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Before the expansion of European interests into East Asia in the fifteenth and sixteenth centuries, a maritime network was established between Asian imperial powers and Southeast Asian polities that connected artisans, merchants, chiefs, farmers, and foragers together and extended from Korea as far as to the African coast. Furthermore, this Early Historic period (including the Song, Yuan, and Early Ming Dynasties) was a time of important developments that set the stage for later exchange systems that have led to a globalized world. Given the size and complexity of this system, this research undertakes a scalar approach, looking at local, regional, and interregional systems, to explain the processes involved. One important marker that highlights this exchange is porcelain and other tradeware ceramics. This research considers both production and distribution of tradeware in this network - by examining polities in the Philippines which traded for and received products and kiln locations in Fujian, China which produced them - through the comparison of chemical data obtained through Laser Ablation Inductively Coupled Plasma Mass Spectrometry (LA-ICP-MS) as well as stylistic analysis of ceramic tradeware remains. Contrasting how tradeware vessels were obtained, distributed, and used within and between three Philippine polities (Manila, Cebu, and Tanjay) has highlighted the different political structures and means by which individuals engaged with the system of exchange. Secondly, this research examines the differentiation and overlap of kiln sites from southern China (including Lulin, Gou Tou Shan, Hou Bi Shan, Hou Lou Shon, and Zhangzhou wares). This research demonstrates the potential of a chemical analysis approach, even outside of a traditional sourcing study, and produces results which show the interaction of kilns and polities within a larger regional and interregional framework. The identification of several grouping patterns across socio-economic levels, within and between the polities, and at kiln sites themselves is investigated and provides data for future work examining ceramics and exchange in Southeast Asia. Finally, by looking at sherds collected from habitation contexts in the Philippines and from ceramics obtained from a worker’s village for the kiln production sites at Hou Bi Shan and Hou Lou Shan, this research connects individuals to the archaeological past.

Science is sometimes defined as the systematic study of the physical world to discover the laws of nature. Laws embody generalizations connecting different phenomena, often involving a causal link between one concept and another. I suggest that much of science, in fact, depends on the opposite idea: the “unlaw,” defined as the proposition that two variables have no causal or mathematical link with one another. This idea unifies such apparently distinct notions as thought experiments, conservation principles in physics, and experimental design paradigms in the life sciences, as well as highlighting the importance of diversity in the human condition. I propose that the importance of unlaws be acknowledged and that this category be given due consideration in the philosophy of science, where it may help to resolve certain persistent misunderstandings.

In considering the changing world, the authors of the Integrated Science: Science without Borders were asked how you would see the future of your field 30 years later. The present chapter publishes authors’ views on this subject in 2050. Authors have integrated science into the person, thinking of complex problems, artificial intelligence, management under changing conditions, and a sustainable future.

Despite their central place in mathematical physics, Lie groups are generally regarded as requiring a long apprenticeship in the theory of differentiable manifolds and topological groups. However, this is not how they arose historically. Sophus Lie was prompted to study these structures in the late nineteenth century. He became convinced that the power of Galois theory in the investigation of the solutions of algebraic equations could be harnessed to the study of differential equations, and could be made to yield equally striking results there. This application has been almost forgotten today, or relegated to the province of specialists, but the purpose of this paper is to argue that an elementary treatment is both possible and enlightening. It is hoped that this treatment will help to motivate students to believe that Lie groups can be not only useful, but natural, objects of study, with an intuitive interpretation in terms of phenomena that can be visualized at a physical level, certainly in the one-parameter case.

Universal laws are notoriously hard to discover in the social sciences, but there is one which can be stated with a fair degree of confidence: “all students hate statistics”. Students in the social sciences often need to learn basic statistics as part of a research methods module, and anyone who has ever been responsible for teaching statistics to these students will soon discover that they find it to be the hardest and least popular part of any social science syllabus. A typical problem for students is the use of Fisher’s F-test as a significance test, which even in the simple case of a one-factor analysis of variance (ANOVA) presents difficulties. These are two in number. Firstly, the test is presented as a test of the null hypothesis, that is, that there is no effect of one variable (the independent variable, IV) on the other, dependent variable (DV). This highlights the opposite of what one generally wants to prove, the experimental hypothesis, which is usually that there is an effect of the IV on the DV. Students, if they think about the question at all, may be tempted to ask “why not try to prove the experimental hypothesis directly rather than using this back-to-front approach?” Secondly, the F-ratio itself is presented in the form of an algebraic manipulation, involving the ratio of two mean sums of squares, and these means are themselves moderately complicated to understand. Even students specializing in mathematics often find algebra difficult, and to non- athematicians this formula is simply baffling. Instructors do not usually make a serious attempt to remedy this confusion by attempting to explain what the F-ratio is attempting to measure, and when they do, the explanation is not usually very enlightening. Students may struggle with the statement that the F-ratio is the ratio of “two different estimates of the variance of the population being sampled from, under the null hypothesis”. So what? The result is that students frequently end up applying statistical analysis programs such as SPSS and R, without having the faintest understanding of how the mathematics works. They use the results in a mechanical way, according to a procedure learned by rote memory, and may overlook different tests which might be more appropriate for their data. This might be called the cookbook approach to data analysis, and it is the opposite of the ultimate aim of high quality teaching, which is to provide a deep understanding of principles, which will allow the student to use these principles flexibly in real life challenges, without violating the assumptions of the statistical tests being employed.

Calculating Fisher's F-ratio is a key step in a number of statistical procedures involving null hypothesis significance testing. This is particularly so in the case of ANOVA (analysis of variance) in its several forms, but even multiple regression includes a test of significance of the overall model which employs an F-ratio. The present paper aims at making the basic ideas behind this common statistic more comprehensible by providing a visual counterpart to, and justification for, its algebraic definition.As an example of how the definition works, consider the following very simple set of data comprising an independent variable consisting of three groups, where the values of the dependent variable are 1, 2, 3 for the first group, 4, 5, 6 for the second group and 7, 8, 9 for the third group. The groups could represent three drug treatments, and the numbers, a measure of clinical outcome for each of nine participants. One might represent this set of data as a row vector thus: (1, 2, 3, 4, 5, 6, 7, 8, 9).

Previous music and emotion research suggests that individual differences in empathy, alexithymia, personality traits, and musical expertise might play a role in music-perceived emotions. In this study, we investigated the relationship between these individual characteristics and the ability of participants to recognize five basic emotions (happiness, sadness, tenderness, fear, and anger) conveyed by validated excerpts of film music. One hundred and twenty participants were recruited through an online platform and completed an emotion recognition task as well as the IRI (Interpersonal Reactivity Index), TAS-20 (Toronto Alexithymia Scale), BFI (Big Five Inventory), and Gold-MSI (Goldsmiths Musical Sophistication Index). While participants recognized the emotions depicted by the music at levels that were better than chance, their performance accuracy was negatively associated with the externally oriented thinking subscale from the TAS-20. Our results suggest that alexithymia, previously linked to a deficit in perception of facial and vocal expressions of emotion, is also associated with difficulties in perception of emotions conveyed by music.

Deficits in auditory short-term memory have been widely reported in children with Specific Language Impairment (SLI), and recent evidence suggests that children with Autism Spectrum Disorder and co-morbid language impairment (ALI) experience similar difficulties. Music, like language relies on auditory memory and the aim of the study was to extend work investigating the impact of auditory short-term memory impairments to musical perception in children with neurodevelopmental disorders. Groups of children with SLI and ALI were matched on chronological age (CA), receptive vocabulary, non-verbal intelligence and digit span, and compared with CA matched typically developing (TD) controls, on tests of pitch and temporal acuity within a voluntary musical imagery paradigm. The SLI participants performed at significantly lower levels than the ALI and TD groups on both conditions of the task and their musical imagery and digit span scores were positively correlated. In contrast ALI participants performed as well as TD controls on the tempo condition and better than TD controls on the pitch condition of the task. Whilst auditory short-term memory and receptive vocabulary impairments were similar across ALI and SLI groups, these were not associated with a deficit in voluntary musical imagery performance in the ALI group.

All creative activity brings about change, since it results in the production of something that did not previously exist. The act of creation is itself influenced by changes that have been previously brought about by others, including previous acts of creation. As with any human behavior, creativity has both biological and cultural aspects and is therefore influenced by biological as well as cultural evolution. However, biological evolution operates slowly and over a much longer timescale than cultural evolution, and change occurring within a human lifetime must be driven by cultural and social, rather than biological processes. In order to examine changes at this timescale, we therefore assume a fixed biological substrate and examine how creativity occurs in a social and cultural context. We argue that a fuller understanding of artistic creativity arises from setting this phenomenon in a wider context that encompasses creativity in both the arts and the sciences. We analyze creativity using the BVSR model developed by Simonton and conclude that creativity is driven by similar mechanisms in both domains. We propose that the arts and the sciences are not qualitatively different intellectual domains but should be conceptualized as activities situated at different regions of a continuum of human endeavor. This suggests that it would be fruitful for both scientists and artists to devote more attention to learning from the achievements of those who generate creative ideas at different points on this continuum.

All creative activity brings about change, since it results in the production of something that did not previously exist. The act of creation is itself influenced by changes that have been previously brought about by others, including previous acts of creation. As with any human behavior, creativity has both biological and cultural aspects and is therefore influenced by biological as well as cultural evolution. However, biological evolution operates slowly and over a much longer timescale than cultural evolution, and change occurring within a human lifetime must be driven by cultural and social, rather than biological processes. In order to examine changes at this timescale, we therefore assume a fixed biological substrate and examine how creativity occurs in a social and cultural context. We argue that a fuller understanding of artistic creativity arises from setting this phenomenon in a wider context that encompasses creativity in both the arts and the sciences. We analyze creativity using the BVSR model developed by Simonton and conclude that creativity is driven by similar mechanisms in both domains. We propose that the arts and the sciences are not qualitatively different intellectual domains but should be conceptualized as activities situated at different regions of a continuum of human endeavor. This suggests that it would be fruitful for both scientists and artists to devote more attention to learning from the achievements of those who generate creative ideas at different points on this continuum.

The presence of double dissociations in patients with neurological damage has long been used as evidence that the dissociated functions cannot be explained in terms of a common system or module. Shallice (1988) has suggested that a second procedure, the double critical variable method, can provide evidence for a similar conclusion. In this paper we examine the situation where double dissocations are not naturally present, suggesting that the two phenomena are merely aspects of the same underlying condition. We propose that the logic of the double critical variable method can be applied in this situation, whenever responses to treatment vary in a particular manner across syndromes and patients. This logic was previously used by Beschin, Cocchini, Allen, and Della Sala (2012) to show a dissociation between anosognosia and neglect in stroke patients; we suggest that it might have a more general application. As an aid in understanding the concept we also introduce the performance/performance curve; this builds on the existing idea of performance/resource curves to draw a single graph from two such curves, whose points may be derived from direct observation. It enables the empirical testing of hypotheses about the functional form of unobservable performance/resource relationships, and may be of use beyond the existing application to treatment response profiles.

It has been suggested that individuals with autism will be less responsive to the emotional content of music than typical individuals. With the aim of testing this hypothesis, a group of high-functioning adults on the autism spectrum was compared with a group of matched controls on two measures of emotional responsiveness to music, comprising physiological and verbal measures. Impairment in participants ability to verbalize their emotions (type-II alexithymia) was also assessed. The groups did not differ significantly on physiological responsiveness, but the autism group was significantly lower on the verbal measure. However, inclusion of the alexithymia score as a mediator variable nullified this group difference, suggesting that the difference was due not to absence of underlying emotional responsiveness to music in autism, but to a reduced ability to articulate it.

BackgroundThe results from recent studies suggest that alexithymia, a disorder characterized by impairments in understanding personal experiences of emotion, is frequently co-morbid with autism spectrum disorder (ASD). However, the extent that alexithymia is associated with primary deficits in recognizing external emotional cues, characteristic in ASD, has yet to be determined.MethodTwenty high-functioning adults with ASD and 20 age- and intelligence-matched typical controls categorized vocal and verbal expressions of emotion and completed an alexithymia assessment.ResultsEmotion recognition scores in the ASD group were significantly poorer than in the control group and performance was influenced by the severity of alexithymia and the psycho-acoustic complexity of the presented stimuli. For controls, the effect of complexity was significantly smaller than for the ASD group, although the association between total emotion recognition scores and alexithymia was still strong.ConclusionsHigher levels of alexithymia in the ASD group accounted for some, but not all, of the group difference in emotion recognition ability. However, alexithymia was insufficient to explain the different sensitivities of the two groups to the effects of psycho-acoustic complexity on performance. The results showing strong associations between emotion recognition and alexithymia scores in controls suggest a potential explanation for variability in emotion recognition in non-clinical populations.

IT HAS BEEN ARGUED, IN VIEW OF THE SOCIAL evolutionary origins of music and the social deficits found in autism, that individuals with autism will be emotionally unresponsive to music. However, a recent study of high-functioning adults with autism has shown that they appear to have a range of responses to music similar to typically developing people, including the deliberate use of music for mood management. In examining why these responses appear unaffected in autism, we explore possible mechanisms for musical mood induction in listeners, hypothesizing that the simulation theory of empathy may illuminate current controversies over the nature of emotion in music. Drawing on these ideas, we put forward suggestions for using a simple associative learning process between musically induced emotions and their cognitive correlates for the clinical treatment of alexithymia, a disorder that is common in autism and characterized by an absence of cognitive insight into one's emotions.

Questions about music's evolution and functions have long excited interest among scholars. More recent theoretical accounts have stressed the importance of music's social origins and functions. Autism and Williams syndrome, neurodevelopmental disorders supposedly characterized by contrasting social and musical phenotypes, have been invoked as evidence for these. However, empirical data on social skills and deficits in autism and Williams syndrome do not support the notion of contrasting social phenotypes: research findings suggest that the social deficits characteristic of both disorders may increase rather than reduce the importance of music. Current data do not allow for a direct comparison of musical phenotypes in autism and Williams syndrome, although it is noted that deficits in music cognition have been observed in Williams syndrome, but not in autism. In considering broader questions about musical understanding in neurodevelopmental disorders, we conclude that intellectual impairment is likely to result in qualitative differences between handicapped and typical listeners, but this does not appear to limit the extent to which individuals can derive benefits from the experience of listening to music.

Semi-structured interviews were conducted with 12 high-functioning adults on the autism spectrum in order to examine the nature of their personal experiences of music. The analysis showed that most participants exploit music for a wide range of purposes in the cognitive, emotional and social domains, but the autism spectrum disorder (ASD) group's descriptions of mood states reflected a greater reliance on internally focused (arousal) rather than externally focused (emotive) language, when compared with studies of typically developing individuals.

Children with autism experience difficulties in understanding social affective cues, and it has been suggested that such deficits will generalize to music. In order to investigate this proposal, typically developing individuals and children with autism and Down syndrome were compared on tasks measuring perception of affective and movement states in music. The results showed that discrimination performance on both experimental conditions depended on chronological or verbal mental age rather than diagnosis. The findings suggest that emotion-processing deficits in the social domain do not generalize to music, and that musical understanding is closely related to the level of language development.

Depression and reduced awareness of illness (anosognosia) can be frequent complications following a brain lesion but the relationship between these two syndromes is still unclear. While some researchers suggested a protective function of anosognosia from depression, others deny a functional relationship. We investigated anosognosia and depression in a group of 30 left-brain-damaged patients using specialized methodology for aphasic patients. We observed that anosognosic patients showed levels of depression comparable to those of aware patients and that anosognosia was highly selective for specific deficits. Our findings suggest that reduced awareness for a deficit does not play a crucial role in mood disorder, whereas "simply" suffering for a deficit can per se increase the likelihood of depression. Moreover, whereas depressed and nondepressed patients did show a similar impairment on the nonverbal executive function test, almost all patients showed anosognosia associated with impairment on executive functions. Finally, depressed patients tend to deny or minimize their own mood disorder, confirming that anosognosia can also concern mood status and that self-rating measures for depression could be quite controversial.

This article discusses how musical responses can convey the nature of musical emotions in individuals with autism. The logical first step is to enquire how far these responses resemble naturalistic emotions, that is, those that are not specifically musical, but have ordinary non-musical content. Many authors suggest that whilst certain emotions are exclusive to music there is considerable overlap between musical and naturalistic emotions, while others deny that musically induced emotions are naturalistic. Perhaps consideration of music’s origins might clarify the issue. If the universality of music in human society were the consequence of biological selection, this would support the naturalistic interpretation. Taking the longitudinal view, and focusing on just one musical sub-culture, that of Western music, its development during the past millennium from Gregorian plainchant to modern electronic music illustrates that the evolution of music operates several orders of magnitude faster than human evolution. The authors conclude that musical emotions, if they are emotions at all in the conventional sense, are fast track emotions. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Different techniques, such as optokinetic stimulation, adaptation to prismatic shift of the visual field to the right, or transcutaneous electrical nerve stimulation (TENS), have been shown to alleviate neglect, at least temporarily. We assessed the effect of these techniques on anosognosia and whether their therapeutic effect, if any, matches that on neglect. The effect of the three types of treatment on anosognosia and neglect was investigated in five patients presenting with both severe anosognosia and neglect. Patient 1 was treatment responsive to anosognosia but not to neglect, whereas patients 4 and 5 showed the reverse pattern, i.e., they were treatment responsive to neglect but not to anosognosia. This "treatment response bias" proved to be a valid means to investigate different effects of treatments in the same patient.

Working towards a Ph.D. can be a very diverse experience. Not only do people differ greatly from one another in their individual research fields, but one’s whole method of working changes at different stages for the same individual. Looking back as I end my time as a postgrad student, only one thing has remained constant: the future is always unpredictable. The Ph.D. process is like a military operation, and it is said that no military plan survives first contact with the enemy. This is just as true when applied to a research plan and its contact with scientific reality. \ud \ud Threatened by all this uncertainty, one piece of advice that I found helpful was, to find an area in which you can start doing original work at an early stage. Ph.D. examiners are looking for work of publishable quality, and besides, it is very motivating to know that you are exploring a new piece of science. Finding such an area may appear daunting, but I have found that this impression can be mistaken. However, it is necessary to be prepared for the possibility that your first effort may be a false start, and to change direction if necessary. Science, like warfare, requires flexibility and the humility sometimes to admit defeat: a strategic withdrawal, or at least a change of direction, may be essential.

Inevitably DOM is of major concern to most water utilities and will maintain of concern with changing water quality trends and future shifts in water resource management practices particularly with increasing multi-use water reclamation systems. I hypothesize the application of fluorescence spectroscopy sensors and the PARAFAC approach will help distinguish different water types and changing treated and distributed water quality (potable vs. non-potable), based on the known differences in DOM source and character of these different water types. I propose to evaluate different ways to use the information obtained from the fingerprints revealed by PARAFAC, to develop a widely applicable approach of distinguishing among water sources. The long term goal of this work is to provide the information needed to aid in the development of an on-line, real time water quality monitoring method based on fluorescence spectroscopy sensors and PARAFAC analysis. To address the proposed questions within this study, the central aims and objectives include the following: 1. To assess the fluorescence signature of both potable and reclaimed water, in order to compare and contrast potable and reclaimed water fluorescence signatures of different treatment systems. This will allow us to determine how the fluorescence signature of potable and reclaimed water varies between significantly different source waters and treatment technologies, yielding additional information about the reactivity/stability of the remaining organic matter distributed throughout the distribution system. 2. To measure the effect of individual treatment processes utilized on the fluorescence signature of DOM, to develop an understanding of the factors that make the fluorescence signature of reclaimed water different from potable water and potable water sources. 3. To measure variability in fluorescent signatures of potable and reclaimed water effluents (due to variation in the fluorescing influent organic matter), and to quantify influences of key water quality parameters (pH, temperature, treatment residuals, etc.). 4. To compare and contrast the lowest levels (detection limit) at which reclaimed water can be detected in drinking water, simulating a cross contamination event. 5. To determine the robust ability of PARAFAC modeling for better water system monitoring with different potable and reclaimed water samples, by investigating other systems with different source waters, treatment processes and distributed water quality.

Semi-structured interviews were conducted with 12 high-functioning adults on the autism spectrum, in order to examine the nature of their personal experiences of music. Consistent with the literature on typically developing people's engagement with music, the analysis showed that most participants exploit music for a wide range of purposes in the cognitive, emotional and social domains, including mood management, personal development and social inclusion. However, in contrast to typically developing people, the ASD group's descriptions of mood states reflected a greater reliance on internally focused (arousal) rather than externally focused (emotive) language.

The reliability of traditional photogrammetric identification techniques using a small number of facial landmarks has recently come in for\ud criticism. However, the transformation of parameters into a new face space in which the error distributions are orthogonal, yields a maximum\ud likelihood solution to the problem of identifying a photographed face from a small, known, population which, in a simulated example, raises the\ud success rate from 20% to 93%. A full transformation yielding simultaneously independent population and error distributions can be derived from\ud raw population and error data using a straightforward computer procedure. Such a transformation facilitates computations for the situation where a\ud single suspect is held in custody and the likelihood ratio of his being identical with a photograph is desired. It seems premature to condemn\ud photogrammetry until the more efficient data-analysis approach outlined in this paper has been applied and tested.

This study examined the impact of "ability-based" and "effort-based" verbal reinforcement cues prior to task engagement in traditional sixth grade students attending Christian schools in northwest Indiana. Perseverance levels were measured during a numerically-based, problem solving task by tracking time signatures (in seconds) of the first, second, and third use of restricted "clues." The research population (n = 102) was randomly assigned into two groups (ability-cued and effort-cued). Statistical significance was found at all three measurements. Target measurement one revealed ME = 518.7 (SD = 310.7), MA = 402.4 (SD = 293.5), with two sample t(100df) = 1.94, p = 0.027. Target measurement two revealed ME = 645.9 (SD = 287.1), MA = 494.0 (SD = 296.8), with two sample t(100df) = 2.62, p = 0.004. Target measurement three revealed ME = 738.6 (SD = 249.1), MA = 586.6 (SD = 285.6), with two sample t(100df) = 2.86, p = 0.002. The null hypothesis stating ability-cued students would show greater levels of perseverance was rejected at all three measurement targets. Students receiving effort commendations prior to task engagement showed greater levels of perseverance than students receiving ability commendations.