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Elementary, conceptual, and easy to read, this book describes the methods and techniques used to estimate rock properties from seismic data, based on a sound understanding of the elastic properties of materials and rocks and how the amplitudes of seismic reflections change with those properties. By examining the recorded seismic amplitudes in some detail, we can deduce properties beyond the basic geological structure of the subsurface. We can, using AVO and other amplitude techniques, characterize rocks and the reservoirs inside them with some degree of qualitative, and even quantitative, detail. Mathematics is not ignored, but is kept to a minimum. Intended for geophysicists, seismic acquisition specialists, processors, and interpreters, even those with little previous exposure to ‘quantitative interpretation’, ‘interpretive processing’ or ‘advanced seismic analysis’, this book also would be appropriate for geologists, engineers, and technicians who are familiar with the concepts but need a methodical review as well as managers and businesspeople who would like to obtain an understanding of these concepts.
Understanding the mechanisms responsible for developmental dyslexia (DD) is a key challenge for researchers. A large literature, mostly concerned with learning to read in opaque orthographies, emphasizes phono-logical interpretations of the disturbance. Other approaches focused on the visual-per-ceptual aspects of orthographic coding. Recently, this perspective was supported by imaging data showing that individuals with DD have hypo-activation in occipito-temporal areas (a finding common to both transpar-ent and opaque orthographies). Nevertheless, it is difficult to infer causal relationships from activation data. Accommodating these findings within the cognitive architecture of reading processes is still an open issue. This is a general problem, which is present in much of the literature. For example, several studies investigating the perceptual and cognitive abilities that distinguish groups of children with and without DD failed to provide explicit links with the reading process. Thus, several areas of investigation (e.g., acoustic deficits or magnocellular deficiencies) have been plagued by replication failures. Furthermore, much research has neglected the possible contribution of comorbid symptoms. By contrast, it is now well established that developmental disorders present a large spectrum of homotopic and heterotopic co-morbidities that make causal interpretations problematic. This has led to the idea that the etiology of learning difficulties is multifactorial, thus challenging the traditional models of DD. Recent genetic studies provide information on the multiple risk factors that contribute to the genesis of the disturbance. Another critical issue in DD is that much of the research has been conducted in English-speaking individuals. However, English is a highly irregular orthography and doubts have been raised on the appropriateness of automatically extending interpretations based on English to other more regular orthographies. By contrast, important information can be gotten from systematic comparisons across languages. Thus, the distinction between regular and irregular orthographies is another potentially fruitful area of investigation. Overall, in spite of much research current interpretations seem unable to integrate all available findings. Some proposals focus on the cognitive description of the reading profile and explicitly ignore the distal causes of the disturbance. Others propose visual, acoustic or phonological mech-anisms but fail to link them to the pattern of reading impairment present in different children. The present Research Topic brings together studies based on different methodological approaches (i.e., behavioural studies examining cognitive and psycholinguistic factors, eye movement inves-tigations, biological markers, neuroimaging and genetic studies), involving dyslexic groups with and without comorbid symptoms, and in different orthographies (transparent and opaque) to identify the mechanisms underlying DD. The RT does not focus on a single model or theory of dyslexia but rather brings together different approaches and ideas which we feel are fruitful for a deeper understanding developmental dyslexia.
Understanding Physics – Second edition is a comprehensive, yet compact, introductory physics textbook aimed at physics undergraduates and also at engineers and other scientists taking a general physics course. Written with today's students in mind, this text covers the core material required by an introductory course in a clear and refreshing way. A second colour is used throughout to enhance learning and understanding. Each topic is introduced from first principles so that the text is suitable for students without a prior background in physics. At the same time the book is designed to enable students to proceed easily to subsequent courses in physics and may be used to support such courses. Mathematical methods (in particular, calculus and vector analysis) are introduced within the text as the need arises and are presented in the context of the physical problems which they are used to analyse. Particular aims of the book are to demonstrate to students that the easiest, most concise and least ambiguous way to express and describe phenomena in physics is by using the language of mathematics and that, at this level, the total amount of mathematics required is neither large nor particularly demanding. 'Modern physics' topics (relativity and quantum mechanics) are introduced at an earlier stage than is usually found in introductory textbooks and are integrated with the more 'classical' material from which they have evolved. This book encourages students to develop an intuition for relativistic and quantum concepts at as early a stage as is practicable. The text takes a reflective approach towards the scientific method at all stages and, in keeping with the title of the text, emphasis is placed on understanding of, and insight into, the material presented.
Analyses of photometric time series obtained from the MOST, CoRoT and Kepler space missions were presented at the 20th conference on Stellar Pulsations (Granada, September 2011). These results are leading to a re-appraisal of our views on stellar pulsation in some stars and posing some new and unexpected challenges. The very important and exciting role played by innovative ground-based observational techniques, such as interferometric measurements of giant pulsating stars and high-resolution spectroscopy in the near infrared, is also discussed. These Proceedings are distinguished by the format of the conference, which brings together a variety of related but different topics not found in other meetings of this nature.
An updated and thoroughly revised third edition of the foundational text offering an introduction to physics with a comprehensive interactive website The revised and updated third edition of Understanding Physics presents a comprehensive introduction to college-level physics. Written with today's students in mind, this compact text covers the core material required within an introductory course in a clear and engaging way. The authors – noted experts on the topic – offer an understanding of the physical universe and present the mathematical tools used in physics. The book covers all the material required in an introductory physics course. Each topic is introduced from first principles so that the text is suitable for students without a prior background in physics. At the same time the book is designed to enable students to proceed easily to subsequent courses in physics and may be used to support such courses. Relativity and quantum mechanics are introduced at an earlier stage than is usually found in introductory textbooks and are integrated with the more 'classical' material from which they have evolved. Worked examples and links to problems, designed to be both illustrative and challenging, are included throughout. The links to over 600 problems and their solutions, as well as links to more advanced sections, interactive problems, simulations and videos may be made by typing in the URL’s which are noted throughout the text or by scanning the micro QR codes given alongside the URL’s, see: http://up.ucc.ie This new edition of this essential text: Offers an introduction to the principles for each topic presented Presents a comprehensive yet concise introduction to physics covering a wide range of material Features a revised treatment of electromagnetism, specifically the more detailed treatment of electric and magnetic materials Puts emphasis on the relationship between microscopic and macroscopic perspectives Is structured as a foundation course for undergraduate students in physics, materials science and engineering Has been rewritten to conform with the revised definitions of SI base units which came into force in May 2019 Written for first year physics students, the revised and updated third edition of Understanding Physics offers a foundation text and interactive website for undergraduate students in physics, materials science and engineering.
This SHAR volume serves to expand, supplement, and update the original "Cochlea" volume in the series. The book aims to highlight the power of diverse modern approaches in cochlear research by focusing on advances in those fields over the last two decades. It also provides insights into where cochlear research is going, including new hearing prostheses for the deaf that will most likely soon enter the phase of clinical trials. The book will appeal to a broad, interdisciplinary readership, including neuroscientists and clinicians in addition to the more specific auditory community.
Proceedings of the International School of Subnuclear Physics, ISSP 2014, 52nd Course, ERICE, Erice, 24 June - 3 July 2014.
Tinnitus is the perception of a sound when no external sound is present. The severity of tinnitus varies but it can be debilitating for many patients. With more than 100 million people with chronic tinnitus worldwide, tinnitus is a disorder of high prevalence. The increased knowledge in the neuroscience of tinnitus has led to the emergence of promising treatment approaches, but no uniformly effective treatment for tinnitus has been identified. The large patient heterogeneity is considered to be the major obstacle for the development of effective treatment strategies against tinnitus. This eBook provides an inter- and multi-disciplinary collection of tinnitus research with the aim to better understand tinnitus heterogeneity and improve therapeutic outcomes.
Language and memory have historically been studied apart, as unique cognitive abilities, and with distinct research traditions and methods. Over the past several decades, however, a growing body of evidence suggests that language and memory are heavily intertwined and may even rely on shared cognitive and neural mechanisms. Cutting across theoretical and methodological approaches, these findings offer novel insights into the interactions and interdependencies of language and memory. These advances also have considerable theoretical and clinical implications for the neurobiology of language and memory, their development, representation, and maintenance across the lifespan, the intervention and rehabilitation of disorders of language and memory, and the evolution of these two quintessential human abilities.