Input window size and neural network predictors

Neural network approaches to time series prediction are briefly discussed, and the need to specify an appropriately sized input window identified. Relevant theoretical results from dynamic systems theory are briefly introduced, and heuristics for finding the correct embedding dimension, and hence window size, are discussed. The method is applied to two time series and the resulting generalisation performance of the trained feedforward neural network predictors is analysed. It is shown that the heuristics can provide useful information in defining the appropriate network architectur

Early-stage entrepreneurial activity in the European Union: some issues and challenges

In this paper the authors present the levels of Total early-stage Entrepreneurial Activity (TEA) across 16 Member States of the European Union participating in the Global Entrepreneurship Monitor (GEM - 2004 research 2). They also compare the average TEA rate for these 16 EU-countries participating in GEM with the average for some other OECD-countries, further referred to as 'Anglo'-countries: the United States of America, Canada, Australia and New Zealand. Next, they relate the striking differences in TEA across countries to underlying cultural and institutional differences. And also they examine some other current issues associated with entrepreneurial activity in Europe, such as ageing of the population, and technology-based start-ups.

Effective Pre-school and Primary Education 3-11 Project (EPPE 3-11): influences on children’s attainment and progress in Key Stage 2 : cognitive outcomes in Year 6

These reports forms part of a set of two reports that examine key influences on children’s Maths, English and social behavioural outcomes (self-regulation, pro-social behaviour, hyperactivity and anti-social behaviour) in Year 6 and on their progress across Key Stage 2. The sister report describes the results of analyses on children’s social/behavioural outcomes (ref: DCSF-RR049). The report is from the effective pre-school and primary education 3 to 11 project (EPPE 3 to 11) which is longitudinal study using multi-level modelling investigating the effects of home background, pre-school and primary education on pupils’ attainment and social / behavioural development. Around 3,000 children were recruited from 141 pre-school settings in 6 English LEAs at the age of 3+ between 1996 and 1999. The study followed these children through pre-school and into more than 900 primary schools in 100 local authorities

Pathways into homelessness among post 9/11 era veterans

This article may not exactly replicate the final version published in the APA journal. It is not the copy of record.Despite the scale of veteran homelessness and government–community initiatives to end homelessness among veterans, few studies have featured individual veteran accounts of experiencing homelessness. Here we track veterans’ trajectories from military service to homelessness through qualitative, semistructured interviews with 17 post-9/11-era veterans. Our objective was to examine how veterans become homeless—including the role of military and postmilitary experiences—and how they negotiate and attempt to resolve episodes of homelessness. We identify and report results in 5 key thematic areas: transitioning from military service to civilian life, relationships and employment, mental and behavioral health, lifetime poverty and adverse events, and use of veteran-specific services. We found that veterans predominantly see their homelessness as rooted in nonmilitary, situational factors such as unemployment and the breakup of relationships, despite very tangible ties between homelessness and combat sequelae that manifest themselves in clinical diagnoses such as posttraumatic stress disorder. Furthermore, although assistance provided by the U.S. Department of Veterans Affairs (VA) and community-based organizations offer a powerful means for getting veterans rehoused, veterans also recount numerous difficulties in accessing and obtaining VA services and assistance. Based on this, we offer specific recommendations for more systematic and efficient measures to help engage veterans with VA services that can prevent or attenuate their homelessness

Structure of a gene encoding a murine thymus leukemia antigen, and organization of Tla genes in the BALB/c mouse

We have determined the DNA sequence of a gene encoding a thymus leukemia (TL) antigen in the BALB/c mouse, and have more definitively mapped the cloned BALB/c Tla-region class I gene clusters. Analysis of the sequence shows that the Tla gene is less closely related to the H-2 genes than H-2 genes are to one another or to a Qa-2,3-region genes. The Tla gene, 17.3A, contains an apparent gene conversion. Comparison of the BALB/c Tla genes with those from C57BL shows that BALB/c has more Tla-region class I genes, and that one of the genes absent in C57BL is gene 17.3A

Expressive writing and posttraumatic growth: an Internet-based study

This study examined the effects of Internet-based expressive writing on posttraumatic growth. Expressive (n = 14) and control writing (n = 10) participants wrote for 15 min on 3 occasions spaced 3 days apart. Measures of intrusive and avoidant thoughts and posttraumatic growth were administered at baseline and 2- and 8-week postintervention follow-ups. Results showed that posttraumatic growth significantly increased from baseline to 8-week follow-up in the expressive writing group, while there was no significant change in levels of posttraumatic growth in the control group. Intrusive and avoidant cognitions did not differ between writing groups. Analyses of language use showed that greater use of insight words was associated with an increase in posttraumatic growth. Findings are consistent with cognitive processing models of expressive writing and have implications for Internet-administered expressive writing

Comparison of exon 5 sequences from 35 class I genes of the BALB/c mouse

DNA sequences of the fifth exon, which encodes the transmembrane domain, were determined for the BALB/c mouse class I MHC genes and used to study the relationships between them. Based on nucleotide sequence similarity, the exon 5 sequences can be divided into seven groups. Although most members within each group are at least 80% similar to each other, comparison between groups reveals that the groups share little similarity. However, in spite of the extensive variation of the fifth exon sequences, analysis of their predicted amino acid translations reveals that only four class I gene fifth exons have frameshifts or stop codons that terminate their translation and prevent them from encoding a domain that is both hydrophobic and long enough to span a lipid bilayer. Exactly 27 of the remaining fifth exons could encode a domain that is similar to those of the transplantation antigens in that it consists of a proline-rich connecting peptide, a transmembrane segment, and a cytoplasmic portion with membrane-anchoring basic residues. The conservation of this motif in the majority of the fifth exon translations in spite of extensive variation suggests that selective pressure exists for these exons to maintain their ability to encode a functional transmembrane domain, raising the possibility that many of the nonclassical class I genes encode functionally important products