It is not uncommon for math difficulties and reading difficulties to occur simultaneously. Despite this, math and reading difficulties are thought to have different cognitive profiles where math difficulties are linked to number sense; an innate ability to understand, approximate and manipulate both quantities and numerical information, whereas reading difficulties are linked to phonological ability; an innate ability to understand, create representations of and manipulate phonological information. A possible link between the difficulties is that phonological abilities also could affect mathematical ability. Support for this comes from studies where comorbid math and reading difficulties are associated with more severe difficulties in arithmetic ability compared to those with isolated math difficulties. The purpose of this study is to examine whether isolated math difficulties, isolated reading difficulties and comorbid math and reading difficulties can be linked to deficits in number sense, phonological ability or both of these, and whether comorbid math and reading difficulties differ in performance in mathematical tasks compared to isolated math difficulties for children in second grade.

The purpose of this essay is to investigate how the Dakota conflict in 1862 affected the Swedish immigrants in Minnesota and how the collective memory was shaped in that particular group of people. To examine the contents of the collective memory this essay uses the theories of Halbwachs on collective memory as well as Orm Øverlands theories on creating an identity and ethnic memory in USA since the concepts of collective memory and the process of creating an identity is connected on a basic level. The essay compares the collective memory created by the Swedish-Americans with the collective memories of the Dakota Indians and finds indications that both ethnic groups have a highly traumatized memory of the conflict. However the difference between the two groups is that the Indians have both positive and negative memories of the conflict while the Swedish-Americans only have negative memories. Furthermore the essay finds that the fear of Indians that was present in the Swedish-American ethnic groups can be traced back to events of the Dakota Conflict.

It is not uncommon for math difficulties and reading difficulties to occur simultaneously. Despite this, math and reading difficulties are thought to have different cognitive profiles where math difficulties are linked to number sense; an innate ability to understand, approximate and manipulate both quantities and numerical information, whereas reading difficulties are linked to phonological ability; an innate ability to understand, create representations of and manipulate phonological information. A possible link between the difficulties is that phonological abilities also could affect mathematical ability. Support for this comes from studies where comorbid math and reading difficulties are associated with more severe difficulties in arithmetic ability compared to those with isolated math difficulties. The purpose of this study is to examine whether isolated math difficulties, isolated reading difficulties and comorbid math and reading difficulties can be linked to deficits in number sense, phonological ability or both of these, and whether comorbid math and reading difficulties differ in performance in mathematical tasks compared to isolated math difficulties for children in second grade.

The memory of expulsions among the expelling groups has been fairly studied, and has potential to create new conflicts. This qualitative study uses in-depth interviews to describe the memory of the 6-7 September events and the Greek minority in Istanbul among a group of Turkish descent people living in Beyoglu, Istanbul. Further the study compares the memory with the written history and explains why the memories of the past are shaped according to the present. The Greek minority of Istanbul are remembered in words of friendship and neighbourliness, but these memories are rather a nostalgia of the past for present needs than an image of the past itself. The memories of the events among the studied group are dominated by the general destruction occasioned by the riots but tend to contradict the violence towards the Greek minority.

For systems with multicore processors contention for shared resources is a problem that occurs when several memory-intensive processes are executed in parallel within the same memory domain. This contention has a direct influence on the performance of the system and is a complex problem that has been recognized for a long time. An attractive and actively studied way to minimize this problem is by using a process scheduler adapted to allocate processor cores in a way such that contention for shared resources is minimized.With the introduction of multicore NUMA-systems (Non-Uniform Memory Access) the situation has become even more complex. In these systems the access time for processor cores to different memory domains vary depending on factors such as distance and load. Thus, the process scheduler also has to consider where the memory of each process is placed to minimize the distance and balance the load on each memory domain.This report presents a user-level process scheduler for a NUMA-system based on the multicore processor Tilera TILEPro64.

The current study sought to examine if post-produced semantic memory cues are a good aid for memory recall. It also focused on remembering units with a meaning, instead of just remembering lists of words. In the current study a factual text was used where the participants were tasked with recalling as much information as possible either with the aid of cues (keywords written by the participants themselfs), computer with Internet or no aids at all. The results showed that keywords are significantly better for memory recall. The results were discussed in regards to modern models describing semantic memory.

The aim of the present study was to examine students' text comprehension in grades 4 and 6. Participants were 61 students without documented or suspected reading and writing difficulties, in grades 4 and 6. The focus was on texts designed by Bishop and Adams (1992), containing two types of questions: literal and inference questions, and three different ways of presenting the text; listening, silent reading and silent reading with the text available when responding to the questions. The texts have been previously used in research and as a tool for clinical, qualitative estimate of reading comprehension in speech and language pathologists? assessments.

The aim was to examine writing ability and some of its underlyingfunctions in adults with intellectual or communicative disabilities at dailyactivity centres by comparisons with children and adults without disabilities.66 adults with intellectual or communicative disabilities, 39 children and 14adults without disabilities were included. The following tests/tasks wereexecuted: Test for Reception of Grammar-2, graphomotor task, nonwordrepetition, Rapid Automatized Naming and Writing elicited by pictures. Thepicture elicited narratives were examined regarding length, spelling,syntactic complexity, interpunctuation, content and general impression. Theresults demonstrated that adults at daily activity centres performed lowerscores than adults without disabilities. The group generally didn?t differ fromthe children, but they made a smaller proportion of phonologicallyacceptable misspellings and achieved lower scores on nonword repetitionand Rapid Automatized Naming, which could indicate limitations inphonological processing ability.

Få studier finns om små barns fonologiska förmåga relaterat till arbetsminne. Det råder också en brist på test av arbetsminne för små barn. Föreliggande studie syftade därför till att studera relationen mellan visuellt arbetsminne, fonologiskt arbetsminne och förmåga att hantera fonologiska representationer hos treåringar. Detta har gjorts genom att samla in jämförelsedata för treåringars resultat på det nyutvecklade surfplatte-testet KUBEN (Kognitiv utveckling hos små barn), som testar förmågorna visuellt och fonologiskt arbetsminne samt fonologisk diskrimination. Dessutom har test för fonologisk produktion, även det testat med hjälp av surfplatta, och nonordsrepetition använts.

Clustered Columnstore Indexes (CCI) and In-Memory Online Transaction Processing (OLTP) are two new techniques that were introduced with Microsoft?s new database management system SQL Server 2014.The thesis analyzes these two techniques, describes the theory behind them and also the background information that needs to be known to understand more of the new techniques. Performance tests of the new techniques have been performed to see how much faster response time we can get and less storage we need to use where the result is represented by performance diagrams and a compression diagram. This thesis is a cooperative work with a company called Trimma and the result is used as support to decide if these new techniques could be of advantage for the company.The test consists of five test queries with different purposes. The result is illustrated by diagrams that show the result and another diagram that shows how much the data gets compressed with the different techniques.

The aim of this report is to give a description of a diploma work of 20 points that has been performed during the spring 2006 at Ericsson AB in Borås. The report accounts for the problem and procedure during the diploma work. The software used for this project was embedded in a radio link. The RAM in this radio link was divided into several regions where two were used for memory allocation. The current allocation of memory in the radio link was not optimized with regards to performance, security and memory use and the configuration used made it difficult to determine the memory use of the system and the actual memory need.

Tidigare forskning har visat att barn med typisk utveckling går från en visuell strategi till en fonologisk. Huruvida denna utveckling sker hos personer med utvecklingsstörning är oklart. De flesta forskare är överens om att dessa personer har en nedsättning i den fonologiska loopen. Om denna nedsättning beror på strukturella avvikelser eller utvecklingsförsening är forskarna inte eniga om. Det är även oklart var en eventuell strukturnedsättning skulle sitta.

Generally prosody is described as the rhythmic, dynamic and melodic features of language. Prosody is further often described as suprasegmental, since its properties go beyond vowels and consonants, which are segmental characteristics of language. A relationship between prosody and music has been noticed and described for several decades. At present, there are several studies proving relationship between prosodic and musical abilities. The aim of the present study was to construct a test for prosodic non-linguistic perception and production regarding intonation and rhythm. The test was tried out on 16 children with typical language development aged 4;6-7;6 years. Before testing of ITAP each participant were asked about musical experience.

The aim of this study is to investigate the effect of an intervention that focuses on phonics, decoding, reading speed and phonological awareness for 8-9 year old children in reading difficulties. Participants were selected on the basis of screening test results in grade one (decoding and reading comprehension). The participants were divided into two groups, an intervention group (A1, n=10 children) and a control group (A2, n=10). A1 received 30 minutes of intense reading instruction every day for six weeks from special educational needs teachers on top of their usual classroom based reading instruction. The control group received only their usual classroom-based reading instruction.

A pupil with ADHD is constantly getting new impulses and is unable to focus and remain concentration on their task at school. When the pupil loses concentration he or she can often be loud and thereby disturbing all the other pupils in the classroom. One of the reasons for losing their concentration is that these pupils got poor working memory. A recently study shows that working memory can be improved by playing and practice music.A theory that all people have a multiple intelligence that emerges from learning is a part of this study because school should encourage all children and ensure their individual learning. Multiple intelligences means that each person learns in different ways, for example through the musical intelligence that this essay partly focuses on.