An opacity-tolerant conspiracy in phonological acquisition

National Institutes of Health DC00433, RR7031K, DC00076, DC001694 (PI: Gierut

Developmental shifts in phonological strength relations

National Institutes of Health DC00433, RR7031K, DC00076, DC001694 (PI: Gierut

Fully 3D-Printed Hemispherical Dielectric Resonator Antenna for C-band Applications

This paper investigates the 3D printing of a hemispherical dielectric resonator antenna (DRA) on a ground plane made from a 3D printed conductive material. The DRA is designed to operate in the C-band (3700 – 4200 MHz) and is intended for satellite communication (SATCOM) applications. The proposed antenna prototype achieved a -10 dB bandwidth of 12.2% with an average and peak gain of 4.69 dBi and peak gain of 5.39 dBi respectively

Collaborative Approaches to the Management of Geospatial Data Collections in Canadian Academic Libraries: A Historical Case Study

Special Issue: Geospatial Data Management, Curation, and Preservation - Part 2 The Ontario Council of University Libraries (OCUL) is a consortium of the twenty-one university libraries in Ontario, Canada. Since 1967, OCUL member institutions have worked together to share costs and workload through collective purchasing and licensing of information resources and more recently through the establishment of a shared digital infrastructure known as Scholars Portal. Under the auspices of OCUL, Ontario\u27s university map librarians formed the OCUL Map Group in 1973 to seek opportunities to communicate and collaborate to improve the collections and services they offer their users. The opportunities provided by collaboration have ensured a greater capacity to manage evolving collections of geospatial data. The group has served as a community of practice, which has provided educational opportunities and facilitated collaborative problem solving through a listserv, conference calls, and face-to-face meetings. This collegial environment has also led to the completion of a number of projects, which have resulted in the creation of new technical infrastructures and strategies for sharing the workload of data management tasks. This paper discusses the role of collaboration in OCUL projects and offers some suggestions for others considering embarking on collaborations of their own

Comparative markedness and induced opacity

Results are reported from a descriptive and experimental study that was intended to evaluate comparative markedness (McCarthy 2002, 2003) as an amendment to optimality theory. Two children (aged 4;3 and 4;11) with strikingly similar, delayed phonologies presented with two independent, interacting error patterns of special interest, i.e., Deaffrication ([tIn] 'chin') and Consonant Harmony ([$\text{g}$ↄ$\text{g}$] 'dog') in a feeding interaction ([kik] 'cheek'). Both children were enrolled in a counterbalanced treatment study employing a multiple base-line single-subject experimental design, which was intended to induce a grandfather effect in one case ([dↄ$\text{g}$] 'dog' and [kik] 'cheek') and a counterfeeding interaction in the other ([$\text{g}$ↄ$\text{g}$] 'dog' and [tik] 'cheek'). The results were largely supportive of comparative markedness, although some anomalies were observed. The clinical implications of these results are also explored.National Institutes of Health DC00433, RR7031K, DC00076, DC001694 (PI: Gierut

On the interaction of deaffrication and consonant harmony

Error patterns in children's phonological development are often described as simplifying processes that can interact with one another with different consequences. Some interactions limit the applicability of an error pattern, and others extend it to more words. Theories predict that error patterns interact to their full potential. While specific interactions have been documented for certain pairs of processes, no developmental study has shown that the range of typologically predicted interactions occurs for those processes. To determine whether this anomaly is an accidental gap or a systematic peculiarity of particular error patterns, two commonly occurring processes were considered, namely Deaffrication and Consonant Harmony. Results are reported from a cross-sectional and longitudinal study of 12 children (age 3;0 - 5;0) with functional phonological delays. Three interaction types were attested to varying degrees. The longitudinal results further instantiated the typology and revealed a characteristic trajectory of change. Implications of these findings are explored.National Institutes of Health DC00433, RR7031K, DC00076, DC001694 (PI: Gierut

Order out of Randomness : Self-Organization Processes in Astrophysics

Self-organization is a property of dissipative nonlinear processes that are governed by an internal driver and a positive feedback mechanism, which creates regular geometric and/or temporal patterns and decreases the entropy, in contrast to random processes. Here we investigate for the first time a comprehensive number of 16 self-organization processes that operate in planetary physics, solar physics, stellar physics, galactic physics, and cosmology. Self-organizing systems create spontaneous {\sl order out of chaos}, during the evolution from an initially disordered system to an ordered stationary system, via quasi-periodic limit-cycle dynamics, harmonic mechanical resonances, or gyromagnetic resonances. The internal driver can be gravity, rotation, thermal pressure, or acceleration of nonthermal particles, while the positive feedback mechanism is often an instability, such as the magneto-rotational instability, the Rayleigh-B\'enard convection instability, turbulence, vortex attraction, magnetic reconnection, plasma condensation, or loss-cone instability. Physical models of astrophysical self-organization processes involve hydrodynamic, MHD, and N-body formulations of Lotka-Volterra equation systems.Comment: 61 pages, 38 Figure

How Dry is the Brown Dwarf Desert?: Quantifying the Relative Number of Planets, Brown Dwarfs and Stellar Companions around Nearby Sun-like Stars

Sun-like stars have stellar, brown dwarf and planetary companions. To help constrain their formation and migration scenarios, we analyse the close companions (orbital period < 5 years) of nearby Sun-like stars. By using the same sample to extract the relative numbers of stellar, brown dwarf and planetary companions, we verify the existence of a very dry brown dwarf desert and describe it quantitatively. With decreasing mass, the companion mass function drops by almost two orders of magnitude from 1 M_Sun stellar companions to the brown dwarf desert and then rises by more than an order of magnitude from brown dwarfs to Jupiter-mass planets. The slopes of the planetary and stellar companion mass functions are of opposite sign and are incompatible at the 3 sigma level, thus yielding a brown dwarf desert. The minimum number of companions per unit interval in log mass (the driest part of the desert) is at M = 31^{+25}_{-18} M_Jup. Approximately 16% of Sun-like stars have close (P < 5 years) companions more massive than Jupiter: 11% +- 3% are stellar, <1% are brown dwarf and 5% +- 2% are giant planets. The steep decline in the number of companions in the brown dwarf regime, compared to the initial mass function of individual stars and free-floating brown dwarfs, suggests either a different spectrum of gravitational fragmentation in the formation environment or post-formation migratory processes disinclined to leave brown dwarfs in close orbits.Comment: Conforms to version accepted by ApJ. 13 pages formatted with emulateapj.cl

Interventions to Promote the Development of Motor Performance Skills in Primary School Aged Children with Autism Spectrum Disorder: A Systematic Review and Meta-Analysis of Controlled Trials

Background: The development of proficiency in motor performance skills (MPS) builds the foundation for the complex movement skills required to participate in a range of sports and physical activities throughout the lifespan. Objective: To assess the efficacy of different intervention approaches on developing MPS proficiency in children with autism spectrum disorder (ASD) and examine the intervention factors that influence change. Method: Searches were completed in three databases (PubMed/MEDLINE, Scopus, Web of Science) up to March 2022. Only randomised controlled trials (RCTs) or controlled trials (CTs), that evaluated the effectiveness of interventions on overall MPS proficiency or specific MPS such as balance, running speed and agility, bilateral coordination, jumping, ball skills and push-ups in children (4–13 years old) were included. The DerSimonian and Laird random-effects model was used to compute the meta-analyses. The effect sizes were reported as Hedges’ g. Using a random-effects model, potential sources of heterogeneity were identified, including subgroup analyses (type of intervention), and single training factor analysis (total number of weeks, session frequency, total intervention time, total number of training sessions). In addition, a multivariate meta-regression calculation was performed for balance. The GRADE framework was applied to assess certainty of evidence. Results: Seventeen interventions (13 RCTs and 4 CTs) revealed significant differences among groups favouring the intervention group with moderate to very large effects. Significant (p 0.05) small-to-large effects of interventions were evident on overall motor performance skills (ES = 2.43), ball skills (ES = 2.95), jumping (ES = 1.89), bilateral coordination (ES = 2.21), push-ups (ES = 1.92), balance (ES = 1.56), running speed and agility (ES = 1.31). Multivariate meta-regression for balance revealed that total sessions, total intervention time and session frequency predicted (p = 0.009, p0.001, p = 0.036, respectively) the effects of interventions on change in balance performance. Conclusion: Structured interventions that explicitly teach traditional FMS or promote the development and learning of movement skills specifically associated with a type of physical activity or sport, effectively improve MPS in children with ASD. Education settings should implement ‘planned’ movement experiences or interventions as a strategy to promote MPS proficiency in children with ASD