisted of diverse team members (e.g., diverse in disciplinary affiliation, role in the university, gender, race, LGBTQIA+ status). This motivated a research project and workshops/special sessions such as the one proposed here, where we explore how power and privilege are enacted within interdisciplinary teams so that we can begin to dismantle systemic oppressions within academia [1] , [2] . The POWER special session (Privilege and Oppression: Working for Equitable Recourse) was developed to guide engineering educators to identify and understand the intersectional nature of power and privilege before planning strategies to disrupt, disarm, and dismantle it. 

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