Exploitation, secondary extinction and the altered trophic structure of Jamaican coral reefs

Coral reef communities of the Greater Antilles in the Caribbean have a long history of anthropogenic disturbance, driven by the exploitation for food of both vertebrate and invertebrate species. Exploitation, coupled with region wide declines of coral environments has resulted in local and regional vertebrate extinctions. The impact of those extinctions on reef communities, however, remains largely unexplored. Here we show, using a highly resolved model coral reef-seagrass food web, that at least 40 of 188 expected vertebrate species are absent from Jamaican coral reefs. Twenty one of the absent species are of high trophic level and are exploited by humans. The remainder of the absent species are unexploited, and comprises a significantly high proportion of specialized reef foragers. Many of those species are also more trophically specialized than their closest trophic competitors. We conclude that the absence of unexploited species from Jamaica is caused by the overexploitation of high trophic level species, and consequent trophic cascades and secondary extinction among their prey in an increasingly degraded reef environment. The result is a reef community depauperate of both exploited high trophic level predators, and unexploited, specialized lower trophic level reef foragers

Spectral C*-categories and Fell bundles with path-lifting

Following Crane's suggestion that categorification should be of fundamental importance in quantising gravity, we show that finite dimensional even $S^o$-real spectral triples over \bbc are already nothing more than full C*-categories together with a self-adjoint section of their domain and range maps, while the latter are equivalent to unital saturated Fell bundles over pair groupoids equipped with a path-lifting operator given by a normaliser. Interpretations can be made in the direction of quantum Higgs gravity. These geometries are automatically quantum geometries and we reconstruct the classical limit, that is, general relativity on a Riemannian spin manifold.Comment: 20 pages, 1 figur

Beyond naming patterns in children with WFDs: definitions for nouns and verbs

Children who experience difficulties in naming are described as having word finding difficulties (WFDs). In the present study 31 children with WFDs were identified through a wider survey of educational provision for those with language and communication difficulties. The children were included if they were between 6;4-7;10 years, had normal non-verbal intelligence, no major articulation difficulties and had WFDs as diagnosed by standard scores below 75 on Test of Word Finding Difficulties (TWF, German, 1989). Three control groups were identified who were matched on: chronological age (N = 31), naming age (N = 31) and level of receptive grammar (N = 31). Children?s accuracy of naming and latency to name were assessed for pictures of objects and actions. Children were asked to define the object and action terms at a later point. Children with WFDs were significantly less accurate in naming than their age matched peers but equivalent to that of the language matched peers. The group of children with WFDs were the slowest to accurately name all sets of items. All groups of children were less accurate in the provision of definitions for action terms than object terms. Overall the children with WFDs provided fewer accurate definitions than their chronological age matched peers. The nature of the children?s definitions indicated that they also differed from their language-matched peers. Particular difficulties were noted in the provision of semantic categorisation information. A range of standardised language assessments did not account for these difficulties. The findings are discussed in relation to the idea that WFDs are caused by impoverished semantic representations

Optimal Cosmic-Ray Detection for Nondestructive Read Ramps

Cosmic rays are a known problem in astronomy, causing both loss of data and data inaccuracy. The problem becomes even more extreme when considering data from a high-radiation environment, such as in orbit around Earth or outside the Earth's magnetic field altogether, unprotected, as will be the case for the James Webb Space Telescope (JWST). For JWST, all the instruments employ nondestructive readout schemes. The most common of these will be "up the ramp" sampling, where the detector is read out regularly during the ramp. We study three methods to correct for cosmic rays in these ramps: a two-point difference method, a deviation from the fit method, and a y-intercept method. We apply these methods to simulated nondestructive read ramps with single-sample groups and varying combinations of flux, number of samples, number of cosmic rays, cosmic-ray location in the exposure, and cosmic-ray strength. We show that the y-intercept method is the optimal detection method in the read-noise-dominated regime, while both the y-intercept method and the two-point difference method are best in the photon-noise-dominated regime, with the latter requiring fewer computations.Comment: To be published in PASP. This paper is 12 pages long and includes 15 figure

A latent class analysis of parental bipolar disorder: examining associations with offspring psychopathology

Bipolar disorder (BD) is highly heterogeneous, and course variations are associated with patient outcomes. This diagnostic complexity challenges identification of patients in greatest need of intervention. Additionally, course variations have implications for offspring risk. First, latent class analysis (LCA) categorized parents with BD based on salient illness characteristics: BD type, onset age, polarity of index episode, pole of majority of episodes, rapid cycling, psychosis, anxiety comorbidity, and substance dependence. Fit indices favored three parental classes with some substantively meaningful patterns. Two classes, labeled “Earlier-Onset Bipolar-I” (EO-I) and “Earlier-Onset Bipolar-II” (EO-II), comprised parents who had a mean onset age in mid-adolescence, with EO-I primarily BD-I parents and EO-II entirely BD-II parents. The third class, labeled “Later-Onset BD” (LO) had an average onset age in adulthood. Classes also varied on probability of anxiety comorbidity, substance dependence, psychosis, rapid cycling, and pole of majority of episodes. Second, we examined rates of disorders in offspring (ages 4–33, Mage=13.46) based on parental latent class membership. Differences emerged for offspring anxiety disorders only such that offspring of EO-I and EO-II parents had higher rates, compared to offspring of LO parents, particularly for daughters. Findings may enhance understanding of BD and its nosologyThis study was funded by two Brain & Behavior Research Foundation (formerly NARSAD) Independent Investigator Awards (PI: Nierenberg), a Brain & Behavior Research Foundation Young Investigator Award (PI: Henin) generously supported in part by the SHINE Initiative, and an MGH Claflin Award (PI: Henin). We thank David A. Langer, Ph.D., Thomas M. Olino, Ph.D., and Meredith Lotz Wallace, Ph.D. for their consultation. (Brain & Behavior Research Foundation; Brain & Behavior Research Foundation Young Investigator Award; SHINE Initiative; MGH Claflin Award)Accepted manuscrip

Early Childhood Special Education in a Refugee Resettlement Community: Challenges and Innovative Practices

There has been a significant increase in the number of children who are culturally and linguistically diverse (CLD) who qualify for early childhood special education (ECSE) services (Banerjee & Guiberson, 2012). The current study investigates the challenges and innovative practices in the evaluation and (ECSE) services for preschool aged children who are refugees. Twenty-eight early childhood educators who work in a small refugee resettlement community participated in a qualitative study using semi-structured interviews resulting in themes regarding challenges and innovative practices. Challenges include: lack of validated assessments, wait time for evaluations, different cultural perspectives and family advocacy. Innovative practices include: assessing skills not dependent on language and including caregivers in evaluations. Implications for future research and teacher preparation are discussed