Lattices of quasi-equational theories as congruence lattices of semilattices with operators, Part I

We show that for every quasivariety K of structures (where both functions and relations are allowed) there is a semilattice S with operators such that the lattice of quasi-equational theories of K (the dual of the lattice of sub-quasivarieties of K) is isomorphic to Con(S,+,0,F). As a consequence, new restrictions on the natural quasi-interior operator on lattices of quasi-equational theories are found.Comment: Presented on International conference "Order, Algebra and Logics", Vanderbilt University, 12-16 June, 2007 25 pages, 2 figure

Stimulating uncertainty: Amplifying the quantum vacuum with superconducting circuits

The ability to generate particles from the quantum vacuum is one of the most profound consequences of Heisenberg's uncertainty principle. Although the significance of vacuum fluctuations can be seen throughout physics, the experimental realization of vacuum amplification effects has until now been limited to a few cases. Superconducting circuit devices, driven by the goal to achieve a viable quantum computer, have been used in the experimental demonstration of the dynamical Casimir effect, and may soon be able to realize the elusive verification of analogue Hawking radiation. This article describes several mechanisms for generating photons from the quantum vacuum and emphasizes their connection to the well-known parametric amplifier from quantum optics. Discussed in detail is the possible realization of each mechanism, or its analogue, in superconducting circuit systems. The ability to selectively engineer these circuit devices highlights the relationship between the various amplification mechanisms.Comment: 27 pages, 10 figures, version published in Rev. Mod. Phys. as a Colloquiu

A Comprehensive Profile of Decoding and Comprehension in Autism Spectrum Disorders

The present study examined intake data from 384 participants with autism spectrum disorders (ASD) and a comparison group of 100 participants with dyslexia on nine standardized measures of decoding and comprehension. Although diagnostic groups were based on parental reports and could not be verified independently, we were able to observe significant distinctions between subject groups. Overall findings confirm previous results of a disassociation between decoding and comprehension in ASD. Using a larger sample than previous studies and a greater variety of measures, a pattern of relatively intact decoding skills paired with low comprehension was found in autism, PDD-NOS, and Asperger’s. In contrast, the dyslexic group showed the opposite pattern of stronger comprehension and weaker decoding

Orthographic facilitation in oral vocabulary acquisition

An experiment investigated whether exposure to orthography facilitates oral vocabulary learning. A total of 58 typically developing children aged 8-9 years were taught 12 nonwords. Children were trained to associate novel phonological forms with pictures of novel objects. Pictures were used as referents to represent novel word meanings. For half of the nonwords children were additionally exposed to orthography, although they were not alerted to its presence, nor were they instructed to use it. After this training phase a nonword-picture matching posttest was used to assess learning of nonword meaning, and a spelling posttest was used to assess learning of nonword orthography. Children showed robust learning for novel spelling patterns after incidental exposure to orthography. Further, we observed stronger learning for nonword-referent pairings trained with orthography. The degree of orthographic facilitation observed in posttests was related to children's reading levels, with more advanced readers showing more benefit from the presence of orthography

Reading comprehension in autism spectrum disorders: The role of oral language and social functioning

Reading comprehension is an area of difficulty for many individuals with autism spectrum disorders (ASD). According to the Simple View of Reading, word recognition and oral language are both important determinants of reading comprehension ability. We provide a novel test of this model in 100 adolescents with ASD of varying intellectual ability. Further, we explore whether reading comprehension is additionally influenced by individual differences in social behaviour and social cognition in ASD. Adolescents with ASD aged 14-16 years completed assessments indexing word recognition, oral language, reading comprehension, social behaviour and social cognition. Regression analyses show that both word recognition and oral language explain unique variance in reading comprehension. Further, measures of social behaviour and social cognition predict reading comprehension after controlling for the variance explained by word recognition and oral language. This indicates that word recognition, oral language and social impairments may constrain reading comprehension in ASD

Associated reading skills in children with a history of Specific Language Impairment (SLI)

A large cohort of 200 eleven-year-old children with Specific Language Impairment (SLI) were assessed on basic reading accuracy and on reading comprehension as well as language tasks. Reading skills were examined descriptively and in relation to early language and literacy factors. Using stepwise regression analyses in which age and nonverbal IQ were controlled for, it was found that a single word reading measure taken at 7 years was unsurprisingly a strong predictor of the two different types of reading ability. However, even with this measure included, a receptive syntax task (TROG) entered when reading accuracy score was the DV. Furthermore, a test of expressive syntax/narrative and a receptive syntax task completed at 7 years entered into the model for word reading accuracy. When early reading accuracy was excluded from the analyses, early phonological skills also entered as a predictor of both reading accuracy and comprehension at 11 years. The group of children with a history of SLI were then divided into those with no literacy difficulties at 11 and those with some persisting literacy impairment. Using stepwise logistic regression, and again controlling for IQ and age, 7 years receptive syntax score (but not tests of phonology, expressive vocabulary or expressive syntax/narrative) entered as a positive predictor of membership of the ‘no literacy problems’ group regardless of whether early reading accuracy was controlled for in step one. The findings are discussed in relation to the overlap of SLI and dyslexia and the long term sequelae of language impairment

To what extent can online mapping be decolonial? A journey throughout Indigenous cartography in Canada

In this paper, we describe and reflect upon our journey through Indigenous online mapping in Canada. This journey has been planned according to an academic goal: assessing the potential of online cartography for decolonial purposes. To reach this goal, we have followed methodological directions provided by Indigenous scholar Linda Tuhiwai Smith to review 18 Indigenous web-mapping sites across Canada. Supported by a series of ten interviews, this content analysis enabled us to sketch some of the contours of contemporary Indigenous cartography. On one hand, Indigenous communities largely control the data that are shared on these websites. They also partially control the way these data are represented through the mobilization of digital storytelling technologies that are better aligned with Indigenous ways of envisioning relationships to places than conventional maps. On the other hand, they do not have much control over the technological aspects of these projects, for which they remain heavily dependent on non-Indigenous partners. Throughout this journey, we noticed that women’s voices remained marginal in most of these mapping projects, but we also identified evidence supporting the idea that these voices are starting to play a vital role in the on-going effort of decolonizing mapping processes

The QICKD study protocol: a cluster randomised trial to compare quality improvement interventions to lower systolic BP in chronic kidney disease (CKD) in primary care.

BACKGROUND: Chronic kidney disease (CKD) is a relatively newly recognised but common long-term condition affecting 5 to 10% of the population. Effective management of CKD, with emphasis on strict blood pressure (BP) control, reduces cardiovascular risk and slows the progression of CKD. There is currently an unprecedented rise in referral to specialist renal services, which are often located in tertiary centres, inconvenient for patients, and wasteful of resources. National and international CKD guidelines include quality targets for primary care. However, there have been no rigorous evaluations of strategies to implement these guidelines. This study aims to test whether quality improvement interventions improve primary care management of elevated BP in CKD, reduce cardiovascular risk, and slow renal disease progression DESIGN: Cluster randomised controlled trial (CRT) METHODS: This three-armed CRT compares two well-established quality improvement interventions with usual practice. The two interventions comprise: provision of clinical practice guidelines with prompts and audit-based education. The study population will be all individuals with CKD from general practices in eight localities across England. Randomisation will take place at the level of the general practices. The intended sample (three arms of 25 practices) powers the study to detect a 3 mmHg difference in systolic BP between the different quality improvement interventions. An additional 10 practices per arm will receive a questionnaire to measure any change in confidence in managing CKD. Follow up will take place over two years. Outcomes will be measured using anonymised routinely collected data extracted from practice computer systems. Our primary outcome measure will be reduction of systolic BP in people with CKD and hypertension at two years. Secondary outcomes will include biomedical outcomes and markers of quality, including practitioner confidence in managing CKD. A small group of practices (n = 4) will take part in an in-depth process evaluation. We will use time series data to examine the natural history of CKD in the community. Finally, we will conduct an economic evaluation based on a comparison of the cost effectiveness of each intervention. CLINICAL TRIALS REGISTRATION: ISRCTN56023731. ClinicalTrials.gov identifier

Exploring the relationship between productive vocabulary knowledge and second language oral ability

The current study investigated the extent to which L2 learners’ productive vocabulary knowledge could predict multiple dimensions of spontaneous speech production. A total of 39 EFL participants with varying L2 proficiency levels first completed a productive vocabulary knowledge task (Lex30). Their spontaneous speech, elicited via a series of picture description task, was then assessed for comprehensibility (i.e., ease of understanding), accentedness (i.e., linguistic nativelikeness), and fluency (i.e., speech rate). The findings showed that the productive vocabulary scores significantly correlated with L2 fluency, but not with comprehensibility or accentedness. Such results might indicate that more proficient L2 learners, as indicated by their productive vocabulary scores, might be able to speak spontaneously without too many pauses and repetitions, and at a faster tempo. Finally, future research directions will be discussed with a focus on the relationships between vocabulary knowledge and speaking