Factorization Properties of Leamer Monoids

The Huneke-Wiegand conjecture has prompted much recent research in Commutative Algebra. In studying this conjecture for certain classes of rings, Garc\'ia-S\'anchez and Leamer construct a monoid S_\Gamma^s whose elements correspond to arithmetic sequences in a numerical monoid \Gamma of step size s. These monoids, which we call Leamer monoids, possess a very interesting factorization theory that is significantly different from the numerical monoids from which they are derived. In this paper, we offer much of the foundational theory of Leamer monoids, including an analysis of their atomic structure, and investigate certain factorization invariants. Furthermore, when S_\Gamma^s is an arithmetical Leamer monoid, we give an exact description of its atoms and use this to provide explicit formulae for its Delta set and catenary degree

The effectiveness of resistance, plyometric and sprint training at different stages of maturation in male youth athletes

The trainability of youth at specific periods during growth and maturation has become a key issue in paediatric exercise science. The development of physical capacities such as movement speed, strength and power is difficult to predict in youth meaning that the structuring of training can be a significant challenge for coaches. Accordingly, methodologically sound research is required to underpin a more informed approach to the formulation of programmes of physical development. To this end, the purpose of this work was to investigate the trainability of youth athletes at specific stages during maturation (pre-, mid-, and post-peak height velocity) by addressing some of the shortcomings of the existing body of literature. Short-term controlled interventions were undertaken and they extended from the findings of three meta-analytical reviews, all of which examined the effect of training on the development of speed, strength and power in youths aged 9 to 18. These investigations were focused on the manipulation of modifiable factors, such as the training stimulus, as opposed to non-modifiable factors, such as maturity (which was generally controlled for). With some exceptions, which are potentially explainable, speed, strength and power were, on the whole, more trainable in youths as they advanced in maturation with the mid-peak height velocity phase being a particularly important time for the development of these capacities. This could indicate the presence of a maturational threshold which moderates responses to training but this can also be coincident with a period of impaired performance potentially related to reduced motor control due to rapid growth rates. Because of the way speed, strength and power can develop in youth athletes, the pre-peak height velocity phase of development may be more conducive to neuromuscular training with a coordinative component which establishes the movement competency required for more advanced techniques. An intensification of resistance (strength) training can be of benefit during mid-peak height velocity though impaired movement or a higher susceptibility to injury could compel coaches to reduce sprint (speed) and/or plyometric (power) training at this time. During the post-peak height velocity phase, athletes can be transitioned to more advanced training techniques, that are traditionally used with adults, if they possess the necessary coordination and experience to do so. Regardless of the results in this work, at every stage of development it is important for coaches to make programming decisions for youth athletes based, primarily, on training age and movement competency with the above maturity-related recommendations being suitable for those who have been exposed to high quality training from an early age

Spontaneous Mentalizing Predicts the Fundamental Attribution Error

When explaining the reasons for others' behavior, perceivers often overemphasize underlying dispositions and personality traits over the power of the situation, a tendency known as the fundamental attribution error. One possibility is that this bias results from the spontaneous processing of others' mental states, such as their momentary feelings or more enduring personality characteristics. Here, we use fMRI to test this hypothesis. Participants read a series of stories that described a target's ambiguous behavior in response to a specific social situation and later judged whether that act was attributable to the target's internal dispositions or to external situational factors. Neural regions consistently associated with mental state inference—especially, the medial pFC—strongly predicted whether participants later made dispositional attributions. These results suggest that the spontaneous engagement of mentalizing may underlie the biased tendency to attribute behavior to dispositional over situational forces.Psycholog

Biological characteristics and mortality of western butterfish (Pentapodus vitta), an abundant bycatch species of prawn trawling and recreational fishing in a large subtropical embayment

The western butterfish (Pentapodus vitta) is numerous in the bycatch of prawn trawling and recreational fishing in Shark Bay, Western Australia. We have thus determined crucial aspects of its biological characteristics and the potential impact of fishing on its abundance within this large subtropical marine embayment. Although both sexes attained a maximum age of 8 years, males grow more rapidly and to a larger size. Maturity is attained at the end of the first year of life and spawning occurs between October and January. The use of a Bayesian approach to combine independent estimates for total mortality, Z, and natural mortality, M, yielded slightly higher point estimates for Z than M. This result indicates that P. vitta is lightly impacted by fishing. It is relevant that, potentially, the individuals can spawn twice before recruitment into the fishery and that 73% of recreationally caught individuals are returned live to the water

Third-person self-talk facilitates emotion regulation without engaging cognitive control: Converging evidence from ERP and fMRI.

Does silently talking to yourself in the third-person constitute a relatively effortless form of self control? We hypothesized that it does under the premise that third-person self-talk leads people to think about the self similar to how they think about others, which provides them with the psychological distance needed to facilitate self control. We tested this prediction by asking participants to reflect on feelings elicited by viewing aversive images (Study 1) and recalling negative autobiographical memories (Study 2) using either I or their name while measuring neural activity via ERPs (Study 1) and fMRI (Study 2). Study 1 demonstrated that third-person self-talk reduced an ERP marker of self-referential emotional reactivity (i.e., late positive potential) within the first second of viewing aversive images without enhancing an ERP marker of cognitive control (i.e., stimulus preceding negativity). Conceptually replicating these results, Study 2 demonstrated that third-person self-talk was linked with reduced levels of activation in an a priori defined fMRI marker of self-referential processing (i.e., medial prefrontal cortex) when participants reflected on negative memories without eliciting increased levels of activity in a priori defined fMRI markers of cognitive control. Together, these results suggest that third-person self-talk may constitute a relatively effortless form of self-control

Using a “Train the Trainer” Model and Active Learning to Reach Biology Freshmen

In Spring 2013, we collaborated with the UK Biology Department to create, teach, and assess course-integrated information literacy sessions for 17 BIO 155 sections, reaching 462 students once a week for two weeks (thus 34 sessions reaching 934 attendees). We experimented with a “train-the-trainer” model, providing an introductory session to TAs, then alternating librarian-led sections and TA-led sections. We taught in a Macbook lab, using mini presentations mixed with active instruction and tools such as PollEverywhere and Course Guides. We assessed the information literacy concepts learned using a Google Docs survey. We will share our challenges and successes initiating this program