The effect of negative polarity items on inference verification

The scalar approach to negative polarity item (NPI) licensing assumes that NPIs are allowable in contexts in which the introduction of the NPI leads to proposition strengthening (e.g., Kadmon & Landman 1993, Krifka 1995, Lahiri 1997, Chierchia 2006). A straightforward processing prediction from such a theory is that NPI’s facilitate inference verification from sets to subsets. Three experiments are reported that test this proposal. In each experiment, participants evaluated whether inferences from sets to subsets were valid. Crucially, we manipulated whether the premises contained an NPI. In Experiment 1, participants completed a metalinguistic reasoning task, and Experiments 2 and 3 tested reading times using a self-paced reading task. Contrary to expectations, no facilitation was observed when the NPI was present in the premise compared to when it was absent. In fact, the NPI significantly slowed down reading times in the inference region. Our results therefore favor those scalar theories that predict that the NPI is costly to process (Chierchia 2006), or other, nonscalar theories (Giannakidou 1998, Ladusaw 1992, Postal 2005, Szabolcsi 2004) that likewise predict NPI processing cost but, unlike Chierchia (2006), expect the magnitude of the processing cost to vary with the actual pragmatics of the NPI

Rethinking the Lollardy of the Lucidarie: The Middle English Version of the Elucidarium and Religious Thought in Late Medieval England

The text commonly known as the Lucidarie, a Middle English translation of part of the twelfth-century Elucidarium of Honorius Augustodunensis into which additional passages of dialogue have been inserted, has frequently been identified as a Lollard work. This paper challenges the case for a Lollard provenance of the translation. It argues that, though the translator may have been influenced by Lollardy, he shows a willingness to move between theological perspectives with little regard for the doctrinal boundary between so-called heresy and orthodoxy. The paper suggests that the Lucidarie and the manuscripts in which it circulated demonstrate that late medieval belief was marked by a doctrinal flexibility that can be obscured when the terms 'Lollard' and 'orthodox' are applied too indiscriminately

A study of the status of health knowledge, health education, and health of students in certain rural schools of Kansas

Thesis (M.A.Ed.)--University of Kansas, Education, 1928

Simultaneous cyclization and derivatization of peptides using cyclopentenediones

Unprotected linear peptides containing N-terminal cysteines and another cysteine residue can be simultaneously cyclized and derivatized using 2,2-disubstituted cyclopentenediones. High yields of cyclic peptide conjugates may be obtained in short reaction times using only a slight excess of the cyclopentenedione moiety under TEMPO catalysis and in the presence of LiCl

Dental caries as a measure of diet, health, and difference in non-adults from urban and rural Roman Britain

Dental disease in childhood has the potential to inform about food availability, social status, and feeding practices, in addition to contributing to a child’s overall health status. This paper presents the first comprehensive overview of carious lesion frequencies in 433 nonadults (1-17 years), and 6283 erupted permanent and deciduous teeth from 15 urban and rural Romano-British settlements. Pooled deciduous and permanent caries rates were significantly higher in major urban sites (1.8%) compared to rural settlements (0.4%), with children from urban sites having significantly higher lesion rates in the deciduous dentition (3.0%), and in younger age groups with mixed dentitions. The differences in dental caries between urban and rural populations suggest disparities in maternal oral health, early childhood feeding practices, food preparation and access to refined carbohydrates. A richer, perhaps more ‘Roman’, cuisine was eaten in the urban settlements, as opposed to a more modest diet in the countryside. The effect of early childhood stress on caries frequency was explored using evidence for enamel hypoplasia. Co-occurrence of caries and enamel hypoplasia was highest in the major urban cohort (5.8%) and lowest in the rural sample (1.3%), suggesting that environmental stress was a contributing factor to carious lesion development in Romano-British urban children

MeRIT: An interactive annotation tool for mensural rhythms

We introduce MeRIT, the Mensural Rhythm Interpretation Tool, a client-side JavaScript tool that interprets the rhythmic notation of pre-modern polyphonic music using rules derived from contemporary theory. The interpretation derived from the tool is written in standards-compliant MEI, including details of the rules being applied at each point and a fine-grained metrical analysis. We discuss the importance of system modularity and different levels of evaluation and describe a user feedback system that we have implemented, supporting corrections, detailed introspection and evaluation and also pedagogical use, training musicians to read the notation. This user interaction is facilitated by a system architecture that provides an API encapsulation of the MEI interaction, giving annotations provided by the user and interpreter a common interface

Monodisperse self-assembly in a model with protein-like interactions

We study the self-assembly behaviour of patchy particles with `protein-like' interactions that can be considered as a minimal model for the assembly of viral capsids and other shell-like protein complexes. We thoroughly explore the thermodynamics and dynamics of self assembly as a function of the parameters of the model and find robust assembly of all target structures considered. Optimal assembly occurs in the region of parameter space where a free energy barrier regulates the rate of nucleation, thus preventing the premature exhaustion of the supply of monomers that can lead to the formation of incomplete shells. The interactions also need to be specific enough to prevent the assembly of malformed shells, but whilst maintaining kinetic accessibility. Free-energy landscapes computed for our model have a funnel-like topography guiding the system to form the target structure, and show that the torsional component of the interparticle interactions prevents the formation of disordered aggregates that would otherwise act as kinetic traps.Comment: 11 pages; 10 figure

Religion and health : the application of a cognitive-behavioural framework

The empirical examination of the relationship between religion and health has often lacked theoretical direction. The aim of the study was to examine the relationship between dimensions of religiosity and health within the context of James and Wells’ cognitive-behavioural framework of religion. A community sample of 177 UK adults completed measures of religious orientation, religious coping, and prayer activity alongside the SF-36 Health Survey. Consistent with the cognitive-behavioural framework of religion, intrinsic religiosity and meditative prayer scores accounted for unique variance in both physical and mental health scores over a number of religious measures. These findings suggest the potential usefulness and importance of a cognitive-behavioural framework to understand the relationship between religion (as measured by meditative prayer and intrinsic religiosity) and health

Which competencies should be fostered in education for sustainable development at higher education institutions? Findings from the evaluation of the study programs at the University of Bern, Switzerland.

A relatively broad consolidated consensus has emerged among experts regarding the competencies that should be fostered through an education for sustainable development at the higher education level. However, there is little empirical support to aid in answering the question of which competencies should be promoted from the perspective of students and graduates. This was the main purpose for analyzing the corresponding results of the evaluation of the study programs in sustainable development at the University of Bern. In a standardized survey, students (N = 124), graduates (N = 121), and the supervisors of internships (N = 37) were asked, among other questions, how important they consider the fostering of the respective 13 competencies during their studies and for their professional activities. Overall, the results confirm the view of experts: the study programs should be designed for a comprehensive empowerment with respect of responsible and self-motivated participation in meeting the challenges of sustainable development. Even the students are of the opinion that competency-oriented education is important and that not only the acquisition, respectively the imparting of knowledge is relevant. Regarding the estimation of the promotion of competencies in the study program, the three groups agree that the competencies "Interconnected, foresighted, and thinking approaches in system-dynamic contexts" and "Recognizing on one's own perspective on a situation and problem, empathizing with other perspectives, and taking these into account when solving problems" are the most important. For the professional field, the competency "Communicating in a comprehensive and target group-oriented manner" is rated most important by all three groups. However, it must be noted that there are also differences between the varying perspectives of the students, graduates, and internship supervisors. The results indicate opportunities for improvement that can also be considered as recommendations in the further development of inter- and transdisciplinary sustainability-oriented study programs. Furthermore, lecturers should, especially regarding a multidisciplinary team, coordinate and communize the development of competencies across the different educational elements. Students should be well informed regarding how the various educational elements, i.e., teaching/learning arrangements and assessments, are intended to contribute to the overall development of competency. Finally, in order to ensure that lecturers align respective learning outcomes, as well as teaching/learning arrangements and assessments in their educational elements, there will need to be a greater focus on competency development across a program of study