High-pressure electrical resistivity behaviour of nanocrystalline perovskite (La,Sr)(Mn,Fe)O3

We report here the electrical resistivity of nanocrystalline perovskite-structured La–Sr manganites as a function of pressures up to 8?GPa, at room temperature. The nanocrystalline perovskite manganites were prepared by the sol–gel technique and found to have crystallite sizes of 12–18?nm. The pressure dependence of the electrical resistivity shows a first-order phase transition at 0.66(2)?GPa and a subtle phase transition between 3.5 and 3.8?GPa. The first-order transition at 0.66?GPa can be related to the transition from localized-electron to band magnetism.     

Perceived Social Support and Type of Cardiac Procedures as Modifiers of Hospital Anxiety and Depression

This study examined the effect of cardiac procedure and perceived social support on anxiety and depression among cardiac patients. The sample included 100 cardiac patients consisting of equal number of patients referred for coronary angiogram and coronary artery bypass surgery. They completed measures of perceived social support, hospital anxiety and depression. The results revealed a significant effect of cardiac procedure on perceived social support, anxiety, and depression. Perceived social support yielded significant negative impact on anxiety and depression.     

Difficulties in auditory organization as a cause of reading backwardness? An auditory neuroscience perspective

Over 30 years ago, it was suggested that difficulties in the ‘auditory organization’ of word forms in the mental lexicon might cause reading difficulties. It was proposed that children used parameters such as rhyme and alliteration to organize word forms in the mental lexicon by acoustic similarity, and that such organization was impaired in developmental dyslexia. This literature was based on an ‘oddity’ measure of children's sensitivity to rhyme (e.g. wood, book, good) and alliteration (e.g. sun, sock, rag). The ‘oddity’ task revealed that children with dyslexia were significantly poorer at identifying the ‘odd word out’ than younger children without reading difficulties. Here we apply a novel modelling approach drawn from auditory neuroscience to study the possible sensory basis of the auditory organization of rhyming and non‐rhyming words by children. We utilize a novel Spectral‐Amplitude Modulation Phase Hierarchy (S‐AMPH) approach to analysing the spectro‐temporal structure of rhyming and non‐rhyming words, aiming to illuminate the potential acoustic cues used by children as a basis for phonological organization. The S‐AMPH model assumes that speech encoding depends on neuronal oscillatory entrainment to the amplitude modulation (AM) hierarchy in speech. Our results suggest that phonological similarity between rhyming words in the oddity task depends crucially on slow (delta band) modulations in the speech envelope. Contrary to linguistic assumptions, therefore, auditory organization by children may not depend on phonemic information for this task. Linguistically, it is assumed that ‘book’ does not rhyme with ‘wood’ and ‘good’ because the final phoneme differs. However, our auditory analysis suggests that the acoustic cues to this phonological dissimilarity depend primarily on the slower amplitude modulations in the speech envelope, thought to carry prosodic information. Therefore, the oddity task may help in detecting reading difficulties because phonological similarity judgements about rhyme reflect sensitivity to slow amplitude modulation patterns. Slower amplitude modulations are known to be detected less efficiently by children with dyslexia.     

“Looking for Work But Nothing Seems to Work”: The Job Search Strategies of Internationally Trained Engineers in Canada

This exploratory mixed-method study focussed on the experiences of internationally trained engineers in looking for and finding suitable employment in Canada. An online survey was conducted with 309 internationally trained engineers. The internationally trained engineers used a range of job search strategies to look for suitable employment in the engineering field, often with little success. Those respondents who had secured jobs in the engineering profession were significantly more likely to have been referred by another employer (p?=?0.05) and less likely to have placed or responded to an advertisement in the newspaper (p?<?0.05) than those who did not hold jobs in the engineering profession. No significant differences were seen between these two groups regarding other job search strategies used. In-depth qualitative interviews were conducted with 20 of the survey respondents, and this paper details the diverse strategies used by these participants to find suitable employment. The findings of the study emphasise the role of systemic-level barriers in the job search experience of internationally trained engineers.     

Tyrosine ameliorates heat induced delay in event related potential P300 and contingent negative variation

The efficacy of tyrosine, a catecholamine precursor, as a countermeasure in the reduction of cognitive decline during heat exposure (HE) using event-related potential P300, and contingent negative variation (CNV) was evaluated. Ten healthy males, age 20–30 years participated in the study. Volunteers received placebo or tyrosine (6.5 g) 90 min prior to HE (1.5 h in 45 °C + 30% RH). P300 latency was significantly increased (p < 0.01) during exposure with placebo, which was reduced significantly (p < 0.01) after tyrosine supplementation. There was an increase in CNV M100 latency (p < 0.05) and reaction time (p < 0.01) and decrease in M100 amplitude (p < 0.01) during HE with placebo, which returns to near normal level with the tyrosine administration. A significantly higher plasma norepinephrine (p < 0.05), dopamine and epinephrine levels were detected in tyrosine supplemented group post heat exposure. HE increases the brain catecholamine activity thereby reduces the plasma norepinephrine and dopamine level leading to a reduction in cognitive performances. Tyrosine supplementation increases the catecholamine level and reduces the impairment of cognitive performance during HE.     

A temporal sampling framework for developmental dyslexia

Neural coding by brain oscillations is a major focus in neuroscience, with important implications for dyslexia research. Here, I argue that an oscillatory 'temporal sampling' framework enables diverse data from developmental dyslexia to be drawn into an integrated theoretical framework. The core deficit in dyslexia is phonological. Temporal sampling of speech by neuroelectric oscillations that encode incoming information at different frequencies could explain the perceptual and phonological difficulties with syllables, rhymes and phonemes found in individuals with dyslexia. A conceptual framework based on oscillations that entrain to sensory input also has implications for other sensory theories of dyslexia, offering opportunities for integrating a diverse and confusing experimental literature.     

Reading acquisition, developmental dyslexia, and skilled reading across languages: a psycholinguistic grain size theory

The development of reading depends on phonological awareness across all languages so far studied. Languages vary in the consistency with which phonology is represented in orthography. This results in developmental differences in the grain size of lexical representations and accompanying differences in developmental reading strategies and the manifestation of dyslexia across orthographies. Differences in lexical representations and reading across languages leave developmental "footprints" in the adult lexicon. The lexical organization and processing strategies that are characteristic of skilled reading in different orthographies are affected by different developmental constraints in different writing systems. The authors develop a novel theoretical framework to explain these cross-language data, which they label a psycholinguistic grain size theory of reading and its development.     

Becoming literate in different languages: similar problems, different solutions

The teaching of reading in different languages should be informed by an effective evidence base. Although most children will eventually become competent, indeed skilled, readers of their languages, the pre-reading (e.g. phonological awareness) and language skills that they bring to school may differ in systematic ways for different language environments. A thorough understanding of potential differences is required if literacy teaching is to be optimized in different languages. Here we propose a theoretical framework based on a psycholinguistic grain size approach to guide the collection of evidence in different countries. We argue that the development of reading depends on children's phonological awareness in all languages studied to date. However, we propose that because languages vary in the consistency with which phonology is represented in orthography, there are developmental differences in the grain size of lexical representations, and accompanying differences in developmental reading strategies across orthographies.