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It is well established that children's reading comprehension is driven, at least in part, by their awareness of morphemes, or the smallest units of meaning in language. The question of how it does so is largely open; this mechanistic knowledge would specify theories of reading comprehension and guide effective classroom instruction. We report here on a longitudinal study designed to test two candidate mechanisms by which morphological awareness might support the development of reading comprehension: use of morphemes to read words and to understand words, known as morphological decoding and analysis, respectively. We tracked the development of 221 children on key measures from Grades 3 to 5. These three-wave longitudinal data enabled us to test morphological decoding and analysis as mediators connecting morphological awareness to gains in reading comprehension over time. Structural equation modeling showed that morphological awareness contributed to gains in both morphological decoding and analysis. Critically, only morphological analysis mediated the contribution of morphological awareness to gains in reading comprehension between Grades 3 and 5. These findings elaborate predictions of the morphological pathways framework. Specifically, longitudinal modeling shows how morphological awareness supports children's developing reading comprehension: by enabling the use of morphemes to read and understand words, with effects on the understanding of words supporting children's growing skill in understanding texts. Evidence supporting these two specific mechanisms inspires the design of targeted teaching on morphemes toward the development of strong reading comprehension.

Prominent theories of reading development have separately emphasized the relevance of children's skill in learning (Share, 2008) and lexical representations (Perfetti & Hart, 2002). Integrating these ideas, we examined whether skill in learning lexical representations is a mechanism that might explain children's reading development. To do so we conducted a longitudinal study, following 139 children from Grades 3 to 5. In Grade 3, children completed measures of word reading and reading comprehension and again at Grade 5. In Grade 4, children read short stories containing novel words; they were later tested on their memory for the spellings and meanings of these new words, capturing orthographic and semantic learning, respectively. Using multiple-mediation path analysis, we tested whether children's skill in learning orthographic and semantic dimensions of new words was a mediator of individual differences in each of word reading and reading comprehension. In models controlling for nonverbal ability, working memory, vocabulary, and phonological awareness, we found two clear effects: individual differences in orthographic learning at Grade 4 mediated the gains that children made in word reading between Grades 3 and 5 and individual differences in semantic learning at Grade 4 mediated gains in reading comprehension over the same time period. These findings suggest that children's ability to learn lexical representations is a mechanism in reading development, with orthographic effects on word reading and semantic effects on reading comprehension. These findings show the power and the specificity of children's capacity to learn in determining their progress in learning to read.

The University of Edinburgh holds a substantial collection of manuscripts in Persian, Arabic, Turkish, and South Asian languages, formerly known as the “Oriental Manuscript Collection”. This article reports recent steps taken to make this collection, which consists largely of manuscripts collected by Scottish East India Company officials between the late 18th and mid 19th centuries C.E, relevant to the present day global audience, and to widen access to it. This includes its renaming as "Manuscripts of the Islamicate World and South Asia", and the creation of a digitally searchable catalogue on the ArchivesSpace platform, largely through the use of “legacy data” from a 1925 printed catalogue, yet with a focus on making provenance information readily available. We discuss the challenges involved in renaming, and indeed reinterpreting, a historical collection whilst adhering to the principles of archival and library science. We share the methodology used to create our digitally searchable catalogue, a relatively simple model that may well prove useful for those curating similar collections.

Purpose: Shared reading provides preschool-age children with the opportunity to learn novel, low-frequency words. Abundant empirical evidence demonstrates that children can learn the meanings of such words during shared reading, referred to as "semantic learning." However, less is known about whether children learn the spellings of words during shared reading, referred to as "orthographic learning," and whether this learning is related to early word reading. The present study tested relations between individual differences in 4- to 6-year-old children's semantic and, critically, orthographic learning during shared reading and their early word reading skill. Method: In an adaptation of the self-teaching paradigm, children listened to a storybook about novel inventions referred to with nonword names. Children then completed orthographic and semantic choice tests, as well as standardized measures of early word reading and phonological awareness. Results: Individual differences in orthographic, but not semantic, learning during shared reading were related to early word reading, after controls for age and phonological awareness. Conclusions: This study provides a novel test of learning during shared reading, helping to specify the relation between orthographic and semantic learning and early word reading skill. These findings hold implications for theoretical perspectives on relations between learning during shared reading and early word reading, as well as implications for educational practice.

Background: Young children clearly know quite a bit about the conventions of written language; for instance, 5-year-old children are sensitive to the fact that words tend to include both consonants and vowels, rather than just one or the other. The core theoretical debate lies in whether this understanding of sub-lexical orthographic regularities predicts children's reading development. To provide empirical data on this question, we examined whether individual differences in sub-lexical orthographic knowledge were related to gains in word reading over a year. Methods: We measured sub-lexical orthographic knowledge in Grade 1 by asking children to choose which of two letter-strings looked most word-like--one containing vowels and consonants and one containing all consonants or all vowels (e.g., "vack" vs "vgck" or "uaie," respectively). Children completed control measures of phonological awareness, vocabulary and nonverbal ability in Grade 1. Word reading was measured in both Grades 1 and 2. Results: Linear regression analyses identified a small but significant and unique contribution of sub-lexical orthographic knowledge in Grade 1 to word reading in Grade 2, after controls for the above measures as well as age, parental education and the auto-regressor of Grade 1 word reading. Conclusions: This finding suggests a role for knowledge of sub-lexical orthographic regularities in children's gains in word reading.

Background: Oral language has long been acknowledged as a prominent influence on children's reading development. Here, we examine the intersecting contribution of two prominent aspects of oral language - phonology and morphology. We explore this interface by examining contributions from the two dimensions of phonology - phonemic and prosodic - of morphological awareness on children's reading development. Methods: In a longitudinal study, we track the word reading and reading comprehension development of 175 children in Grades 3 and 4 (Time 1) over the course of 11 months into Grades 4 and 5 (Time 2), respectively. At Time 1, children also completed a measure of morphological awareness with items varying across the two intersecting phonological dimensions: phonemic and prosodic changes. Results: We found two unique effects accounting for gains in reading skill over 1 year after controlling for vocabulary, phonological awareness and nonverbal ability, and the appropriate auto-regressor. Gains in word reading skill were predicted by performance on morphological awareness items with phonemic changes. Gains in reading comprehension skill were predicted by performance on morphological awareness items with both phonemic and prosodic changes. Conclusions: These findings point to key differences in the oral language skills that drive the development of word reading versus reading comprehension and encourage us to consider the rich intersection between features of oral language in understanding children's reading development.

We report on a school-based randomized control trial study comparing two morphological interventions with untaught controls: one focusing on direct instruction targeting print morphological decoding (direct decoding condition) and the other on inquiry-focused pedagogy using oral morphological analysis (inquiry-analysis condition). We identified 63 Grade 3 children with below-average morphological awareness following screening (from N = 163). This sub-sample showed average pseudoword decoding but poor language and word reading abilities. Following a 13-week supplemental intervention randomized within the 63 children, results showed a statistically significant main effect of intervention on standardized reading vocabulary measures at immediate post-test in the direct decoding condition. Pre-test morphological awareness moderated reading vocabulary effects for the untaught control group. Statistically significant moderation of growth in sentence comprehension at post- by pre-test morphological awareness was also evident in the inquiry-analysis condition. Universal screening for below-average morphological awareness followed by inquiry-based or direct instruction interventions focusing on the meaning dimensions of morphemes may be modestly efficacious for supporting reading vocabulary and sentence comprehension in such at risk learners, potentially aiding school-wide literacy improvement.

Given the increase in students with learning disabilities entering university, we investigated a broader group--students with a history of reading difficulties (HRD)--who are known to be at risk of academic struggles. We identified the self-reported reading challenges and strategies of university students with HRD (n = 49) and those with no history of reading difficulties (NRD; n = 88) and examined group differences and relations with first-year grade point average (GPA). Students with HRD reported more difficulties with perceived reading comprehension, concentration, and reading speed than students with NRD. Groups differed in use of reading strategies: Students with HRD were descriptively more likely to reduce reading volume by using alternative materials and chose to read based on text length and availability of alternative materials. For both groups, reading completion and concentration strategies were positively related to GPA, while perceived difficulty with reading comprehension and choosing to read based on interest were negatively related to GPA. Some strategies were negatively associated with GPA for students with NRD, but not for students with HRD. Findings revealed the challenges that students with HRD experience with reading in university and identified strategies, potentially adaptive or maladaptive, that they used to manage their academic reading load.

Abstract Background This study aimed to assess the usefulness of the parent version of the KINDLR and the additional items of the Kiddy Parents questionnaire in the South-African context and to validate it as an appropriate tool for measuring health-related quality of life (HRQoL). Method The ExAMIN Youth SA study was designed to investigate lifestyle behaviours, including psychosocial factors that may adversely impact on cardiovascular health of children. Construct validity was examined by using exploratory and confirmatory factor analysis, while internal consistency was tested by Cronbach’s alpha. The final factor structure was confirmed by model fit indices. Results The study included children (n = 1088) aged between 5 and 10 years in North-West, South Africa. The reliability coefficients of the original factors could not be reproduced in this data set, with the Cronbach’s alphas ranging between 0.46 and 0.78. With exploratory factor analysis, including the additional items, our data supported a 7-factor structure with acceptable internal consistency (Cronbach’s alpha: 0.68–0.79; Omega: 0.75–0.85) and acceptable model fit indices (CFI: 0.91; TLI: 0.90; RMSEA: 0.05; SRMR: 0.07). Two factors (emotional wellbeing and everyday functioning) further split into separate factors for positive and negative experiences related to each of these dimensions. Conclusion We confirmed a new factor structure of the parent version of the KINDLR and the additional items of the Kiddy Parents questionnaire, which can be used in the African context. Although the new factor structure has great overlap with the original structure, some items did not contribute to the factors as expected. Language and cultural differences between the original German group and the current South African study group resulted in a different factor structure.

Reaction of thorium(IV) nitrate with 2-[(4-phenyl-1H-1,2,3-triazol-1-yl)methyl]pyridine (L) yielded (LH)2[Th(NO3)6] or (C14H13N4)2[Th(NO3)6] (1), instead of the expected mixed-ligand complex [Th(NO3)4L2], which was detected in the mass spectrum of 1. In the structure, the [Th(NO3)6]2− anions display an icosahedral coordination geometry and are connected by LH+ cations through C—H...O hydrogen bonds. The LH+ cations interact via N—H...N hydrogen bonds. Hirshfeld surface analysis indicates that the most important interactions are O...H/H...O hydrogen-bonding interactions, which represent a 55.2% contribution.

We examined whether and how the degree of meaning overlap between morphologically related words influences sentence plausibility judgment in children. In two separate studies with kindergarten and second-graders, English-speaking and French-speaking children judged the plausibility of sentences that included two paired target words. Some of these word pairs were morphologically related, across three conditions with differing levels of meaning overlap: low (wait-waiter), moderate (fold-folder) and high (farm-farmer). In another two conditions, word pairs were related only by phonology (rock-rocket) or semantics (car-automobile). Children in both ages and languages demonstrated higher plausibility scores as meaning overlap increased between morphologically related words. Further, kindergarten children rated sentences that included word pairs with phonological overlap as more plausible than second-grade children, while second-grade children rated those with high meaning overlap as more plausible than kindergarten children. We interpret these findings in light of current models of morphological development.

We show how distinct terminally disposed self-organizing processes can be linked together so that they collectively suppress each other's self-undermining tendency despite also potentiating it to occur in a restricted way. In this way, each process produces the supportive and limiting boundary conditions for the other. The production of boundary conditions requires dynamical processes that decrease local entropy and increase local constraints. Only the far-from-equilibrium dissipative dynamics of self-organized processes produce these effects. When two such complementary self-organizing processes are linked by a shared substrate-the waste product of one that is the necessary ingredient for the other-the co-dependent structure that results develops toward a self-sustaining target state that avoids the termination of the whole, and any of its component processes. The result is a perfectly naturalized model of teleological causation that both escapes the threat of backward influences and does not reduce teleology to selection, chemistry or chance. This article is part of the theme issue 'Thermodynamics 2.0: Bridging the natural and social sciences (Part 1)'.

Abstract Environmental change can alter predator-prey dynamics. However, studying predators in the context of co-occurring environmental stressors remains rare, especially under field conditions. Using in situ filming, we examined how multiple stressors, including temperature and turbidity, impact the distribution and behaviour of wild fish predators of Trinidadian guppies (Poecilia reticulata). The measured environmental variables accounted for 17.6% of variance in predator species composition. While predator species differed in their associations with environmental variables, the overall prevalence of predators was greatest in slow flowing, deeper, warmer and less turbid habitats. Moreover, these warmer and less turbid habitats were associated with earlier visits to the prey stimulus by predators, and more frequent predator visits and attacks. Our findings highlight the need to consider ecological complexity, such as co-occurring stressors, to better understand how environmental change affects predator-prey interactions.

Abstract Background The ability to perform transvenous temporary cardiac pacing (TV‐TP) is critical to stabilize horses with symptomatic bradyarrhythmias. Reports of successful TV‐TP in horses are limited, and only briefly describe short‐term pacing. Objective To describe temporary, medium‐term (24 h) transvenous right ventricular pacing in awake horses using a bipolar torque‐directed pacing catheter. Animals Six healthy adult institutional teaching horses. Methods Prospective experimental study with 2 immediately successive TV‐TP lead placements in each horse with a target location of the RV apex. One placement was performed primarily with echocardiographic guidance and 1 primarily with fluoroscopic guidance. In all placements, corresponding images were obtained with both imaging modalities. Horses were then paced for 24 h, unrestricted in a stall with continuous telemetric ECG monitoring. Echocardiographically determined lead position, episodes of pacing failure in the preceding 6 h, and pacing thresholds were recorded every 6 h. Pacing failure was defined as a period of loss of capture longer than 20 s. Results Pacing leads were placed with both guidance methods and maintained for 24 h with no complications. Two horses with leads angled caudally in the right ventricular apex had no pacing failure, the remaining 4 horses had varying degrees of loss of capture. Leads located in the right ventricular apex had longer time to pacing failure and lower capture thresholds P

The Old Russian manuscript tradition demonstrates a rich variety of prayers after the kathisms of the Psalter. The article examines 26 Psalteries of the 13–14 centuries in the context of the Old Russian liturgical literature: horologions, liturgical collections, etc., as well as the old-printed Psalter. Prayers for the five initial cathismata have been studied and compared. Usually each cathisma has one prayer, but in some manuscripts there are cathismata with 2 or even 3 prayers. The analysis shows that among the prayers of the initial cathismata of the Psalter, there is comparatively greater stability comparing with further cathismata. Each of the initial cathismata is associated with the most characteristic prayer, which is found in about half of the manuscripts considered. The rest of the prayers for this cathisma are diverse and can occur in three or, as a rule, in one or two manuscripts. The results of the study are clearly presented in a table. The text of some prayers that have not yet been published is given in this article. These are the “prayer of St. Zinon”, containing a request for protection; the “prayer of King Leon”, with a character of enthusiastic praise; the penitential prayer “Hear, Lady Theotokos”; the penitential prayer “In the name of the Father and the Son and the Holy Spirit”; the supplicatory prayer “O, King of Glory”, which has an unusual textual tradition; and the intercession “to the Holy Mother of God for all the Christians”. Many prayers are of Byzantine origin and known from Greek manuscripts; they are attributed to various saints of antiquity: St. Ephraem the Syrian, St. Isaac of Nineveh, St. Antiochus, St. John Chrysostom; two prayers are taken from the “Life of St. Niphont”; and two prayers are biblical. Other prayers may have a Slavic author: for example, four prayers belong to St. Kirill Turovsky. Among these manuscripts, 11 psalters are almost identical in the composition of prayers, another 6 psalters have a fairly similar composition, and the rest are very different from each other. The hypothesis is put forward that in ancient Russia there was a “basic tradition” of arranging prayers after the initial cathismata. Along with it, there were various alternative traditions. Subsequently, the main tradition was transformed in a certain way and used to establish the composition of the old-printed Psalter.

Abstract Background Implementing appropriate shift work schedules can help mitigate the risk of sleep impairment and reduce fatigue of healthcare workers, reducing occupational health and safety risks. In Australia, the organisation has a responsibility to make sure all reasonable measures are taken to reduce fatigue of staff. Therefore, it is important to assess what the current rostering processes is for staff responsible for creating the rosters for nurses. Aim The aims of the project were to understand (1) who creates the rosters and what the process is, (2) what training and knowledge these staff have in establishing rostering schedules that optimise the sleep and wellbeing of staff, and (3) what the benefits and limitations are of current rostering practices. Methods Findings were generated through semi-structured interviews, using cluster coding to form categories. Twenty four nurses responsible for rostering staff were interviewed from three different sites in Victoria (one metropolitan and two regional/rural hospitals). Data was analysed using selected grounded theory methods with thematic analysis. Results The common themes that came out of the interviews were that rostering staff were under prepared, unaware of fatigue and safety guidelines and polices from governing bodies and had not received any education or training before taking on the role. The most common rostering style was self-rostering, where staff could submit preferences. However, there were concerns about staff fatigue but were divided as to who should be responsible, with many saying it was up to staff to preference shifts that they could cope with. The final theme was cultural barriers to change. Conclusion While self-rostering resulted in staff having more freedom and flexibility, shift preferences may be influenced more so by a need to fit with lifestyle rather than to minimise fatigue and increase safety in the workplace. Greater consideration of the impact of shift work schedules on fatigue is required to ensure that the layers of clinical governance in health care organisations minimise the risk of occupation health and safety issues for employees delivering direct patient care.

In the target article “How molecules became signs” I offer a molecular “thought experiment” that provides a paradigm for resolving the major incompatibilities between biosemiotic and natural science accounts of living processes. To resolve these apparent incompatibilities I outline a plausible empirically testable model system that exemplifies the emergence of chemical processes exhibiting semiotic causal properties from basic nonliving chemical processes. This model system is described as an autogenic virus because of its virus-like form, but its nonparasitic self-repair and reproductive dynamics. The 16 commentaries responding to this proposal recognize its material plausibility but are divided on its value in resolving this basic biosemiotic challenge. In response, I have addressed some of the most serious criticisms raised and have attempted to diagnose the major sources of incompatible assumptions that distinguish the autogenic paradigm from other major paradigms. In particular, I focus on four main issues: the significance of the shift from a cellular to a viral perspective, the relevance of intrinsic versus extrinsic initiation and channeling of interpretive work, the insufficiency of molecular replication as a basis for grounding biological semiosis, and a (universal?) three step scaffolding logic that enables referential displacement of sign vehicle properties without loss of referential continuity (as exemplified by DNA-protein relations). Although I can’t conclude that this is the only way that biosemiotic properties can emerge from physical-chemical relations that otherwise lack these properties, I contend that this approach offers a biologically plausible demonstration that it is possible.

This qualitative research study explored the thoughts, emotions, and behaviours of adults aged between 35 and 45 who managed their type 2 diabetes effectively and adults who struggled with diabetes self-management in a South African setting. Semi-structured interviews were conducted with 17 adults who engaged in either successful self-management or who struggled with self-management. Effective management was characterised by an HbA1c level of 8% or lower. This group comprised of nine individuals. The participants who faced challenges with self-management had HbA1c levels ranging between 10% and 14%. This group consisted of eight participants. The data were analysed using inductive thematic analysis, and four main themes were identified: the emotional experience, prominent cognitions, practising acceptance and the mechanisms of behavioural change. These themes identified key determinants of individuals’ self-management practices and can contribute to providing information for future cognitive behaviour therapy interventions to be developed that target specific components to improve self-management practices.

Abstract The Greater Cape Floristic Region at the southern tip of Africa is a global megadiversity hotspot. The region's biodiversity has been driven by a long history of topographic, climatic, and sea level change coupled with geological uplift, and without being exposed to any major climate events such as glaciations since the breakup of Gondwana. Among arthropods, this long history has led to the survival of many ancient lineages, manifested by much disparity followed by considerable speciation in more recent times, with the emergence of many cryptic species flocks. There is much convergence among the various taxa and functional groups in how they have responded to the various environmental filters of the past. There has also been the development of a great many morphological, behavioral, and microhabitat specialisms, associated with both topography and particular habitats, as well as interactions with other organisms. Morphological and molecular advances are elucidating how this megadiversity came about. There are indications that among the arthropod fauna, especially species that are small‐sized and have cryptic lifestyles, many more taxa remain to be discovered. Here, we review the eco‐evolutionary trends that have occurred in this region and that have resulted in such remarkable arthropod diversity. Conservation of the arthropod fauna requires recognition of this historical biogeography and ecology. Instigation of approaches over wide areas is required so as to encompass all this diversity.