A pasting theorem for iterated Segal spaces

We introduce a novel notion of pasting shapes for iterated Segal spaces which classify particular arrangements of composing cells in d-uple Segal spaces. Using this formalism, we then continue to prove a pasting theorem for these iterated Segal spaces.Comment: 37 pages, comments welcom

Giant inelastic tunneling in epitaxial graphene mediated by localized states

Local electronic structures of nanometer-sized patches of epitaxial graphene and its interface layer with SiC(0001) have been studied by atomically resolved scanning tunneling microscopy and spectroscopy. Localized states belonging to the interface layer of a graphene/SiC system show to have an essential influence on the electronic structure of graphene. Giant enhancement of inelastic tunneling, reaching 50% of the total tunneling current, has been observed at the localized states on a nanometer-sized graphene monolayer surrounded by defects.Comment: 6 pages, 5 figures, accepted for publication in Phys. Rev.

False positives associated with responder/non-responder analyses based on motor evoked potentials

Background: A trend in the non-invasive brain stimulation literature is to assess the outcome of an intervention using a responder analysis whereby participants are di- or trichotomised in order that they may be classified as either responders or non-responders. Objective: Examine the extent of the Type I error in motor evoked potential (MEP) data subjected to responder analyses. Methods: Seven sets of 30 MEPs were recorded from the first dorsal interosseous muscle in 52 healthy volunteers. Four classification techniques were used to classify the participants as responders or non-responders: (1) the two-step cluster analysis, (2) dichotomised thresholding, (3) relative method and (4) baseline variance method. Results: Despite the lack of any intervention, a significant number of participants were classified as responders (21–71%). Conclusion: This study highlights the very large Type I error associated with dichotomising continuous variables such as the TMS MEP

HIV/AIDS and time allocation in rural Malawi

AIDS morbidity and mortality are expected to have a large impact on households’ labor supply in rural Malawi since they reduce the time that adults can spend on production for subsistence and on income generating activities. However, the data demands for estimating this impact are high, limiting the amount of empirical evidence. In this paper, we utilize a unique combination of quantitative and qualitative data, including biomarkers for HIV, collected by the Malawi Diffusion and Ideational Change Project, to analyze the impact of AIDS-related morbidity and mortality on time allocation decisions for rural Malawians. We evaluate both the direct effect of HIV/AIDS on the time allocation of affected individuals as well as its indirect effect on the time allocation of surviving household members. We find that the latter is the most important effect of AIDS-related morbidity and mortality, especially on women’s time. Specifically, AIDS induces diversification of income sources, with women reallocating their time from work-intensive (typically farming and heavy chores) to cash-generating tasks (such as casual labor).Africa, AIDS/HIV, economic impact, Malawi, time allocation

Interindividual Variability in Use-Dependent Plasticity Following Visuomotor Learning: The Effect of Handedness and Muscle Trained

Motor learning has been linked with increases in corticospinal excitability (CSE). However, the robustness of this link is unclear. In this study, changes in CSE associated with learning a visuomotor tracking task were mapped using transcranial magnetic stimulation (TMS). TMS maps were obtained before and after training with the first dorsal interosseous (FDI) of the dominant and nondominant hand, and for a distal (FDI) and proximal (biceps brachii) muscle. Tracking performance improved following 20 min of visuomotor training, while map area was unaffected. Large individual differences were observed with 18%–36% of the participants revealing an increase in TMS map area. This result highlights the complex relationship between motor learning and use-dependent plasticity of the motor cortex

Het werken met kernkwaliteiten in het basisonderwijs:onderzoek naar het versterken van welbevinden en het verhogen van het zelfbeeld bij leerlingen in het basisonderwijs met behulp van kernkwaliteiten

Working with core qualities in primary educationThe general research question is: to what extent can a goal-oriented intervention with pupils aged 7-12 years increase well-being and strengthen self-concept?We conclude from the research results that it is possible to make young pupils aware of their most frequently used core quality, whereby multiple effects were observed. Secondly, we conclude that immediately after the intervention period as well as after three months, there is a positive effect on the pupils' well-being. Third, we found a small but positive effect on three dimensions of self-concept (peer relations, general-school, and mathematics). Finally, we found explanations for the efficacy of the developed intervention: the intervention is perceived as exciting, relevant and meaningful, generates positive emotions, the teachers' pedagogical ideals are realised, it provides appreciation and self-concept improves. In addition, a number of barriers have been identified that reduce the effectiveness of the intervention, the most important of which is the obligation to record in the logbook how the pupil has used his/her core quality, which creates resistance among both pupils and teachers. The applied intervention in this dissertation provides teachers with tools to play an important role in helping young people to acquire not only cognitive, but also social and emotional skills to increase well-being and strengthen self-concept

On the inside writing out : the dramatic represention of the private boys' boarding school on the South African stage.

Thesis (M.A.)-University of Natal, Durban, 2001.This dissertation sets out to analyze the manner in which the writers of dramatic fiction deconstruct the mythology and ideology of the private boys' boarding school in their work. It also seeks to interrogate the sociological and philosophical notions that underpin this fictional work. The central thrust of this dissertation is to explore the representation of the private boys' boarding school experience on the South African stage, with particular reference to writers whose work reflects their personal experiences within such institutions. Private boys' boarding schools promote the ideology that they provide a superior education based on liberal and democratic principles. These institutions supposedly oversee the development of the individual's mental, physical, spiritual, cultural and social education. The projected ideology of the private boys' boarding schools has become entrenched and has manifested itself as a pervasive mythology, which glorifies and glamourises the social reality of such institutions. This mythology is challenged and refuted by the appropriation of various sociological, and philosophical theorists, including: traditional Marxist critiques such as the theories of Samuel Bowles and Herbert Gintis (1976); structuralist theories such as those proposed by Louis Althusser (1971) and Antonio Gramsci (1971), whose notions of hegemony carry much relevance when considering private boys' boarding schools; and finally, Michel Foucault's (1977) theories of power and power hierarchies (Lotringer, 1989; Smart, 1985). Since South Africa's democratization in 1994, a number of fictional works have emerged that have engaged with the social reality of private boys' boarding schools. Most notably, two plays, Anthony Akerman's Old Boys (2000) and John van de Ruit's War Cry (1999), have highlighted issues surrounding private boys' boarding schools in South Africa. Together with a variety of texts written for different media these works have formed a critical base that, to some degree, has undermined the supremely positive resonance of the entrenched private school mythology, and in so doing, challenge the projected ideology. This dissertation's prime focus is on South African private boys' boarding schools; however, it also includes texts that articulate the social reality of private education in England and America. These texts are relevant firstly because the South African private schools are modeled very closely on the English public school system and secondly, because their inclusion adds weight and variety to the discussion. Important areas of study within this dissertation will be the interpretation of the various thematic concerns raised, and character constructions created by the various writers. This will be underpinned by the theoretical framework, which analyzes systems of power and power hierarchies, and the notion of hegemonic masculinity. Finally, the private boys' boarding school will be examined as a site for hegemonic struggle where power and privilege are continually contested in a relationship characterized by coercion and consent. The critical discourse of the fictional texts and its theoretical underpinning will be placed in opposition to the elitist mythology of the private boys' boarding school and the ideology that these institutions espouse