When Aggression Is Out of Control: From One-Person to Two-Person Neuropsychology

From a neuropsychological perspective, impulsive aggression and its treatment are usually conceptualized in most research as a closed executive functioning system, as though the behavior was the product of the person’s cerebral functioning only. However, recent studies in social cognitive neuroscience have emphasized the influence of social factors on cognitive processes and cerebral functioning for the development and maintenance of impulsive aggression. This chapter will review studies that highlight the relevance of initiating a shift of paradigm from a one-person-cerebral functioning model to a social interactive-cerebral functioning model of impulsive aggression. First, the influences of an aversive environment on a child’s cognitive processes and executive functioning will be discussed with the aim of explaining the development of impulsive aggressive behaviors in early childhood. Second, we will review studies that have shown how the link between social information processes and executive/inhibitory functioning serve to maintain behaviors. Finally, strengths and weaknesses of existing inhibitory control strategies will be discussed with the intention of proposing some novel ideas that incorporate a two-person neuropsychological approach

Leaching of a Cu-Co ore from Congo using sulphuric acidhydrogen peroxide leachants

A Cu-Co ore from Katinga Province, the Republic of Congo containing 1.5% Co and 1.6% Cu was tested to determine the leachability of Cu and Co using sulphuric acid and hydrogen peroxide mixtures at different conditions. Without hydrogen peroxide, the maximum extraction of copper and cobalt were found to be ~80% and ~15%, respectively when the acid concentration was varied between 0.36 - 1.1M. When hydrogen peroxide was added (0.008-0.042M), Cu recovery was enhanced to ~90%. Recoveries of ~90% of Co could be achieved at 20ºC, using leachants consisting of 0.36M sulphuric acid and 0.025M hydrogen peroxide after 3 hours. The reaction time to reach 90% Co extraction was reduced to less than 2 hours at 30ºC. Stabcal modelling of the Eh-pH diagrams shows the importance of hydrogen peroxide as a reductant. The decrease of solution potential (300-350 mV) by adding hydrogen peroxide was confirmed by Eh measurements during the tests. The leaching follows the shrinking core model kinetics, where the rate constant is linearly dependent on hydrogen peroxide concentration in the range 0-0.025M and proportional to (1/r2) where r is the average radius of the mineral particles. The activation energy for the leaching process is 72.3 kJ/mol

Resources and student achievement – evidence from a Swedish policy reform

This paper utilizes a policy change to estimate the effect of teacher density on student performance. We find that an increase in teacher density has a positive effect on student achievement. The baseline estimate – obtained by using the grade point average as the outcome variable – implies that resource increases corresponding to the class-size reduction in the STAR-experiment (i.e., a reduction of 7 students) improves performance by 2.6 percentile ranks (or 0.08 standard deviations). When we use test score data for men, potentially a more objective measure of student performance, the effect of resources appears to be twice the size of the baseline estimate.Student performance; teacher/student ratio; policy reform; differences-in-differences

Possible role of bonding angle and orbital mixing in iron pnictide superconductivity: Comparative electronic structure studies of LiFeAs and Sr2VO3FeAs

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