Distributed utterances

I propose an apparatus for handling intrasentential change in context. The standard approach has problems with sentences with multiple occurrences of the same demonstrative or indexical. My proposal involves the idea that contexts can be complex. Complex contexts are built out of (“simple”) Kaplanian contexts by ordered n-tupling. With these we can revise the clauses of Kaplan’s Logic of Demonstratives so that each part of a sentence is taken in a different component of a complex context. I consider other applications of the framework: to agentially distributed utterances (ones made partly by one speaker and partly by another); to an account of scare-quoting; and to an account of a binding-like phenomenon that avoids what Kit Fine calls “the antinomy of the variable.

Comparing and combining process-based crop models and statistical models with some implications for climate change

We compare predictions of a simple process-based crop model (Soltani and Sinclair 2012), a simple statistical model (Schlenker and Roberts 2009), and a combination of both models to actual maize yields on a large, representative sample of farmer-managed fields in the Corn Belt region of the United States. After statistical post-model calibration, the process model (Simple Simulation Model, or SSM) predicts actual outcomes slightly better than the statistical model, but the combined model performs significantly better than either model. The SSM, statistical model and combined model all show similar relationships with precipitation, while the SSM better accounts for temporal patterns of precipitation, vapor pressure deficit and solar radiation. The statistical and combined models show a more negative impact associated with extreme heat for which the process model does not account. Due to the extreme heat effect, predicted impacts under uniform climate change scenarios are considerably more severe for the statistical and combined models than for the process-based model

Non-fermi-liquid single particle lineshape of the quasi-one-dimensional non-CDW metal Li_{0.9}Mo_{6}O_{17} : comparison to the Luttinger liquid

We report the detailed non-Fermi liquid (NFL) lineshape of the dispersing excitation which defines the Fermi surface (FS) for quasi-one-dimensional Li_{0.9}Mo_{6}O_{17}. The properties of Li_{0.9}Mo_{6}O_{17} strongly suggest that the NFL behavior has a purely electronic origin. Relative to the theoretical Luttinger liquid lineshape, we identify significant similarities, but also important differences.Comment: 5 pages, 3 eps figure

Fuchsian convex bodies: basics of Brunn--Minkowski theory

The hyperbolic space \H^d can be defined as a pseudo-sphere in the $(d+1)$ Minkowski space-time. In this paper, a Fuchsian group $\Gamma$ is a group of linear isometries of the Minkowski space such that \H^d/\Gamma is a compact manifold. We introduce Fuchsian convex bodies, which are closed convex sets in Minkowski space, globally invariant for the action of a Fuchsian group. A volume can be associated to each Fuchsian convex body, and, if the group is fixed, Minkowski addition behaves well. Then Fuchsian convex bodies can be studied in the same manner as convex bodies of Euclidean space in the classical Brunn--Minkowski theory. For example, support functions can be defined, as functions on a compact hyperbolic manifold instead of the sphere. The main result is the convexity of the associated volume (it is log concave in the classical setting). This implies analogs of Alexandrov--Fenchel and Brunn--Minkowski inequalities. Here the inequalities are reversed

Efficacy and safety of ipratropium bromide/albuterol compared with albuterol in patients with moderate-to-severe asthma: a randomized controlled trial

Abstract Background Many patients with asthma require frequent rescue medication for acute symptoms despite appropriate controller therapies. Thus, determining the most effective relief regimen is important in the management of more severe asthma. This study’s objective was to evaluate whether ipratropium bromide/albuterol metered-dose inhaler (CVT-MDI) provides more effective acute relief of bronchospasm in moderate-to-severe asthma than albuterol hydrofluoroalkaline (ALB-HFA) alone after 4 weeks. Methods In this double-blind, crossover study, patients who had been diagnosed with asthma for ≥1 year were randomized to two sequences of study medication “as needed” for symptom relief (1–7 day washout before second 4-week treatment period): CVT-MDI/ALB-HFA or ALB-HFA/CVT-MDI. On days 1 and 29 of each sequence, 6-hour serial spirometry was performed after administration of the study drug. Co-primary endpoints were FEV 1 area under the curve (AUC 0–6 ) and peak (post-dose) forced expiratory volume in 1 s (FEV 1 ) response (change from test day baseline) after 4 weeks. The effects of “as needed” treatment with ALB-HFA/CVT-MDI were analyzed using mixed effect model repeated measures (MMRM). Results A total of 226 patients, ≥18 years old, with inadequately controlled, moderate-to-severe asthma were randomized. The study met both co-primary endpoints demonstrating a statistically significant treatment benefit of CVT-MDI versus ALB-HFA. FEV 1 AUC 0-6h response was 167 ml for ALB-HFA, 252 ml for CVT-MDI (p <0.0001); peak FEV 1 response was 357 ml for ALB-HFA, 434 ml for CVT-MDI (p <0.0001). Adverse events were comparable across groups. Conclusions CVT-MDI significantly improved acute bronchodilation over ALB-HFA alone after 4 weeks of “as-needed” use for symptom relief, with a similar safety profile. This suggests additive bronchodilator effects of β 2 -agonist and anticholinergic treatment in moderate-to-severe, symptomatic asthma. Trial registration ClinicalTrials.gov No.: NCT00818454; Registered November 16, 2009

Teacher fabrication as an impediment to professional learning and development: the external mentor antidote

This paper reports findings from a study of the work of 'external mentors' associated with three programmes of support for the professional learning and development (PLD) of secondary science teachers in England. Focusing on outcomes from analyses of data derived from interviews with 47 mentees and 19 mentors, the paper supports and extends existing research on the construction and maintenance of fabrications in schools, and identifies omissions in the evidence base relating to teacher PLD. It is argued that the kinds of fabrications revealed by the teachers interviewed for this research present a serious impediment to their opportunities for school-based PLD, and that the deployment of external mentors (i.e. those not based in the same schools as the teachers they support) can provide a potentially powerful antidote to this. A number of implications for policy and practice in teacher professional learning and development are discussed. Amongst these, it is argued that more teachers should have the opportunity to access external support for their PLD, and that policy makers and head teachers should seek to reduce the degree to which teachers' 'performance' is observed, inspected and assessed