Spatial Structure of Stationary Nonequilibrium States in the Thermostatted Periodic Lorentz Gas

We investigate analytically and numerically the spatial structure of the non-equilibrium stationary states (NESS) of a point particle moving in a two dimensional periodic Lorentz gas (Sinai Billiard). The particle is subject to a constant external electric field E as well as a Gaussian thermostat which keeps the speed |v| constant. We show that despite the singular nature of the SRB measure its projections on the space coordinates are absolutely continuous. We further show that these projections satisfy linear response laws for small E. Some of them are computed numerically. We compare these results with those obtained from simple models in which the collisions with the obstacles are replaced by random collisions.Similarities and differences are noted.Comment: 24 pages with 9 figure

Can developmental cognitive neuroscience inform intervention for social, emotional and behavioural difficulties (SEBD)?

An initial evaluation of the utility of designing an intervention to address neuroscience-based subtyping of children who have conduct problems was undertaken in this pilot study. Drawing on the literature on callous–unemotional traits, a novel intervention programme, ‘Let's Get Smart’, was implemented in a school for children with social emotional and behavioural difficulties. A mixed-methods design was used to investigate the perspectives of staff participant-observers in the change process, alongside standardised scores on measures of pupil performance and behaviour. Both qualitative and quantitative results showed reductions in externalising behaviour and improvements in measures of hypothesised underlying cognitive and affective processes. While externalising behaviour improved across subtypes, associated changes in underlying processes differed by subtype, supporting the potential value of neuroscience-informed contributions to intervention planning

Exploring the longitudinal association between interventions to support the transition to secondary school and child anxiety

School transition at around 11-years of age can be anxiety-provoking for children, particularly those with special educational needs (SEN). The present study adopted a longitudinal design to consider how existing transition strategies, categorized into cognitive, behavioral or systemic approaches, were associated with post-transition anxiety amongst 532 typically developing children and 89 children with SEN. Multiple regression analysis indicated that amongst typically developing pupils, systemic interventions were associated with lower school anxiety but not generalized anxiety, when controlling for prior anxiety. Results for children with SEN differed significantly, as illustrated by a Group × Intervention type interaction. Specifically, systemic strategies were associated with lower school anxiety amongst typically developing children and higher school anxiety amongst children with SEN. These findings highlight strategies that schools may find useful in supporting typically developing children over the transition period, whilst suggesting that children with SEN might need a more personalized approach

Language and reading development in children learning English as an additional language in primary school in England

Children learning English as an additional language (EAL) are a growing population of learners in English primary schools. These children begin school with differing levels of English language proficiency and tend to underperform in relation to their non‐EAL peers on measures of English oral language and reading. However, little work has examined the developmental trajectories of these skills in EAL learners in England. EAL learners and 33 non‐EAL peers in Year 4 (age 8–9 years) were assessed at three time points over 18 months on measures of oral language (vocabulary, grammar and listening comprehension), phonological processing (spoonerisms and rapid automatised naming) and reading skills (single‐word decoding and passage reading). At t1, EAL learners scored significantly lower than non‐EAL peers in receptive and expressive vocabulary (breadth but not depth), spoonerisms and passage reading accuracy. Contrary to previous research, no significant group differences were found in listening or reading comprehension skills. With the exception of passage reading accuracy, there was no evidence for convergence or divergence between the groups in rate of progress over time. After three years of English‐medium classroom instruction, EAL learners continue to underperform relative to their non‐EAL peers in breadth of English vocabulary knowledge. This discrepancy in vocabulary knowledge does not appear to narrow as a result of regular classroom instruction in the run up to the final stages of primary school, pinpointing vocabulary as a key target for intervention

Approximation algorithms for general cluster routing problem

Graph routing problems have been investigated extensively in operations research, computer science and engineering due to their ubiquity and vast applications. In this paper, we study constant approximation algorithms for some variations of the general cluster routing problem. In this problem, we are given an edge-weighted complete undirected graph $G=(V,E,c),$ whose vertex set is partitioned into clusters $C_{1},\dots ,C_{k}.$ We are also given a subset $V'$ of $V$ and a subset $E'$ of $E.$ The weight function $c$ satisfies the triangle inequality. The goal is to find a minimum cost walk $T$ that visits each vertex in $V'$ only once, traverses every edge in $E'$ at least once and for every $i\in [k]$ all vertices of $C_i$ are traversed consecutively.Comment: In COCOON 202

Presumptive identification of Pseudomonas syringae, the cause of foliar leafspots and streaks on pearl millet in Zimbabwe

The aetiology of a leafspot disease of pearl millet (Pennisetum americanum [P. glaucum]) in Zimbabwe was investigated using Koch's postulates. Bipolaris sp., Exserohilum sp. and bacteria, were isolated from lesions, but only bacterial isolates produced the original symptoms following inoculation of a susceptible pearl millet line, 852B. Biochemical and physiological tests, including LOPAT, indicated that the bacterium was the fluorescent pseudomonad, Pseudomonas syringae. This represents the first report of P. syringae on pearl millet in Afric

Varieties of developmental dyslexia in Greek children

The current study aimed to investigate in a group of nine Greek children with dyslexia (mean age 9.9 years) whether the surface and phonological dyslexia subtypes could be identified. A simple regression was conducted using printed word naming latencies and nonword reading accuracy for 33 typically developing readers. Ninety per cent confidence intervals were established and dyslexic children with datapoints lying outside the confidence intervals were identified. Using this regression-based method three children with the characteristic of phonological dyslexia (poor nonword reading), two with surface dyslexia (slow word naming latencies) and four with a mixed profile (poor nonword reading accuracy and slow word naming latencies) were identified. The children were also assessed in spelling to dictation, phonological ability, rapid naming, visual memory and multi-character processing (letter report). Results revealed that the phonological dyslexia subtype children had difficulties in tasks of phonological ability, and the surface subtype children had difficulties in tasks of multi-character simultaneous processing ability. Dyslexic children with a mixed profile showed deficits in both phonological abilities and multi-character processing. In addition, one child with a mixed profile showed a rapid naming deficit and another showed a difficulty in visual memory for abstract designs. Overall the results confirm that the surface and phonological subtypes of developmental dyslexia can be found in Greek-speaking children. They also indicate that different subtypes are associated with different underlying disorders

Acceptance or rejection? The social experiences of children with special educational needs and disabilities within a mainstream primary school

This article details a study which investigated the social acceptance and friendships of children with SEND, and their typically developing peers, at a mainstream primary school in the North West of England. Participants were 29 children aged five and six years old, separated into three groups; typically developing children, children who were being monitored for SEND, and children with formally identified SENDs. With the use of a peer nomination sociometric technique, findings revealed that children with SEND had less promising peer relations and friendships compared to children tracked for SEND and their typically developing peers, consequently questioning the mainstream ‘ideal’. © 2018, © 2018 ASPE

Antisocial behaviour and teacher–student relationship quality: The role of emotion‐related abilities and callous–unemotional traits

Background: Childhood antisocial behaviour has been associated with poorer teacher-student relationship (TSR) quality. It is also well-established that youth with antisocial behaviour have a range of emotion-related deficits, yet the impact of these students’ emotion-related abilities on the TSR is not understood. Furthermore, the addition of the Limited Prosocial Emotions specifier in the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) indicates that understanding the role of callous-unemotional (CU) traits for youth with antisocial behaviour problems is of particular importance. Aims: The aim of this study was to investigate the association between antisocial behaviour difficulties and the TSR by examining the influence of emotion-related abilities and CU traits. Sample: Twelve teachers from 10 primary schools provided anonymised information on 108 children aged 6-11 years. Results: Antisocial behaviour was associated with higher teacher-student conflict (but not closeness) as well as higher emotion lability/negativity and lower emotion understanding/empathy. Emotion lability/negativity was associated with higher teacher-student conflict (but not closeness), and emotion understanding/empathy was associated with lower teacher-student conflict and higher closeness. CU traits was associated with higher teacher-student conflict and lower teacher-student closeness (controlling for antisocial behaviour more broadly). We found no evidence of a moderating effect of CU traits or emotion-related abilities on the association between antisocial behaviour and TSR quality. Conclusions: Interventions for behaviour difficulties should consider teacher-student relationships in the classroom. Strategies which aim to improve teacher-student closeness as well as reduce teacher-student conflict may be of particular value to students with high CU traits