A jump operator on the Weihrauch degrees

A partial order $(P,\le)$ admits a jump operator if there is a map $j\colon P \to P$ that is strictly increasing and weakly monotone. Despite its name, the jump in the Weihrauch lattice fails to satisfy both of these properties: it is not degree-theoretic and there are functions $f$ such that $f\equiv_{\mathrm{W}} f'$. This raises the question: is there a jump operator in the Weihrauch lattice? We answer this question positively and provide an explicit definition for an operator on partial multi-valued functions that, when lifted to the Weihrauch degrees, induces a jump operator. This new operator, called the totalizing jump, can be characterized in terms of the total continuation, a well-known operator on computational problems. The totalizing jump induces an injective endomorphism of the Weihrauch degrees. We study some algebraic properties of the totalizing jump and characterize its behavior on some pivotal problems in the Weihrauch lattice

The Complements of Lower Cones of Degrees and the Degree Spectra of Structures

We study Turing degrees a for which there is a countable structure whose degree spectrum is the collection {x : x ≰ a}. In particular, for degrees a from the interval [0′, 0″], such a structure exists if a′ = 0″, and there are no such structures if a″ \u3e 0‴

Interpolating d-r.e. and REA degrees between r.e. degrees

We provide three new results about interpolating 2-r.e. (i.e. d-r.e.) or 2-REA (recursively enumerable in and above) degrees between given r.e. degrees: Proposition 1.13. If c < h are r.e., c is low and h is high, then there is an a < h which is REA in c but not r.e. Theorem 2.1. For all high r.e. degrees h < g there is a properly d-r.e. degree a such that h < a < g and a is r.e. in h. Theorem 3.1. There is an incomplete nonrecursive r.e. A such that every set REA in A and recursive in 0′ is of r.e. degree. The first proof is a variation on the construction of Soare and Stob (1982). The second combines highness with a modified version of the proof strategy of Cooper et al. (1989). The third theorem is a rather surprising result with a somewhat unusual proof strategy. Its proof is a 0‴ argument that at times moves left in the tree so that the accessible nodes are not linearly ordered at each stage. Thus the construction lacks a true path in the usual sense. Two substitute notions fill this role: The true nodes are the leftmost ones accessible infinitely often; the semitrue nodes are the leftmost ones such that there are infinitely many stages at which some extension is accessible. Another unusual feature of the construction is that it involves using distinct priority orderings to control the interactions of different parts of the construction

On downey's conjecture

We prove that the degree structures of the d.c.e. and the 3-c.e. Turing degrees are not elementarily equivalent, thus refuting a conjecture of Downey. More specifically, we show that the following statement fails in the former but holds in the latter structure: There are degrees f > e > d > 0 such that any degree u < f is either comparable with both e and d, or incomparable with both. © 2010. Association for Symbolic Logic

Trivial, Strongly Minimal Theories Are Model Complete After Naming Constants

We prove that if M is any model of a trivial, strongly minimal theory, then the elementary diagram Th(MM) is a model complete LM-theory. We conclude that all countable models of a trivial, strongly minimal theory with at least one computable model are 0 -decidable, and that the spectrum of computable models of any trivial, strongly minimal theory is Σ05

Service user and caregiver involvement in mental health system strengthening in low- and middle-income countries: a cross-country qualitative study

The aims of this paper are to: (i) explore the experiences of involvement of mental health service users, their caregivers, mental health centre heads and policy makers in mental health system strengthening in three low- and middle-income countries (LMICs) (Ethiopia, Nepal and Nigeria); (ii) analyse the potential benefits and barriers of such involvement; and (iii) identify strategies required to achieve greater service user and caregiver participation. A cross-country qualitative study was conducted, interviewing 83 stakeholders of mental health services. Our analysis showed that service user and caregiver involvement in the health system strengthening process was an alien concept for most participants. They reported very limited access to direct participation. Stigma and poverty were described as the main barriers for involvement. Several strategies were identified by participants to overcome existing hurdles to facilitate service user and caregiver involvement in the mental health system strengthening process, such as support to access treatment, mental health promotion and empowerment of service users. This study suggests that capacity building for service users, and strengthening of user groups would equip them to contribute meaningfully to policy development from informed perspectives. Involvement of service users and their caregivers in mental health decision-making is still in its infancy in LMICs. Effective strategies are required to overcome existing barriers, for example making funding more widely available for Ph.D. studies in participatory research with service users and caregivers to develop, implement and evaluate approaches to involvement that are locally and culturally acceptable in LMICs

Nondensity of double bubbles in the D.C.E. degrees

© Springer International Publishing AG 2017.In this paper, we show that the so-called “double bubbles” are not downward dense in the d.c.e. degrees. Here, a pair of d.c.e. degrees d1 > d2 > 0 forms a double bubble if all d.c.e. degrees below d1 are comparable with d2

Students' perception of the learning environment in a distributed medical programme

Background : The learning environment of a medical school has a significant impact on students&#x2019; achievements and learning outcomes. The importance of equitable learning environments across programme sites is implicit in distributed undergraduate medical programmes being developed and implemented. Purpose : To study the learning environment and its equity across two classes and three geographically separate sites of a distributed medical programme at the University of British Columbia Medical School that commenced in 2004. Method : The validated Dundee Ready Educational Environment Survey was sent to all students in their 2nd and 3rd year (classes graduating in 2009 and 2008) of the programme. The domains of the learning environment surveyed were: students&#x2019; perceptions of learning, students&#x2019; perceptions of teachers, students&#x2019; academic self-perceptions, students&#x2019; perceptions of the atmosphere, and students&#x2019; social self-perceptions. Mean scores, frequency distribution of responses, and inter- and intrasite differences were calculated. Results : The perception of the global learning environment at all sites was more positive than negative. It was characterised by a strongly positive perception of teachers. The work load and emphasis on factual learning were perceived negatively. Intersite differences within domains of the learning environment were more evident in the pioneer class (2008) of the programme. Intersite differences consistent across classes were largely related to on-site support for students. Conclusions : Shared strengths and weaknesses in the learning environment at UBC sites were evident in areas that were managed by the parent institution, such as the attributes of shared faculty and curriculum. A greater divergence in the perception of the learning environment was found in domains dependent on local arrangements and social factors that are less amenable to central regulation. This study underlines the need for ongoing comparative evaluation of the learning environment at the distributed sites and interaction between leaders of these sites

Is the pharmacy profession innovative enough?: meeting the needs of Australian residents with chronic conditions and their carers using the nominal group technique

Background Community pharmacies are ideally located as a source of support for people with chronic conditions. Yet, we have limited insight into what innovative pharmacy services would support this consumer group to manage their condition/s. The aim of this study was to identify what innovations people with chronic conditions and their carers want from their ideal community pharmacy, and compare with what pharmacists and pharmacy support staff think consumers want. Methods We elicited ideas using the nominal group technique. Participants included people with chronic conditions, unpaid carers, pharmacists and pharmacy support staff, in four regions of Australia. Themes were identified via thematic analysis using the constant comparison method. Results Fifteen consumer/carer, four pharmacist and two pharmacy support staff groups were conducted. Two overarching themes were identified: extended scope of practice for the pharmacist and new or improved pharmacy services. The most innovative role for Australian pharmacists was medication continuance, within a limited time-frame. Consumers and carers wanted improved access to pharmacists, but this did not necessarily align with a faster or automated dispensing service. Other ideas included streamlined access to prescriptions via medication reminders, electronic prescriptions and a chronic illness card. Conclusions This study provides further support for extending the pharmacist’s role in medication continuance, particularly as it represents the consumer’s voice. How this is done, or the methods used, needs to optimise patient safety. A range of innovative strategies were proposed and Australian community pharmacies should advocate for and implement innovative approaches to improve access and ensure continuity of care