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Lee, Mi Kyung; Kim, Ju-Whan; Lee, Jungsoo; Shin, Myeongsoo; Lee, Woohun

doi:10.1145/2048259.2048268

Cited by 12 publications

(4 citation statements)

References 2 publications

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“…82 Finally, as Tables A. 17 and A.8 show, the effect of education is also robust to controlling for a variety of possible confounding variables including biographical availability, refugee status, exposure to violence, religious activity, land ownership in mandatory Palestine, and personality traits.…”

Section: Additional Robustness Checksmentioning

confidence: 88%

“…16 Recent studies have extended this argument to nondemocratic settings, pointing out that education may also endow individuals with the human resources for participation in these more difficult environments. 17 Together, these studies predict that participants in anti-regime resistance will be disproportionately drawn from the ranks of the highly educated. Although who exactly constitutes the highly educated may differ by context, these perspectives predict that secondary or higher levels of education will increase the chance that Palestinians participate in unarmed resistance.…”

Section: Education and Collective Action: An Institutional Explanationmentioning

confidence: 99%

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From the Schools to the Streets: Education and Anti-Regime Resistance in the West Bank

Zeira

2018

Comparative Political Studies

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Are better educated individuals more likely to engage in anti-regime resistance and why? Scholars of democratic politics widely view education as a key factor shaping political participation. Yet, the effect of education on participation in noninstitutionalized political conflict is less well understood. Using data from an original large-scale survey of participants and nonparticipants in Palestinian resistance, this article demonstrates that education has a complex, curvilinear effect on participation: intermediate levels of education significantly increase the likelihood of participation in protest but additional years of education do not. These findings are explained through a novel, institutionalist argument, which focuses on the structure of education rather than its content. The article's conclusions challenge existing perspectives that characterize participants in political conflict as either educated, underemployed, and disaffected or poor, uneducated, and marginalized.

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Section: Additional Robustness Checksmentioning

confidence: 88%

Section: Education and Collective Action: An Institutional Explanationmentioning

confidence: 99%

From the Schools to the Streets: Education and Anti-Regime Resistance in the West Bank

Zeira

2018

Comparative Political Studies

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“…Nonetheless, the ideas developed in these movement settings have often been incor porated into the organizations that sell participatory services to large bureaucracies. 54 The valorization of participation in the 1960s was not simply pushed by move ments. By the late 1970s, it was also widely adopted by government and private-sector organizations.…”

Section: Participation In Historical Contextmentioning

confidence: 99%

Chapter 1. Rising Participation and Declining Democracy

Walker

McQuarrie

Lee

2020

Democratizing Inequalities

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“…These methods allow one to produce a realistic human motion with minimum computational costs by using previously captured human motion data. The basic techniques include duplicating and rearranging certain parts of motion data to make a new motion that satisfies the user constraints . When these approaches are combined with a fast motion blending or motion editing technique, the motion data can be adjusted to slightly different environments in real time .…”

Section: Related Workmentioning

confidence: 99%

Interactive control of big‐object manipulation animation

Choi

Lee

2016

Computer Animation & Virtual

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We present a method for the interactive control of big-object manipulation animation. When a human character holds a big arbitrarily shaped object, it should use the whole upper body, including both arms and the torso in a limited range such that the holding postures can be physically as well as visually believable to users. In our method, we first sample various postures that satisfy our feasibility conditions: collision free and physically stable. The concept of the wrench space is used to evaluate the physical stability of holding postures. Then, we build a graph structure in which the nodes are the sampled postures and the links are collision-free motion interpolating between two-sampled postures. This manipulation motion graph allows us to use a general pathfinding method, such as Dijkstra's algorithm, to achieve real-time controllability. In our experiments, we build the manipulation motion graphs for differently shaped objects, and we demonstrate the usability of our method via several examples in which users interactively control the animation through the target positions or desired trajectories of the objects. Copyright © 2016 John Wiley & Sons, Ltd. KEYWORDS character animation; human body posture; physically based approach; big-object; interactive control Supporting information may be found in the online version of this article.

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Cited by 12 publications

References 2 publications

From the Schools to the Streets: Education and Anti-Regime Resistance in the West Bank

From the Schools to the Streets: Education and Anti-Regime Resistance in the West Bank

Chapter 1. Rising Participation and Declining Democracy

Interactive control of big‐object manipulation animation

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