Music listening and cognitive abilities in 10 and 11 year-olds: The Blur effect

The spatial abilities of a large sample of 10- and 11-year-olds were tested after they listened to contemporary pop music, music composed by Mozart, or a discussion about the present experiment. After being assigned at random to one of the three listening experiences, each child completed two tests of spatial abilities. Performance on one of the tests (square completion) did not differ as a function of the listening experience, but performance on the other test (paper folding) was superior for children who listened to popular music compared to the other two groups. These findings are consistent with the view that positive benefits of music listening on cognitive abilities are most likely to be evident when the music is enjoyed by the listener

Wide-angle flat field telescope

Described is an unobscured three mirror wide angle telescopic imaging system comprised of an input baffle which provides a 20 deg (Y axis) x 30 deg (X axis) field of view, a primary mirror having a convex spherical surface, a secondary mirror having a concave ellipsoidal reflecting surface, a tertiary mirror having a concave spherical reflecting surface. The mirrors comprise mirror elements which are offset segments of parent mirrors whose axes and vertices commonly lie on the system's optical axis. An iris diaphragm forming an aperture stop is located between the secondary and tertiary mirror with its center also being coincident with the optical axis and being further located at the beam waist of input light beams reflected from the primary and secondary mirror surfaces. At the system focus following the tertiary mirror is located a flat detector which may be, for example, a TV imaging tube or a photographic film. When desirable, a spectral transmission filter is placed in front of the detector in close proximity thereto

Biomass production and ethanol potential from sweet sorghum

Potential feedstocks from crop-based energy production systems range from starchy and sugary tuberous crops to woody, oilseed, or herbaceous crops (including corn, sweet and grain sorghums, and several grasses). An important characteristic of biomass crops is that the ratio of energy of the biomass product be large compared to the energy used to pro­ duce the crop. Because one of the most costly inputs in the latter component is nitrogen (N) fertilizer, any evaluation of potential energy crops must emphasize N inputs. Given its high N requirement, corn is not likely to meet all future ethanol demands. Corn also is limited by the inefficient conversion of starch to etha­ nol and by environmental and conservation considerations such as suitable land use

Increasing spanning forests in graphs and simplicial complexes

Let G be a graph with vertex set {1,...,n}. A spanning forest F of G is increasing if the sequence of labels on any path starting at the minimum vertex of a tree of F forms an increasing sequence. Hallam and Sagan showed that the generating function ISF(G, t) for increasing spanning forests of G has all nonpositive integral roots. Furthermore they proved that, up to a change of sign, this polynomial equals the chromatic polynomial of G precisely when 1,..., n is a perfect elimination order for G. We give new, purely combinatorial proofs of these results which permit us to generalize them in several ways. For example, we are able to bound the coef- cients of ISF(G, t) using broken circuits. We are also able to extend these results to simplicial complexes using the new notion of a cage-free complex. A generalization to labeled multigraphs is also given. We observe that the de nition of an increasing spanning forest can be formulated in terms of pattern avoidance, and we end by exploring spanning forests that avoid the patterns 231, 312 and 321

The incidence and make up of ability grouped sets in the UK primary school

The adoption of setting in the primary school (pupils ability grouped across classes for particular subjects) emerged during the 1990s as a means to raise standards. Recent research based on 8875 children in the Millennium Cohort Study showed that 25.8% of children in Year 2 were set for literacy and mathematics and a further 11.2% of children were set for mathematics or literacy alone. Logistic regression analysis showed that the best predictors of being in the top set for literacy or mathematics were whether the child was born in the Autumn or Winter and cognitive ability scores. Boys were significantly more likely than girls to be in the bottom literacy set. Family circumstances held less importance for setting placement compared with the child’s own characteristics, although they were more important in relation to bottom set placement. Children in bottom sets were significantly more likely to be part of a long-term single parent household, have experienced poverty, and not to have a mother with qualifications at NVQ3 or higher levels. The findings are discussed in relation to earlier research and the implications for schools are set out

Compact neural networks based on the multiscale entanglement renormalization Ansatz

This paper demonstrates a method for tensorizing neural networks based upon an efficient way of approximating scale invariant quantum states, the Multi-scale Entanglement Renormalization Ansatz (MERA). We employ MERA as a replacement for the fully connected layers in a convolutional neural network and test this implementation on the CIFAR-10 and CIFAR-100 datasets. The proposed method outperforms factorization using tensor trains, providing greater compression for the same level of accuracy and greater accuracy for the same level of compression. We demonstrate MERA layers with 14000 times fewer parameters and a reduction in accuracy of less than 1% compared to the equivalent fully connected layers, scaling like O(N)

Secondary school pupils' preferences for different types of structured grouping practices

The aim of this paper is to explore pupils’ preferences for particular types of grouping practices an area neglected in earlier research focusing on the personal and social outcomes of ability grouping. The sample comprised over 5,000 year 9 pupils (aged 13-14 years) in 45 mixed secondary comprehensive schools in England. The schools represented three levels of ability grouping in the lower school (years 7 to 9). Pupils responded to a questionnaire which explored the types of grouping that they preferred and the reasons for their choices. The majority of pupils preferred setting, although this was mediated by their set placement, type of school, socio-economic status and gender. The key reason given for this preference was that it enabled work to be matched to learning needs. The paper considers whether there are other ways of achieving this avoiding the negative social and personal outcomes of setting for some pupils

Contemporary medical television and crisis in the NHS

This article maps the terrain of contemporary UK medical television, paying particular attention to Call the Midwife as its centrepiece, and situating it in contextual relation to the current crisis in the NHS. It provides a historical overview of UK and US medical television, illustrating how medical television today has been shaped by noteworthy antecedents. It argues that crisis rhetoric surrounding healthcare leading up to the passing of the Health and Social Care Act 2012 has been accompanied by a renaissance in medical television. And that issues, strands and clusters have emerged in forms, registers and modes with noticeable regularity, especially around the value of affective labour, the cultural politics of nostalgia and the neoliberalisation of healthcare