315 research outputs found

    Testing the detectability of spatio–temporal climate transitions from paleoclimate networks with the START model

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    A critical challenge in paleoclimate data analysis is the fact that the proxy data are heterogeneously distributed in space, which affects statistical methods that rely on spatial embedding of data. In the paleoclimate network approach nodes represent paleoclimate proxy time series, and links in the network are given by statistically significant similarities between them. Their location in space, proxy and archive type is coded in the node attributes. <br><br> We develop a semi-empirical model for <b>S</b>patio-<b>T</b>emporally <b>A</b>utoco<b>R</b>related <b>T</b>ime series, inspired by the interplay of different Asian Summer Monsoon (ASM) systems. We use an ensemble of transition runs of this START model to test whether and how spatio–temporal climate transitions could be detectable from (paleo)climate networks. We sample model time series both on a grid and at locations at which paleoclimate data are available to investigate the effect of the spatially heterogeneous availability of data. Node betweenness centrality, averaged over the transition region, does not respond to the transition displayed by the START model, neither in the grid-based nor in the scattered sampling arrangement. The regionally defined measures of regional node degree and cross link ratio, however, are indicative of the changes in both scenarios, although the magnitude of the changes differs according to the sampling. <br><br> We find that the START model is particularly suitable for pseudo-proxy experiments to test the technical reconstruction limits of paleoclimate data based on their location, and we conclude that (paleo)climate networks are suitable for investigating spatio–temporal transitions in the dependence structure of underlying climatic fields

    Comparison of correlation analysis techniques for irregularly sampled time series

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    Geoscientific measurements often provide time series with irregular time sampling, requiring either data reconstruction (interpolation) or sophisticated methods to handle irregular sampling. We compare the linear interpolation technique and different approaches for analyzing the correlation functions and persistence of irregularly sampled time series, as Lomb-Scargle Fourier transformation and kernel-based methods. In a thorough benchmark test we investigate the performance of these techniques. &lt;br&gt;&lt;br&gt; All methods have comparable root mean square errors (RMSEs) for low skewness of the inter-observation time distribution. For high skewness, very irregular data, interpolation bias and RMSE increase strongly. We find a 40 % lower RMSE for the lag-1 autocorrelation function (ACF) for the Gaussian kernel method vs. the linear interpolation scheme,in the analysis of highly irregular time series. For the cross correlation function (CCF) the RMSE is then lower by 60 %. The application of the Lomb-Scargle technique gave results comparable to the kernel methods for the univariate, but poorer results in the bivariate case. Especially the high-frequency components of the signal, where classical methods show a strong bias in ACF and CCF magnitude, are preserved when using the kernel methods. &lt;br&gt;&lt;br&gt; We illustrate the performances of interpolation vs. Gaussian kernel method by applying both to paleo-data from four locations, reflecting late Holocene Asian monsoon variability as derived from speleothem &amp;delta;&lt;sup&gt;18&lt;/sup&gt;O measurements. Cross correlation results are similar for both methods, which we attribute to the long time scales of the common variability. The persistence time (memory) is strongly overestimated when using the standard, interpolation-based, approach. Hence, the Gaussian kernel is a reliable and more robust estimator with significant advantages compared to other techniques and suitable for large scale application to paleo-data

    'Word from the street' : when non-electoral representative claims meet electoral representation in the United Kingdom

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    Taking the specific case of street protests in the UK – the ‘word from the street’– this article examines recent (re)conceptualizations of political representation, most particularly Saward’s notion of ‘representative claim’. The specific example of nonelectoral claims articulated by protestors and demonstrators in the UK is used to illustrate: the processes of making, constituting, evaluating and accepting claims for and by constituencies and audiences; and the continuing distinctiveness of claims based upon electoral representation. Two basic questions structure the analysis: first, why would the political representative claims of elected representatives trump the nonelectoral claims of mass demonstrators and, second, in what ways does the ‘perceived legitimacy’ of the former differ from the latter

    A Pilot Investigation of Critical Thinking in Undergraduate Students of Communication Sciences and Disorders

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    Speech-language pathologists use critical thinking on a daily basis to identify, evaluate, and implement evidence-based practices with their clients. Currently, however, there are minimal data describing the critical thinking of undergraduate students in the field of communication sciences and disorders. Without these data, it is unclear if and how students’ critical thinking differs at various points during their pre-service training. In the present study, we used the Cornell Critical Thinking Test – Level Z to describe the general critical thinking skills of 142 undergraduate students enrolled in two lower- (n = 95) and upper- (n = 47) level courses at a single university. We found no statistically significant differences between these two groups on the CCTT regarding their overall critical thinking performance (p = .068) or their skills of induction (p = .970), deduction (p = .160), observation (p = .384), assumptions (p = .342), or meaning interpretation (p = .155). Upper-level students, however, did consistently score slightly higher than their lower-level counterparts. Faculty should continue to develop undergraduate students’ critical thinking during their course of study. Although critical thinking appears to develop over the course of students’ undergraduate careers, formal instruction might be necessary to develop the skills necessary for successful practice as speech-language pathologists
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