Boundary towers of layers for some supercritical problems

We show that in some suitable torus-like domains D some supercritical elliptic problems have an arbitrary large number of sign-changing solutions with alternate positive and negative layers which concentrate at different rates along a k-dimensional submanifold of the boundary of D as p approaches 2*_{N,K} from below

Supercritical problems in domains with thin toroidal holes

In this paper we study the Lane-Emden-Fowler equation $$(P)_\epsilon\ \{\Delta u+|u|^{q-2}u=0 \ \hbox{in}\ \mathcal D_\epsilon, u=0 \ \hbox{on}\ \partial\mathcal D_\epsilon.$$ Here $\mathcal D_\epsilon = \mathcal D \setminus \{x \in \mathcal D \ : \ \mathrm{dist}(x,\Gamma_\ell)\le \epsilon\}$, $\mathcal D$ is a smooth bounded domain in $\mathbb{R}^N$, $\Gamma_\ell$ is an $\ell-$dimensional closed manifold such that $\Gamma_\ell \subset \mathcal D$ with $1\le \ell \le N-3$ and $q={2(N-\ell)\over N-\ell-2}$. We prove that, under some symmetry assumptions, the number of sign changing solutions to $(P)_\epsilon$ increases as $\epsilon$ goes to zero

Can paraphrasing increase the amount and accuracy of reports from child eyewitnesses?

Young children’s descriptions of sexual abuse are often sparse thus creating the need for techniques that elicit lengthier accounts. ‘Paraphrasing’, or repeating information children have just disclosed, is a technique sometimes used by forensic interviewers to clarify or elicit information. (e.g., if a child stated “He touched me”, an interviewer could respond “He touched you?”). However, the effects of paraphrasing have yet to be scientifically assessed. The impact of different paraphrasing styles on young children’s reports was investigated. Overall, paraphrasing per se did not improve the length, richness, or accuracy of reports when compared to open-ended prompts such as “tell me more,” but some styles of paraphrasing were more beneficial than others. The results provide clear recommendations for investigative interviewers about how to use paraphrasing appropriately, and which practices can compromise the quality of children’s reports

Binding an event to its source at encoding improves children\u27s source monitoring

Children learn information from a variety of sources and often remember the content but forget the source. While the majority of research has focused on retrieval mechanisms for such difficulties, the present investigation examines whether the way in which sources are encoded influences future source monitoring. In Study 1, 86 children aged 3 to 8 years participated in two photography sessions on different days. Children were randomly assigned to either the Difference condition (they were asked to pay attention to differences between the two events), the Memory control condition (asked to pay attention with no reference to differences), or the No-Instruction control (no special instructions were given). One week later, during a structured interview about the photography session, the 3-4 year-olds in the No-Instruction condition were less accurate and responded more often with \u27don\u27t know\u27 than the 7-8 year-olds. However, the older children in the Difference condition made more source confusions than the younger children suggesting improved memory for content but not source. In Study 2, the Difference condition was replaced by a Difference-Tag condition where details were pointed out along with their source (i.e., tagging source to content). Ninety-four children aged 3 to 8 years participated. Children in the Difference-Tag condition made fewer source-monitoring errors than children in the Control condition. The results of these two studies together suggest that binding processes at encoding can lead to better source discrimination of experienced events at retrieval and may underlie the rapid development of source monitoring in this age range

Making of Nationalistic Dance: Agrippina Vaganova and Choi Seung-Hee

This thesis applies nationalism theories from Eric Hobsbawm\u27s Inventing Tradition and Benedict Anderson\u27s Imagined Communities to show how Agrippina Vaganova and Choi Seung-hee\u27s dances became their nation\u27s representative dance forms. Agrippina Vaganova\u27s Modern Russian Ballet and Choi Seung-hee\u27s Sinmuyong (New Dance) made significant impacts in their respective countries in the twentieth century by each becoming a systematic dance form that became synonymous with the nation. This thesis argues that Agrippina Vaganova\u27s Modern Russian Ballet and Choi Seung-hee\u27s Sinmuyong (New Dance) became their nation\u27s representative dance forms due to interactions between performance, social changes, and discourses of media. These, along with the need to increase national patriotism, helped transform these dances into national and nationalistic art forms

The effect of primer choice and short read sequences on the outcome of 16S rRNA gene based diversity studies

Different regions of the bacterial 16S rRNA gene evolve at different evolutionary rates. The scientific outcome of short read sequencing studies therefore alters with the gene region sequenced. We wanted to gain insight in the impact of primer choice on the outcome of short read sequencing efforts. All the unknowns associated with sequencing data, i.e. primer coverage rate, phylogeny, OTU-richness and taxonomic assignment, were therefore implemented in one study for ten well established universal primers (338f/r, 518f/r, 799f/r, 926f/r and 1062f/r) targeting dispersed regions of the bacterial 16S rRNA gene. All analyses were performed on nearly full length and in silico generated short read sequence libraries containing 1175 sequences that were carefully chosen as to present a representative substitute of the SILVA SSU database. The 518f and 799r primers, targeting the V4 region of the 16S rRNA gene, were found to be particularly suited for short read sequencing studies, while the primer 1062r, targeting V6, seemed to be least reliable. Our results will assist scientists in considering whether the best option for their study is to select the most informative primer, or the primer that excludes interferences by host-organelle DNA. The methodology followed can be extrapolated to other primers, allowing their evaluation prior to the experiment

The use of paraphrasing in investigative interviews

Objective Young children’s descriptions of maltreatment are often sparse thus creating the need for techniques that elicit lengthier accounts. One technique that can be used by interviewers in an attempt to increase children’s reports is ‘paraphrasing’, or repeating information children have disclosed. Although we currently have a general understanding of how paraphrasing may influence children’s reports, we do not have a clear description of how paraphrasing is actually used in the field. Method The present study assessed the use of paraphrasing in 125 interviews of children aged 4 to 16 years conducted by police officers and social workers. All interviewer prompts were coded into four different categories of paraphrasing. All children’s reports were coded for the number of details in response to each paraphrasing statement. Results ‘Expansion paraphrasing’ (e.g., “you said he hit you. Tell me more about when he hit you”) was used significantly more often and elicited significantly more details, while ‘yes/no paraphrasing’ (e.g., “he hit you?”) resulted in shorter descriptions from children, compared to other paraphrasing styles. Further, interviewers more often distorted children’s words when using yes/no paraphrasing, and children rarely corrected interviewers when they paraphrased inaccurately. Conclusions and Practical Implications Investigative interviewers in this sample frequently used paraphrasing with children of all ages and, though children’s responses differed following the various styles of paraphrasing, the effects did not differ by the age of the child witness. The results suggest that paraphrasing affects the quality of statements by child witnesses. Implications for investigative interviewers will be discussed and recommendations offered for easy ways to use paraphrasing to increase the descriptiveness of children’s reports of their experiences