Each year, thousands of Chinese international students come to the United States to further their education. Most of them need to adjust their identities in some degrees to adapt to U.S. American social and cultural contexts. One key transition that is significantly under discussed and often ignored is Chinese international students’ adjustment into a racialized system in the U.S. Because of different racial and ethnic contexts in China, Chinese international students have to disorient from the racial and ethnic identity of their home country and adapt to and accept the U.S. American hierarchy of race and ethnicity. Lacking sufficient social and intellectual support, this process often leads to struggle, depression, and ambivalence amongst Chinese international students in relation to their identity and communication in the U.S. society. As a Chinese international student myself in the U.S., my own experiences with the shifting of racial and ethnic knowledge, and the struggles these experiences have produced in relation to my identity (ies), leads me to investigate this topic further. Thus, in this study I examine how members of a socio-cultural group that I identify with, Chinese international students, negotiate and make sense of their/our new racial and ethnic identity upon entering the cultural space of the U.S. Race and ethnicity, as social categories of identity and power, play out differently on bodies located in different spatial, national/historical and cultural contexts. The meanings and hierarchies of race and ethnicity presumed to be commonsense in one national context are not so in others. At the same time, in today’s increasingly mobile and globalizing world, how we make sense of and communicate race are acted upon by complex transnational forces. In recent years, there has been a growing interest among critical intercultural communication scholars to theorize race and ethnicity as social constructions and relations of power, but this theorization has mostly happened in the U.S. and Western contexts. The transnational and globalized dimensions of race and ethnicity still largely remain under studied (Shome, 2010). Tomlinson (2007) points out that, under the conditions of contemporary globalization, the global-local dialectical relationship could be interpreted as the global’s entry into the local; the local’s identity in the global; and the “disembedding” of the local to the global. This global-local dialectical approach provides me with a conceptual lens to look at how race and ethnicity are constructed, understood, and communicated in the climate of today’s increasingly transnational world. In this dissertation, I use critical complete-member ethnography (CCME), as “an insider-looking-in-and-out-critical approach” (Toyosaki, 2011, p. 66), to study the racial and ethnic identity dis/reorientation process of Chinese international students in the U.S. Specifically, I used ethnographic observations, interviews, and autoethnographic journaling as my research methods to examine the direct, subjective, and embodied experiences of my 13 participants and myself, negotiate and make sense of their-our new racial and ethnic identities upon entering a global-local dialectical context in the U.S. I strategically categorize my analysis into “disorientation” and “reorientation” from a critical intercultural perspective, and use CCME’s consensual-conflictual and cultural-individual dialectical theorizations to study their-our dis/reorientation processes. My findings reveal that Chinese international students’ previous “Chinese” racial and ethnic identity become invalid and even problematic in the U.S. context. We often find ourselves struggling with sentiments of exhaustion, cynicism, and nihilism (Warren & Fassett, 2012), and interconnected yet ambivalent double consciousness such as insider–outsider, Chinese-–people of color, and majority–minority in the racial and ethnic identity dis/reorientation processes. In my findings, it is clear that Chinese international students have experienced and formed a similar sense of uncomfortable-ness, lost-ness, and struggle in our racial and ethnic disorientation process when we enter the U.S. context from the Chinese context. My participants all reported that after they were geographically relocated in the U.S., they have gone through the phase of being lost and confused because they were unable to find or construct a new racial and ethnic selfhood that made them immediately fit into the U.S. society. After their initial transition and adjustment, they reported experiencing certain forms of racial and ethnic discrimination in the U.S. that they had never faced in China. These lived and embodied discriminatory experiences in the U.S., which often turned out to be very direct, uncomfortable and stressful, forced them to consciously disorient their normative identity and reorient themselves to becoming a racial and ethnic minority for the first time in their lives. At the same time, they felt that the new and transformative outcome they reoriented to was a temporary state rather than a permanent identity. As a result, most of them became more open-minded, and felt the need to keep constantly reorienting their sense of their racial and ethnic identities, meanings, and presences in the U.S. My findings demonstrate that contemporary globalization not only produces different interpretations of race and ethnicity, it also constantly alters possibilities and conditions of our real racial and ethnic experiences in the world. As we try to respond to racial and ethnic issues and crises in today’s transnational world, simply recognizing that race and ethnicity are socially constructed rather than biologically innate does not make racial and ethnic conflicts and problems easier to solve. The relative nature of race and ethnicity in different local and global contexts are far more intricate than we ever imagined. Therefore, it is necessary and useful to study how race and ethnicity are understood and communicated through the direct, embodied, and performative experiences of non-Western and non-White bodies in transnational and globalized contexts. This study also shows the possibility that might lie in pushing the concept of race and ethnicity beyond the hegemony of the ways it is understood and deployed in the U.S. and other Western cultural and social contexts. In this regard, this study opens up a constructive approach for critical intercultural scholarship to more effectively engage in understanding and communicating race and ethnicity in the global-local dialectical context of globalization.

A presente pesquisa busca desenvolver um pensamento reflexivo entrecruzando teoria e prática artística. Para tanto, o texto tece considerações acerca de trabalhos constituídos através de deslocamentos, tendo como disparador inicial a sequência de visitas a lugares cujos topônimos incluem a palavra “meio” ou “meia”, conforme acontece no projeto (Des)localização do Meio. Outros lugares também são visitados, não integrando o conjunto supracitado, porém compreendendo o que se chama aqui de “outras rotas”. Independentemente da definição de cada um, o fato de trabalhar sempre com os mesmos lugares e isolá-los de seus contextos agrega-lhes um caráter (des)locado. Nesse processo, são importantes os seguintes aspectos: o termo “meio”, que surge como articulador poético na criação dos trabalhos e na escrita; a “cartografia”, por evidenciar questões de transitoriedade, provisoriedade e (des)localização; os “títulos” dos trabalhos, que agem como elo entre o sensível e o conceitual e como disparador de contextos outros para além dos visitados; a “paisagem”, pensada como uma relação (aquilo que se encontra entre nós e o lugar); a “rota”, que configura o caminho traçado, a experiência do trilhado, o ponto de partida e o de chegada aos lugares visitados, bem como o modo de elaboração de imagens; a “fotografia”, que dá corpo à prática artística ora investigada, mas que frequentemente desliza para outros meios, uma vez que, de mesmo modo, são realizados trabalhos em vídeos, publicações, desenhos, instalações, objetos, etc. Frente às considerações acima, os diferentes conceitos que atravessam a pesquisa e os distintos modos de apresentação dos trabalhos assinalam o “trânsito entre meios” anunciado no título desta abordagem. / This study conducts reflexive thinking combining theory and artistic practice. It presents considerations about works constituted through movements, with the initial stimulus being a series of visits to places whose toponyms include the word “meio” or “meia” [which in Portuguese can mean middle, medium or milieu] as found in the project (Des)localização do Meio [Shifts in the Milieu]. Other places are also visited, which are not part of this group, although they include what we call “other paths.” Regardless of the definition of each one, the fact that we always work with the same places and isolate them from the contexts gives them a (dis)located character. The following aspects are important in this process: the term “meio” which appeared as a poetic articulator in the creation of the works and in the writing; “cartography,” because it reveals the transitory, provisory and (dis)location; the “titles” of the works, which serve as a link between the sensitive and the conceptual and as a trigger of the other contexts beyond those visited; “landscape”, thought of as a relationship (that between us and a place); and the “path”, which shapes the route taken, the experience of the trail-traveled, the starting and arrival points of the places visited, as well as the form of elaboration of images; “photography”, which gives shape to the artistic practice being investigated, and which frequently slips into other mediums, given that works are also conducted in video, publications, designs, installations, objects, etc. Given these considerations, the different concepts found in the study and the various modes of presentation of the work indicate the “transit between milieus” indicated in the title of this approach.

nÃo hà / Compreende as interfaces de qualificaÃÃo e competÃncia (s) na formaÃÃo de finalistas dos cursos de TelemÃtica e MecÃnica Industrial- cursos tÃcnicos integrados- do Instituto Federal de EducaÃÃo, CiÃncia e Tecnologia do Cearà â IFCE Campus Fortaleza, tendo como recorte histÃrico o perÃodo de 1997, momento do Decreto 2.208/1997, que impossibilitava a integraÃÃo entre ensino mÃdio e ensino tÃcnico, e 2004, marco do Decreto 5.154, que retoma a integraÃÃo como uma das possibilidades para o ensino mÃdio, atentando para questÃes contemporÃneas. A investigaÃÃo perpassa um diÃlogo sobre as categorias: (des) qualificaÃÃo, competÃncia (s) e ensino tÃcnico integrado, por intermÃdio da compreensÃo das relaÃÃes sociais entre trabalho e educaÃÃo no processo de mundializaÃÃo do capital. A pesquisa à norteada pela dialÃtica, tomando a totalidade e a contradiÃÃo como categorias do mÃtodo para entender as categorias do objeto. Esta anÃlise à de natureza qualiquantitava, primando por uma discussÃo sÃcio historica com os interlocutores do processo - estudantes, professores e gestores da instituiÃÃo, definidos com origem em um plano amostral. Como tÃcnicas de pesquisa de campo foram utilizadas entrevistas semiestruturadas, com o intuito de maior aproximaÃÃo aos dados que obtivemos com suporte em anÃlises documentais (documentos sobre polÃticas e legislaÃÃes relacionadas à educaÃÃo profissional nacional e no IFCE), observaÃÃes diretas à luz dos teÃricos que referenciam esta investigaÃÃo. Para estas apreciaÃÃes recorreu-se ao diÃlogo com os autores marxistas na Ãrea de trabalho e educaÃÃo. Deixa-se como reflexÃes dos dados coletados e analisados a ideia de que muitas contradiÃÃes permeiam a formaÃÃo dos estudantes, bem como as possibilidades e estratÃgias possÃveis para proposiÃÃo de ideias pelo menos em Ãmbito local que permitam uma formaÃÃo capaz de promover a qualificaÃÃo profissional que ultrapasse uma proposta educacional que sirva à lÃgica do mercado de trabalho, pautada nas competÃncias. Espera-se com o trabalho haver maior abertura para discutir a formaÃÃo oferecida aos estudantes, levando a avanÃos nas diretrizes educacionais e na sua execuÃÃo. Vislumbra-se, ainda, que a pesquisa contribua para a reflexÃo sobre a temÃtica da formaÃÃo no ensino tÃcnico integrado dentro de sua totalidade e contradiÃÃes, podendo, igualmente, colaborar com novos estudos acadÃmicos motivadores de maior articulaÃÃo para constituiÃÃo de uma educaÃÃo mais equÃnime. / It comprises the interfaces of qualification and competence(s) in the training of last semester students of Telematics and Industrial Mechanics â vocational courses integrated with high school â at the Federal Institute of Education, Science and Technology of Cearà â IFCE, Fortaleza Campus, having as its historic scope the period of 1997, time of the Decree 2.208/1997, which made the integration of vocational and high school courses impossible, and 2004, marked by Decree 5.154 that retakes the integration as one of the possibilities for high school programs, concerning contemporary issues. The research pervades a dialogue on the following categories: (dis)qualification, competence(s) and integrated vocational teaching through the understanding of social relations between work and education in the process of mundialization of the capital. The study is guided by the dialectics, taking totality and contradiction as the method categories in order to understand the object categories. This analysis has a qualiquantitative nature, excelling for a social-historic discussion with the participants of the process â students, teachers and administrators of the institution defined by a sample plan. As field research techniques, semistructured interviews have been made with the purpose of having a greater proximity to the data obtained through document analysis (documents on policies and legislation related to the national vocational education and at the IFCE), direct observation in the light of the theorists who refer this investigation. For these appraisals, dialogues with marxist authors in the field of work and education have been resorted.The data collected and analyzed leave as reflexion the idea that many contradictions permeate the training of those students, as well as the possibilities and possible strategies for the proposition of ideas, at least at local level, which allow a training capable of promoting a vocational qualification that can surpass an educational proposal that serves the logic of the labor market, based on competences. With the present study, it is expected to have a greater openness to discuss the training offered to the students, leading to advancements in its educational guidelines and execution. It is also glimpsed that this research can contribute to reflections on the theme of training regarding integrated vocational teaching within its entirety and contradictions, as well as colaborate with new academic studies to motivate a larger articulation for the construction of a more equanimous education.

A presente pesquisa busca desenvolver um pensamento reflexivo entrecruzando teoria e prática artística. Para tanto, o texto tece considerações acerca de trabalhos constituídos através de deslocamentos, tendo como disparador inicial a sequência de visitas a lugares cujos topônimos incluem a palavra “meio” ou “meia”, conforme acontece no projeto (Des)localização do Meio. Outros lugares também são visitados, não integrando o conjunto supracitado, porém compreendendo o que se chama aqui de “outras rotas”. Independentemente da definição de cada um, o fato de trabalhar sempre com os mesmos lugares e isolá-los de seus contextos agrega-lhes um caráter (des)locado. Nesse processo, são importantes os seguintes aspectos: o termo “meio”, que surge como articulador poético na criação dos trabalhos e na escrita; a “cartografia”, por evidenciar questões de transitoriedade, provisoriedade e (des)localização; os “títulos” dos trabalhos, que agem como elo entre o sensível e o conceitual e como disparador de contextos outros para além dos visitados; a “paisagem”, pensada como uma relação (aquilo que se encontra entre nós e o lugar); a “rota”, que configura o caminho traçado, a experiência do trilhado, o ponto de partida e o de chegada aos lugares visitados, bem como o modo de elaboração de imagens; a “fotografia”, que dá corpo à prática artística ora investigada, mas que frequentemente desliza para outros meios, uma vez que, de mesmo modo, são realizados trabalhos em vídeos, publicações, desenhos, instalações, objetos, etc. Frente às considerações acima, os diferentes conceitos que atravessam a pesquisa e os distintos modos de apresentação dos trabalhos assinalam o “trânsito entre meios” anunciado no título desta abordagem. / This study conducts reflexive thinking combining theory and artistic practice. It presents considerations about works constituted through movements, with the initial stimulus being a series of visits to places whose toponyms include the word “meio” or “meia” [which in Portuguese can mean middle, medium or milieu] as found in the project (Des)localização do Meio [Shifts in the Milieu]. Other places are also visited, which are not part of this group, although they include what we call “other paths.” Regardless of the definition of each one, the fact that we always work with the same places and isolate them from the contexts gives them a (dis)located character. The following aspects are important in this process: the term “meio” which appeared as a poetic articulator in the creation of the works and in the writing; “cartography,” because it reveals the transitory, provisory and (dis)location; the “titles” of the works, which serve as a link between the sensitive and the conceptual and as a trigger of the other contexts beyond those visited; “landscape”, thought of as a relationship (that between us and a place); and the “path”, which shapes the route taken, the experience of the trail-traveled, the starting and arrival points of the places visited, as well as the form of elaboration of images; “photography”, which gives shape to the artistic practice being investigated, and which frequently slips into other mediums, given that works are also conducted in video, publications, designs, installations, objects, etc. Given these considerations, the different concepts found in the study and the various modes of presentation of the work indicate the “transit between milieus” indicated in the title of this approach.

Made available in DSpace on 2014-07-29T16:10:26Z (GMT). No. of bitstreams: 1 dissertacao paola carloni.pdf: 687707 bytes, checksum: 991e323da9449b9b21bb5ec30eec7ede (MD5) Previous issue date: 2010-08-12 / To build culture and socializing, the subject must abdicate their desire for instant gratification through sublimation. In a fragmented and administered society, this possibility is reduced and converted into desublimation, which is at the service of domination. Therefore, the purpose of this study is to understand the constitution of subjectivity in the working world and bring up the (im) possibilities of sublimation in the educational context. We start from this concept to understand who is the subject that is formed in this culture, since the subjectivity is composed by the sublimation. To this end, we carried out a literature and epistemological research, referenced by Critical Theory of the Frankfurt School, especially from the writings of Adorno, Horkheimer and Marcuse, and authors who hold this discussion, such as Freud, Marx and Kant. Guests to the historical moment of implementation and consolidation of capitalism, reinforced by the Enlightenment ideals of equality, liberty and fraternity and its contradictions, to understand the sense of subjectivity and what are its consequences in a administered society, structured by the cultural industry. The encouragement of consumerism and the transformation of labor into a commodity, capable of generating profit, directly affects education, which should consist of the possibility of libidinal energy channeling to building a more human civilization through sublimation. However, the work becomes alienated and man loses its universality by not recognizing themselves in this ontological category of constitution of individuals. The education, to follow the logic of capitalism, does not reach the goal of cultural formation, but becomes desublimation to transform knowledge into goods for immediate satisfaction. The discussion is not limited in this study. The objective of raising it does not close the issue. According to Adorno (2006), a ready answer about what to do can undermine the development of knowledge required for any transformation. The possibilities for change are precisely in the field of reflection and clarification, because they are the necessary subsidies for a conscious practice. This work fits within the research area Culture and Educational Processes, of the Graduate Program in Education, of Federal University of Goiás. / Para construir cultura e conviver socialmente, o sujeito precisa abdicar de seus desejos de satisfação imediata, por meio da sublimação. Em uma sociedade fragmentada e administrada essa possibilidade é diminuída e convertida em dessublimação, que está a serviço da dominação. Por conseguinte, o intuito deste estudo é compreender a constituição da subjetividade no mundo do trabalho e apresentar as (im)possibilidades de sublimação no contexto educacional. Parte-se desse conceito para entender quem é o sujeito que se forma nesta cultura, visto que a sublimação compõe a subjetividade. Para tanto, realizou-se uma pesquisa bibliográfica e epistemológica que tem como referência a Teoria Crítica da Escola de Frankfurt, sobretudo a partir dos textos de Adorno, Marcuse e Horkheimer, e de autores que sustentam essa discussão, como Freud, Marx e Kant. Contempla-se o momento histórico de implementação e consolidação do capitalismo, reforçado pelos ideais iluministas de igualdade, liberdade e fraternidade e suas contradições, para apreender o sentido da subjetividade e quais os seus desdobramentos em uma sociedade administrada, que se estrutura pela indústria cultural. O incentivo ao consumismo e a transformação do trabalho em mercadoria, capaz de gerar lucro, atinge diretamente a educação, que deveria consistir em possibilidade de canalização da energia libidinal para a construção de uma civilização mais humana mediante a sublimação. Todavia, o trabalho se torna alienado e o homem perde a sua universalidade ao não se reconhecer nesta categoria ontológica de constituição dos indivíduos. A educação, ao seguir a lógica capitalista, não atinge o objetivo da formação cultural, mas se converte em dessublimação ao transformar o saber em mercadoria de satisfação imediata. A discussão não se esgota neste estudo. O objetivo de suscitá-la não fecha a questão. Para os frankfurtianos, uma resposta pronta sobre o que fazer pode sabotar o desenvolvimento do conhecimento necessário para qualquer transformação. As condições de mudança estão justamente no campo da reflexão e do esclarecimento, pois são os subsídios necessários para uma prática consciente. Esta dissertação se insere na linha de pesquisa Cultura e Processos Educacionais, do Programa de Pós-Graduação em Educação, da Universidade Federal de Goiás.

Magister Artium - MA / This paper examines selected discourses found in the journals kept by 21 working-class women during a training course for domestic workers in South Africa. The principal aim of the paper is to examine how emotion, voice and agency are expressed through literacy practices such as writing. With critical discourse analysis, the existing literacy levels of these women are revealed as well as the way in which women express identity, agency and emotion through the act of writing and reflecting on their experiences. A secondary aim is to uncover those recurrent discourses and attitudes that either empower or disempower these women. This is done to showcase how women's perception of themselves and their opportunities help them become active or inactive agents in their communities and families. Contributions are made to the study of women's language and literacy practices, with particular investigation of how their identities are shaped and moulded by language use. Critical discourse analysis and narrative analysis are the main analytical tools used in the study, highlighting aspects like agency, voice and ideology. These aspects are examined through the lens of women's experiences. / South Africa

Bakgrund: Genus och jämställdhet har varit ett omtalat och debatterat ämne och fått mer utrymme i pressen sedan 1960-talet. Det senaste 30 åren har genusforskningen skjutit i höjden där forskare har undersökts hur genuskonstruktionen på olika sätt ge-staltas i text samt samhällets påverkan på genusdiskurser. Syfte: Det övergripande syftet med uppsatsen är att undersöka genusdiskurser och om det har skett någon förändring i det valda materialet under tid. Metod: En jämförande språkvetenskaplig studie baserad på fyra artiklar från Dagens Nyheter (1900, 1950, 1976, 1992) och en från Göteborgs-Posten (1923) där Faircloughs modell för kritisk diskursanalys används. Resultat: Under analysen framkom det att det finns gemensamma teman i de grans-kade artiklarna. Alla artiklar innehåller någon form av konflikt när det gäller kvinnor. Kvinnorna konstrueras ofta som offer som bär skam. Men det framkommer att kvin-norna vill ha sin röst hörd och arbetar för sin självständighet. Från texten av 1992 syns det en utveckling där kvinnan konstrueras som hjältinna och kunnig att komma ur svårhanterliga situationer på egen hand. Det kan tolkas som att samhällssynen på kvin-nan och kvinnans ställning börjar utvecklas från en konservativ inställning till en pro-gressiv inställning.

Magister Legum - LLM / The research will evaluate and discuss the importance of Deposit Insurance Systems (DIS) and the necessity of having this system. Important to the evaluation is an analytical consideration of how the South African Reserve Bank (SARB), the National Treasury (NT) and other global financial bodies proposed the approach thereof. Insofar as most jurisdictions had already adopted the DIS as encouraged by the international financial institutions, the study shall determine whether it is plausible for South Africa to derive guidance in her approach taking into account the potential risks posed by the safety-net.

Although inhibitory cortical interneurons play a critical role in regulating brain excitability and function, the effects of stroke on these neurons is poorly understood. In particular, interneurons expressing vasoactive intestinal peptide (VIP) specialize in inhibiting other classes of inhibitory neurons, and thus serve to modulate cortical sensory processing. To understand how stroke affects this circuit, we imaged VIP neuron responses (using GCaMP6s) to low and high intensity forepaw stimulation, both before and after focal stroke in somatosensory cortex. Our data show that the fraction of forelimb responsive VIP interneurons and their response fidelity (defined as a cell’s number of responsive trials out of eight trials at a certain imaging week) was significantly reduced in the first week after stroke, especially when lower intensity forepaw stimulation was employed. The loss of responsiveness was most evident in highly active VIP neurons (defined by their level of responsiveness before stroke), whereas less active neurons were minimally affected. Of note, a small fraction of VIP neurons that were minimally active before stroke, became responsive afterwards suggesting that stroke may unmask sensory responses in some neurons. Although VIP responses to forepaw stimulation generally improved from 2-5 weeks recovery, the variance in response fidelity after stroke was comparatively high and therefore less predictable than that observed before stroke. Lastly, stroke related changes in response properties were restricted to within 400μm of the infarct border. These findings reveal the dynamic and resilient nature of VIP neurons and suggest that a sub-population of these cells are more apt to lose sensory responsiveness during the initial phase of stroke, whereas some minimally responsive cells are progressively recruited into the forelimb sensory circuit. Furthermore, stroke appears to disrupt the predictability of sensory-evoked responses in these cortical interneurons which could have important consequences for sensory perception. / Graduate / 2021-01-13

Maintaining coherence between the independent views of multiple participants at distributed locations is essential in an Embedded Simulation environment. Currently, the Distributed Interactive Simulation (DIS) protocol maintains coherence by broadcasting the entity state streams from each simulation station. In this dissertation, a novel alternative to DIS that replaces the transmitting sources with local sources is developed, validated, and assessed by analytical and experimental means. The proposed Concurrent Model approach reduces the communication burden to transmission of only synchronization and model-update messages. Necessary and sufficient conditions for the correctness of Concurrent Models in a discrete event simulation environment are established by developing Behavioral Congruence ¨B(EL, ER) and Temporal Congruence ¨T(t, ER) functions. They indicate model discrepancies with respect to the simulation time t, and the local and remote entity state streams EL and ER, respectively. Performance benefits were quantified in terms of the bandwidth reduction ratio BR=N/I obtained from the comparison of the OneSAF Testbed Semi-Automated Forces (OTBSAF) simulator under DIS requiring a total of N bits and a testbed modified for the Concurrent Model approach which required I bits. In the experiments conducted, a range of 100 d BR d 294 was obtained representing two orders of magnitude reduction in simulation traffic. Investigation showed that the models rely heavily on the priority data structure of the discrete event simulation and that performance of the overall simulation can be enhanced by an additional 6% by improving the queue management. A low run-time overhead, self-adapting storage policy called the Smart Priority Queue (SPQ) was developed and evaluated within the Concurrent Model. The proposed SPQ policies employ a lowcomplexity linear queue for near head activities and a rapid-indexing variable binwidth calendar queue for distant events. The SPQ configuration is determined by monitoring queue access behavior using cost scoring factors and then applying heuristics to adjust the organization of the underlying data structures. Results indicate that optimizing storage to the spatial distribution of queue access can decrease HOLD operation cost between 25% and 250% over existing algorithms such as calendar queues. Taken together, these techniques provide an entity state generation mechanism capable of overcoming the challenges of Embedded Simulation in harsh mobile communications environments with restricted bandwidth, increased message latency, and extended message drop-outs.