University of Windsor

About: University of Windsor is a education organization based out in Windsor, Ontario, Canada. It is known for research contribution in the topics: Population & Argumentation theory. The organization has 10654 authors who have published 22307 publications receiving 435906 citations. The organization is also known as: UWindsor & Assumption University of Windsor.

Surface-enhanced Raman scattering for ultrasensitive chemical analysis of 1 and 2-naphthalenethiols

Abstract: The results of the search for the optimal experimental conditions for ultrasentitive chemical analysis of 1-naphthalenethiol (1-NAT) and 2-naphthalenethiol (2-NAT) using surface-enhanced Raman scattering (SERS) are discussed. The report begins with a review of the vibrational spectra, including infrared and Raman spectra of the target molecules, and the interpretation of the observed frequencies aided by local density functional theory (DFT) calculations at the B3LYP/6-311G(d,p) level of theory. Several metal nanostructures were tested for SERS activity, including island films and colloids of silver, gold and copper. Correspondingly, the most effective laser line for excitation in the visible and near infrared region was sought. The achieved detection limit for 1-naphthalenethiol, and for 2-naphthalenethiol, on silver nanostructures is in the zeptomole regime.

The Validity of Discrepancy-Based Definitions of Reading Disabilities

Abstract: This study addressed the validity of distinguishing children with reading disabilities according to the presence or absence of discrepancies between intelligence test scores and academic achievement. Three definitions of reading disability were used to provide criteria for five groups of children who (a) met a discrepancy-based definition uncorrected for the correlation of IQ and achievement; (b) met a discrepancy-based definition correcting for the correlation of IQ and achievement; (c) met a low achievement definition with no IQ discrepancy; (d) met criteria a and b; and (e) met none of the criteria and had no reading disability. Comparison of these five groups on a set of 10 neuropsychological tests corrected for correlations with IQ showed that group differences were small and accounted for little of the variability among groups. These results question the validity of segregating children with reading deficiencies according to discrepancies with IQ scores.