A study has been made of a few different freely available Quantum Computer simulators.All the simulators tested are available online on their respective websites. A number oftests have been performed to compare the different simulators against each other. Someuntested simulators of various programming languages are included to show the diversityof the quantum computer simulator applications. The conclusion of the review is that LibQuantum is the best of the simulatorstested because of ease of coding, a great amount of pre-defined functionimplementations and decoherence simulation support among other reasons.

When Fredrik Reinfeldt during the TV4 broadcasting of the Ice hockey World Cup final in 2013 was titled Prime Minister instead of State minister it caused a twitter storm. Denominantions are important to us because they are so closely tied to our identity. We may even get upset on behalf of others. A language reform concerning personal pronouns therefore affect many. The gender- neutral pronoun hen received much media attention in 2012. Emotions ran high among both proponents and opponents who shared their opinions on various forums. In this study, seven debate articles that appeared in Swedish metropolitan press in 2012 are being analyzed from a rhetorical perspective. The intention is to investigate whether the debate is being conducted around the same topos, if misleading arguments occur, and to understand if proponents and opponents are trying to persuade each other and readers of their opinion. The result shows that the arguments often revolve around the same topos, but rests on such different values ​​that a comprehension between the parties does not seem likely in the current situation.

Excerpt: This account of an empirical study of elicited requests of Chinese learners of English as a foreign language (EFL) addresses the relative paucity of research on second language learners’ communicative competence and thereby contributes to the understanding of cross-cultural pragmatics and interlanguage pragmatics (ILP).

A percepção gestual de três licenciandos em situações de uso de representações estruturais químicas (REQ) foi caracterizada em uma disciplina do curso de licenciatura de Metodologia de Ensino de uma universidade pública. Esta percepção foi construída a partir da análise em entrevistas de Lembrança Estimulada por Vídeo (LEV), de uma enquete e da análise de situações de sala de aula de episódios de ensino. A LEV é uma técnica de origem cognitiva que foi adaptada para o estudo em uma abordagem sociocultural. A comparação de dados nesta pesquisa empregou a multimodalidade como modelo teórico e metodológico para caracterizar as interações multimodais em sala de aula. Na categorização de episódios de ensino, adaptamos algumas categorias de Silva (2008) como as operações epistêmicas, a proxêmica e os suportes. Na análise gestual, utilizamos a categorização de Kendon (2004). A percepção gestual foi construída com categorias inspiradas no funcionalismo de Lemke (2009). Contrastamos a análise de aula com a entrevista e a enquete para validar as respostas da entrevista. Os resultados da comparação entre a percepção dos licenciandos contribuíram para diferenciar como cada sujeito identifica sua performance gestual. / The gestural perception of three pre-service teachers has been characterized when using of chemical structural representations (CSR) from public university in a course of Chemistry Teaching. This perception has been constructed with analysis of Stimulated Recall Interviews (SRI), polls and classroom analysis of teaching episodes. SRI is a technique based on cognitive approach which has adapted to sociocultural perspective. We compared data using multimodality as a theoretical methodological model to characterize multimodal interactions at classroom. In categorization of teaching episodes, we adapted some categories from Silva (2008) like epistemic operations, proxemic and media. In gestural analysis, we used Kendon (2004) categories. The gestural perception has been constructed motivate by functionalist of Lemke (2009). We contrast classroom analysis with interviews and polls to increase the reliability of answers in interviews. Results of comparative between pre-service teacher perceptions is some differences how each subject index their gestural performance.

A percepção gestual de três licenciandos em situações de uso de representações estruturais químicas (REQ) foi caracterizada em uma disciplina do curso de licenciatura de Metodologia de Ensino de uma universidade pública. Esta percepção foi construída a partir da análise em entrevistas de Lembrança Estimulada por Vídeo (LEV), de uma enquete e da análise de situações de sala de aula de episódios de ensino. A LEV é uma técnica de origem cognitiva que foi adaptada para o estudo em uma abordagem sociocultural. A comparação de dados nesta pesquisa empregou a multimodalidade como modelo teórico e metodológico para caracterizar as interações multimodais em sala de aula. Na categorização de episódios de ensino, adaptamos algumas categorias de Silva (2008) como as operações epistêmicas, a proxêmica e os suportes. Na análise gestual, utilizamos a categorização de Kendon (2004). A percepção gestual foi construída com categorias inspiradas no funcionalismo de Lemke (2009). Contrastamos a análise de aula com a entrevista e a enquete para validar as respostas da entrevista. Os resultados da comparação entre a percepção dos licenciandos contribuíram para diferenciar como cada sujeito identifica sua performance gestual. / The gestural perception of three pre-service teachers has been characterized when using of chemical structural representations (CSR) from public university in a course of Chemistry Teaching. This perception has been constructed with analysis of Stimulated Recall Interviews (SRI), polls and classroom analysis of teaching episodes. SRI is a technique based on cognitive approach which has adapted to sociocultural perspective. We compared data using multimodality as a theoretical methodological model to characterize multimodal interactions at classroom. In categorization of teaching episodes, we adapted some categories from Silva (2008) like epistemic operations, proxemic and media. In gestural analysis, we used Kendon (2004) categories. The gestural perception has been constructed motivate by functionalist of Lemke (2009). We contrast classroom analysis with interviews and polls to increase the reliability of answers in interviews. Results of comparative between pre-service teacher perceptions is some differences how each subject index their gestural performance.

Writing impairments are common as part of aphasia. To make qualified decisions regarding what intervention to provide, speech and language pathologists need easy access to the current knowledge base. The purpose of this study was to identify, describe and rate the level of evidence for interventions targeting writing impairments following aphasia. A systematic literature search procedure in six databases was performed during May 2020, which generated 1937 results. Based on criteria concerning inclusion and exclusion 26 articles were included in the review. 16 interventions were identified and their purpose, underlying theory, participants, execution and resulting effects were described. The methodological quality of the reviewed articles was assessed using validated rating scales and each identified intervention had their level of evidence graded according to GRADE (SBU, 2017). All of the reviewed articles were single- or multiple subject design studies, which resulted in an insufficient level of evidence. Improved writing abilities were noted for each intervention and most were deemed suitable for Swedish clinical conditions. The insufficient level of evidence accentuated the need for more research concerning interventions for acquired writing impairments. / Afasi är en förvärvad språkstörning där skrivsvårigheter är vanligt förekommande. En kartläggning av interventioner vid nedsatt skrivförmåga vid afasi behövs för att underlätta för logopeder vid val av intervention. Syftet med den här litteraturöversikten var att identifiera, beskriva och evidensgradera behandlingsmetoder för skrivsvårigheter vid afasi. En systematisk litteratursökning i sex databaser genomfördes i maj 2020, vilken resulterade i 1937 sökträffar. Efter jämförelse med inklusions- och exklusionskriterier inkluderades 26 artiklar i översikten. Vid granskningen identifierades 16 behandlingsmetoder, som beskrevs sett till syfte, bakomliggande teori, försöksgrupp, utförande och uppmätta resultat. Artiklarnas metodologiska kvalitet granskades och behandlingsmetoderna evidensgraderades. Samtliga granskade studier var av single- eller multiple subject design, vilket resulterade i otillräcklig evidensstyrka för samtliga interventioner. Förbättrad skrivförmåga noterades vid alla interventioner och de flesta bedömdes vara tillämpbara i svensk klinik sett till beskrivet utförande. Evidensgraderingen enligt GRADE (SBU, 2017) tydliggjorde behovet av mer forskning inom området.