Revision of the Neotropical genus Mulfordia Malloch (Diptera, Muscidae)

Revision of the Neotropical genus Mulfordia Malloch (Diptera, Muscidae). The present paper provides a revision of Mulfordia Malloch (Diptera, Muscidae), including redescriptions of the genus and of its three species. The descriptions are complemented with illustrations of some characters to make the recognition of the species easier and to help the use of the key. The male terminalia of M. ferruginea Malloch is described for the first time.

Breaking up the writing process: how wikis can support understanding the composition and revision strategies of young writers

Understanding how best to support immature writers in the development of their understanding of the writing process is an important concern for researchers and teachers. Social technologies have become key features of leisure and work place writing, yet knowledge about how to design educational settings that take full advantage of the affordances of web 2.0 technologies to support early writing is scarce. This paper presents a small scale study that investigated how writing in a wiki environment might facilitate and support students’ use of composition and revision strategies. Our findings show that wiki can enlarge young writers’ experience of the process of composition and revision both through their own efforts and by observing the process in others. In this study students employed a wide range of types of revisions both surface and text based changes. These revisions took place during the process of composition as well as at the end. It is argued here that writing in a wiki not only provides young writers with experience of a mode of composition prevalent in the contemporary work environment, but breaks up the process of writing in a way that may support students’ understanding of the processes of composition and revision.

Revision sheet

Exercises and solutions in LaTex. Diagrams for the questions are all together in the support.zip file, as .eps files

Historical review of articulation testing and a recent revision of auditory test no. 9

This paper reviews the history of articulation testing and presents a revision of a standard articulation test.

Speech and the hearing-impaired child: evaluation and revision of the CID Speech Skills Worksheet

The purpose of this study was to evaluate the current use of the Central Institute for the Deaf’s Speech Skills Worksheet by teacher of the deaf and speech-language pathologists, review the current literature on speech development in hearing-impaired children, and apply the findings to develop a more comprehensive Speech Skills Worksheet.

Assessing macro uncertainty in real-time when data are subject to revision

Model-based estimates of future uncertainty are generally based on the in-sample fit of the model, as when Box-Jenkins prediction intervals are calculated. However, this approach will generate biased uncertainty estimates in real time when there are data revisions. A simple remedy is suggested, and used to generate more accurate prediction intervals for 25 macroeconomic variables, in line with the theory. A simulation study based on an empirically-estimated model of data revisions for US output growth is used to investigate small-sample properties.

Evaluation and revision of inferential comprehension in narrative texts: an eye movement study

We investigated the processes of how adult readers evaluate and revise their situation model during reading by monitoring their eye movements as they read narrative texts and subsequent critical sentences. In each narrative text, a short introduction primed a knowledge-based inference, followed by a target concept that was either expected (e.g., “oven”) or unexpected (e.g., “grill”) in relation to the inferred concept. Eye movements showed that readers detected a mismatch between the new unexpected information and their prior interpretation, confirming their ability to evaluate inferential information. Just below the narrative text, a critical sentence included a target word that was either congruent (e.g., “roasted”) or incongruent (e.g., “barbecued”) with the expected but not the unexpected concept. Readers spent less time reading the congruent than the incongruent target word, reflecting the facilitation of prior information. In addition, when the unexpected (but not expected) concept had been presented, participants with lower verbal (but not visuospatial) working memory span exhibited longer reading times and made more regressions (from the critical sentence to previous information) on encountering congruent information, indicating difficulty in inhibiting their initial incorrect interpretation and revising their situation model