Boundary integral methods in high frequency scattering

In this article we review recent progress on the design, analysis and implementation of numerical-asymptotic boundary integral methods for the computation of frequency-domain acoustic scattering in a homogeneous unbounded medium by a bounded obstacle. The main aim of the methods is to allow computation of scattering at arbitrarily high frequency with finite computational resources.

Condition number estimates for combined potential boundary integral operators in acoustic scattering

We study the classical combined field integral equation formulations for time-harmonic acoustic scattering by a sound soft bounded obstacle, namely the indirect formulation due to Brakhage-Werner/Leis/Panic, and the direct formulation associated with the names of Burton and Miller. We obtain lower and upper bounds on the condition numbers for these formulations, emphasising dependence on the frequency, the geometry of the scatterer, and the coupling parameter. Of independent interest we also obtain upper and lower bounds on the norms of two oscillatory integral operators, namely the classical acoustic single- and double-layer potential operators.

Infants Can Learn Decontextualized Words Before Their First Birthday

Can infants below age 1 year learn words in one context and understand them in another? To investigate this question, two groups of parents trained infants from age 9 months on 8 categories of common objects. A control group received no training. At 12 months, infants in the experimental groups, but not in the control group, showed comprehension of the words in a new context. It appears that infants under 1 year old can learn words in a decontextualized, as distinct from a context-bound, fashion. Perceptual variability within the to-be-learned categories, and the perceptual similarity between training sets and the novel test items, did not appear to affect this learning.

A comparison of the role of two blue-green algae in THM and HAA formation

The contribution of two blue-green algae species, Anabaeria flos-aquae and Microcystis aeruginosa, to the formation of trihalomethanes (THMs) and haloacetic acids (HAAs) was investigated. The experiments examined the formation potential of these disinfection by-products (DBPs) from both algae cells and extracellular organic matter (EOM) during four algal growth phases. Algal cells and EOM of Anabaena and Microcystis exhibited a high potential for DBP formation. Yields of total THMs (TTHM) and total HAAs (THAA) were closely related to the growth phase. Reactivity of EOM from Anabaena was slightly higher than corresponding cells, while the opposite result was found for Microcystis. Specific DBP yields (yield/unit C) of Anabaena were in the range of 2-11 mu mol/mmol C for TTHM and 217 mu mol/mmol C for THAA, while those of Microcystis were slightly higher. With regard to the distributions of individual THM and HAA compounds, differences were observed between the algae species and also between cells and EOM. The presence of bromide shifted the dominant compounds from HAAs to THMs. (C) 2009 Elsevier Ltd. All rights reserved.

Strategy clusters and sources of knowledge in French L2 listening comprehension

This article reports on an exploratory investigation into the listening strategies of lower-intermediate learners of French as an L2, including the sources of knowledge they employed in order to comprehend spoken French. Data from 14 learners were analysed to investigate whether employment of strategies in general and sources of knowledge in particular varied according to the underlying linguistic knowledge of the student. While low linguistic knowledge learners were less likely to deploy effectively certain strategies or strategy clusters, high linguistic knowledge levels were not always associated with effective strategy use. Similarly, while there was an association between linguistic knowledge and learners’ ability to draw on more than one source of knowledge in a facilitative manner, there was also evidence that learners tended to over-rely on linguistic knowledge where other sources, such as world knowledge, would have proved facilitative. We conclude by arguing for a fresh approach to listening pedagogy and research, including strategy instruction, bottom-up skill development and a consideration of the role of linguistic knowledge in strategy use.