Bipartite Anterior Extraperitoneal Teratoma: Evidence for the Embryological Origins of Teratomas?

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D. J. B. Keene

2011-01-01

Full Text Available Teratomas are thought to arise from totipotent primordial germ cells (PGCs Dehner (1983 which may miss their target destination Moore and Persaud (1984. Teratomas can occur anywhere from the brain to the coccygeal area but are usually in the midline close to the embryological position of the gonadal ridges Bale (1984, Nguyen and Laberge (2000. We report a case of a bipartite anterior extraperitoneal teratoma. This is an unusual position for a teratoma, but one which may support the “missed target” theory of embryology.

A combined third and fourth branchial arch anomaly: clinical and embryological implications.

Science.gov (United States)

Mehrzad, H; Georgalas, C; Huins, C; Tolley, N S

2007-08-01

Embryological abnormalities of the branchial apparatus present an interesting diagnostic and surgical challenge. Thymic cysts are a rare form of branchial apparatus anomaly, resulting from abnormal development of the third pharyngeal pouch. We present two cases of a thymic cyst coexisting with a non recurrent inferior laryngeal nerve (NRILN), two anomalies that to our knowledge have not been associated previously. A possible embryological explication for this double abnormality is discussed, while the clinical implications of this association are presented.

Embryology of Ageratum conyzoides L. and A. fastigiatum R.M. King & H. Rob. (Asteraceae

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Rafael de Oliveira Franca

2015-03-01

Full Text Available Ageratum has a complex circumscription, and recent studies have indicated its polyphyletism. The genus has been placed in the tribe Eupatorieae whose embryology is not fully known. Embryological data are conservative and important indicators of phylogenetic relationships and can improve family relationships. This study presents, for the first time in Eupatorieae, embryological data for Ageratum conyzoides and A. fastigiatum. Both species have common features of the family such as a unitegmic anatropous ovule, basal placentation, secretory tapetum, Polygonum megagametophyte, and Asterad embryogenesis. The data obtained reinforce the heterogeneity of the family embryology and show, for the first time, the anther wall development of the monocotyledonous type for Asteraceae. The species studied show also differences between themselves. A. conyzoides has bisporangiated and introrse anthers, conspicuous pappus, and cypselae with trichomes on the ribs, whereas A. fastigiatum has tetrasporangiate and latrorse anthers, pappus absent at maturity, and glabrous cypselae. The data presented support recent phylogenetic molecular studies, suggesting the replacement of A. fastigiatum to another genus along with Gyptidinae.

Saviour Siblings and the Human Fertilisation and Embryology Acts 1990 and 2008 

OpenAIRE

Thorp, Rebecca

2009-01-01

In 2003, the case of R (on the Application of Quintavalle) v Human Fertilisation and Embryology Authority1 dramatically brought into light the Human Fertilisation and Embryology Act 1990 as outdated and inconsistent. Authorisations for saviour sibling treatment appeared futile as cases were decided illogically, leaving some patients having to seek treatment elsewhere. The procedure of pre-implantation genetic diagnosis alongside tissue typing embryos has been a huge breakthrough in treating c...

Nasopharyngeal bursitis: from embryology to clinical presentation

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AE El-Shazly

2010-10-01

Full Text Available AE El-Shazly, S Barriat, PP LefebvreDepartment of Otorhinolaryngology and Head and Neck Surgery, Liege University Hospital, Liege, BelgiumAbstract: Nasopharyngeal bursitis is a relatively rare syndrome characterized by a collection of symptoms that multidisciplinary specialists should be aware of. Here we present an audit of cases presenting to a rhinology clinic over a two-year period, as well as an overview of the relevant embryology and different clinical presentations of nasopharyngeal bursitis. For 2008–2009, six patients were diagnosed to have nasopharyngeal bursitis, including four males and two females, of mean age 54 years. Two distinct pathologic types were observed, comprising three patients with classical Tornwaldt’s cyst and three with crust-type bursitis. This audit highlights the importance of recognition of the crust-type of nasopharyngeal bursitis and its anatomic and clinical features. A combined endonasal and transoral endoscopic approach is a minimally invasive procedure and an effective method of treating both types of the disease. Our findings are discussed in relation to the embryology of the disorder, with a clinical emphasis on crust-type nasopharyngeal bursitis.Keywords: nasopharyngeal bursitis, crust type, Tornwaldt’s cyst, endoscopic disruption

Anatomy of the Transverse Mesocolon Based on Embryology for Laparoscopic Complete Mesocolic Excision of Right-Sided Colon Cancer.

Science.gov (United States)

Matsuda, Takeru; Sumi, Yasuo; Yamashita, Kimihiro; Hasegawa, Hiroshi; Yamamoto, Masashi; Matsuda, Yoshiko; Kanaji, Shingo; Oshikiri, Taro; Nakamura, Tetsu; Suzuki, Satoshi; Kakeji, Yoshihiro

2017-11-01

To treat colon cancer via complete mesocolic excision (CME) with central vascular ligation (CVL), dissection along the embryologic fusion planes is required. However, this surgery is difficult, especially for right-sided colon cancer, because the anatomy and embryology of the transverse mesocolon are not familiar to gastrointestinal surgeons. In this video article, the anatomic details of the transverse mesocolon based on embryology are illustrated with a focus on the venous anatomy. Dissection of the transverse mesocolon along the embryologic planes using a cranial approach during laparoscopic right hemicolectomy also is presented. During the development of the primitive gastrointestinal tract, the transverse mesocolon locates between the terminal portion of the midgut and the beginning of the hindgut. After 270° counterclockwise rotation of the primary intestinal loop, the transverse mesocolon fuses with the frontal surface of the duodenum and pancreas. Simultaneously, the greater omentum hangs down from the greater curvature of the stomach in front of the transverse colon and fuses with the transverse mesocolon. Moreover, the drainage vein of the right colon sometimes joins the right gastroepiploic vein, and the gastrocolic trunk is formed. Anatomic complexity of the transverse mesocolon is caused by rotation and fusion of the gastrointestinal tract during embryologic development. Knowledge concerning these embryologic peculiarities of the transverse mesocolon should be useful in the performance of laparoscopic CME with CVL for right-sided colon cancer.

Nasopharyngeal bursitis: from embryology to clinical presentation

OpenAIRE

El-Shazly, Amr

2010-01-01

AE El-Shazly, S Barriat, PP LefebvreDepartment of Otorhinolaryngology and Head and Neck Surgery, Liege University Hospital, Liege, BelgiumAbstract: Nasopharyngeal bursitis is a relatively rare syndrome characterized by a collection of symptoms that multidisciplinary specialists should be aware of. Here we present an audit of cases presenting to a rhinology clinic over a two-year period, as well as an overview of the relevant embryology and different clinical presentations of nasopharyngeal bu...

Abnormal Congenital Location of Stapes’ Superstructure: Clinical and Embryological Implications

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Vânia Henriques

2016-01-01

Full Text Available Congenital middle ear malformations are rare. Most part of them are usually associated with other malformations, such as aural atresia, microtia, and dysmorphic craniofacial features. A clinical case of a 24-year-old male with a right-sided conductive hearing loss since his childhood, without craniofacial malformation, is presented. He was proposed for exploratory tympanotomy under the suspicious diagnosis of otosclerosis. The surgery revealed an abnormal location of stapes’ superstructure, which was attached to the promontory and had an isolated and mobile osseous footplate in the oval window. A stapes prosthesis was inserted and resulted in closure of the air-bone gap by 25 dB. A review of the literature was also performed using MEDLINE. Two theories diverge on the embryologic origin of the stapes. Our findings seem to be in favour of the theory that defines two different embryologic origins to the stapes.

Modeling man: the monkey colony at the Carnegie Institution of Washington's Department of Embryology, 1925-1971.

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Wilson, Emily K

2012-01-01

Though better recognized for its immediate endeavors in human embryo research, the Carnegie Department of Embryology also employed a breeding colony of rhesus macaques for the purposes of studying human reproduction. This essay follows the course of the first enterprise in maintaining a primate colony for laboratory research and the overlapping scientific, social, and political circumstances that tolerated and cultivated the colony's continued operation from 1925 until 1971. Despite a new-found priority for reproductive sciences in the United States, by the early 1920s an unfertilized human ovum had not yet been seen and even the timing of ovulation remained unresolved. Progress would require an organized research approach that could extend beyond the limitations of working with scant and inherently restrictive human subjects or with common lab mammals like mice. In response, the Department of Embryology, under the Carnegie Institution of Washington (CIW), instituted a novel methodology using a particular primate species as a surrogate in studying normal human reproductive physiology. Over more than 40 years the monkey colony followed an unpremeditated trajectory that would contribute fundamentally to discoveries in human reproduction, early embryo development, reliable birth control methods, and to the establishment of the rhesus macaque as a common model organism.

Nonlinear dimension reduction and clustering by Minimum Curvilinearity unfold neuropathic pain and tissue embryological classes.

Science.gov (United States)

Cannistraci, Carlo Vittorio; Ravasi, Timothy; Montevecchi, Franco Maria; Ideker, Trey; Alessio, Massimo

2010-09-15

Nonlinear small datasets, which are characterized by low numbers of samples and very high numbers of measures, occur frequently in computational biology, and pose problems in their investigation. Unsupervised hybrid-two-phase (H2P) procedures-specifically dimension reduction (DR), coupled with clustering-provide valuable assistance, not only for unsupervised data classification, but also for visualization of the patterns hidden in high-dimensional feature space. 'Minimum Curvilinearity' (MC) is a principle that-for small datasets-suggests the approximation of curvilinear sample distances in the feature space by pair-wise distances over their minimum spanning tree (MST), and thus avoids the introduction of any tuning parameter. MC is used to design two novel forms of nonlinear machine learning (NML): Minimum Curvilinear embedding (MCE) for DR, and Minimum Curvilinear affinity propagation (MCAP) for clustering. Compared with several other unsupervised and supervised algorithms, MCE and MCAP, whether individually or combined in H2P, overcome the limits of classical approaches. High performance was attained in the visualization and classification of: (i) pain patients (proteomic measurements) in peripheral neuropathy; (ii) human organ tissues (genomic transcription factor measurements) on the basis of their embryological origin. MC provides a valuable framework to estimate nonlinear distances in small datasets. Its extension to large datasets is prefigured for novel NMLs. Classification of neuropathic pain by proteomic profiles offers new insights for future molecular and systems biology characterization of pain. Improvements in tissue embryological classification refine results obtained in an earlier study, and suggest a possible reinterpretation of skin attribution as mesodermal. https://sites.google.com/site/carlovittoriocannistraci/home.

Extraarticular variants of the long head of the biceps brachii: a reminder of embryology.

Science.gov (United States)

Audenaert, Emmanuel A; Barbaix, Erik J; Van Hoonacker, Petrus; Berghs, Bart M

2008-01-01

Developmental anomalies of the long head of the biceps tendon are rare and have been described in the literature mainly dealing with anatomy and embryology. Because most basic embryologic research on this topic was conducted before 1966, a literature search was performed from archived anatomy textbooks and manuscript references. These data were compared with the scarce case descriptions of developmental anomalies of the long head of the biceps tendon. An additional case illustration from our own experience was provided. From the literature, it appears that during the embryologic phase of development, a staged migration of the long head of the biceps tendon occurs from a position between the fibrous capsule and synovial layer to an intraarticular position. Recent anatomic and arthroscopic case reports have shown that interruption of this migration can occur in any of these stages. Given the recent increase in arthroscopic shoulder surgery, anomalies of the long head of the biceps tendon will be encountered more frequently. Knowledge of their existence and origin can help in evaluating unexpected anatomic variations or the absence of the biceps tendon in preoperative medical imaging or during an arthroscopic procedure.

The Role of Embryologic Fusion Planes in the Invasiveness and Recurrence of Basal Cell Carcinoma: A Classic Mix-Up of Causation and Correlation.

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Armstrong, Linus T D; Magnusson, Mark R; Guppy, Michelle P B

2015-12-01

The facial embryologic fusion planes as regions of mesenchymal and ectodermal fusion of the primordial facial processes during embryological development have been suggested to influence the spread, invasiveness, pathogenesis, and recurrence of cutaneous carcinoma. This study sought to establish whether basal cell carcinoma (BCC) originating in embryologic fusion planes has a greater propensity for earlier depth of invasion, leading to an increased rate of lesion recurrence. Facial BCCs excised in a single surgeon practice over 2 years were allocated into 2 anatomic domains according to their correlation with embryologic fusion planes. Lesion depth of invasion, surface area, and margins of excision were analyzed in conjunction with recurrence data over the following 70-80 months. Of the 331 lesions examined, 70 were located in embryologic fusion planes. No difference was found in the mean surface area and depth of invasion for lesions located in the 2 domains (P > 0.05). Ten lesion recurrences were identified, none of which were located in embryologic fusion planes. Recurrent lesions were excised with a significantly greater percentage of close and incomplete excision margins (P planes are not more invasive or at greater risk of recurrence. Excision margins seem to have the greatest influence on lesion recurrence. Because of the paucity of superfluous tissue and the cosmetic and functionally sensitive nature of these areas of embryologic fusion, specialist treatment of these lesions is recommended to ensure that adequacy of excision is not neglected at the cost of ease of closure and cosmesis.

The Effect of Student Working Group Establishment on Teaching General Embryology Course to Medical Students

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Mozafar Khazaei

2012-11-01

Full Text Available Introduction: Quantitative and qualitative enhancement of educational activities is an essential issue. Learners’ cooperation in the teaching process in order to increase teaching effectiveness and promotion is considered significant. The aim of the present study was to determine the effect of establishment of student working group on the teaching general embryology course to medical students.Methods: Ten students (1% of medical embryology course were selected to analyze the topics to be taught before each session according to lesson plan, and observe the whole teaching process during lesson presentation. Then, having asked the other students’ viewpoints and discussing with one another, they provided the teacher with a written report on the strengths and weaknesses of the teaching and its problems. The teacher analyzed the problems proposed by the working group to improve teaching process in the next session. At the end of the semester, a questionnaire was administered to all the participants. Data were analyzed using descriptive statistics.Results: The mean of students’ scores was 74.26%. The most important findings obtained in this study included positive role of film projection in teaching the materials (95.34%, significance of presentation of various pictures from different books (88.4%, changing students’ attitude toward application of embryology in different diseases (86%, and repetition of previous session’s pictures (83.75%. The weak points mentioned, however, were physical problems of the classroom and deficiency of audio visual equipment.Conclusion: Student working group has a positive impact on the teaching medical general embryology.

[Scientific revolution and embryology: rejection or transformation of antiquity? A comparison between the procreation teachings of Cesare Cremonini, William Harvey und René Descartes].

Science.gov (United States)

Lo Presti, Roberto

2014-01-01

In this paper I address the issue of the theoretical and epistemological status of embryology at the rise of the so-called "Scientific Revolution" (also in the first half of the seventeenth-century) and raise the question, in what sense and to what extent the historiographical concept of "Scientific Revolution" is applicable to the domain of embryology. To achieve this aim I compare the theories of three protagonists of the medical, scientific and philosophical debate of that age, namely Cesare Cremonini, William Harvey and René Descartes, who had very different views on the world structure and human nature and a very different concept of science, but who shared, as concerns embryological issues, an epigenetic conception of the development of the embryo. Their theories are discussed and compared in light of following questions: 1) What do Cremonini's, Harvey's and Descartes's embryological theories exactly aim to?; 2) In developing their theories, do these thinkers deal explicitly or implicitly with the Aristotelian and the Galenic embryological paradigm?; 3)Do they refer polemically to the Aristotelian and the Galenic tradition and what theoretical and/or rhetorical function have these polemical references?; 4) Do the embryological theories of Cremonini, Harvey and Descartes reflect the century-long dispute between "(Aristotelian) philosophers" and "(Galenic) doctors"?; 5) How is represented embryology as a 'scientific' and/or 'theoretical' domain? And what relationship between concepts of 'truth', 'research', 'tradition' and 'scientific progress' is implied or proposed in the embryological works of these three thinkers? What kind of use do Cremonini, Harvey and Descartes make of the argumenta ex ratione and of those ex experientia?

Human embryology and the holy quran: an overview.

Science.gov (United States)

Saadat, Sabiha

2009-01-01

Man's quest to know about his origin has led him to search his roots and the best source for him has been religious scriptures. The greatest miracle is the Holy Quraan. There is an elegant description of origin, development and step by step developmental stages of intra-uterine life in Quraan. Muslims had this knowledge in 7th century and the Prophet Muhammad's Ahadeeth (sayings, deeds, approvals narrated by authentic narrators) had explained almost everything about natal and even postnatal events. These findings once presented to experts in the field of Anatomy and Embryology surprised them and they believed that the knowledge given to the Prophet Muhammad was indeed divine. Who else would provide this knowledge to the Prophet Muhammad (PBUH) except the Creator Himself.Modern embryology is a fairly recent development which has its beginning with the invention of microscope in the 17th century. However the concept of the human being developing in stages was not recognised until much later. But the scientists then and most Muslim and non-Muslim scholars do not even know that the holy Quran and Sunnah [words, deeds, approvals of Prophet Muhammad (PBUH) collected by authentic narrators] had provided a detailed description of the significant events in human development from the stages of gametes and conception until the full term pregnancy and delivery or even post partum. Actually information in the Quran and Hadith corrected many superstitious and vague ideas about human development that were prevalent before.

Nonlinear dimension reduction and clustering by Minimum Curvilinearity unfold neuropathic pain and tissue embryological classes

KAUST Repository

Cannistraci, Carlo

2010-09-01

Motivation: Nonlinear small datasets, which are characterized by low numbers of samples and very high numbers of measures, occur frequently in computational biology, and pose problems in their investigation. Unsupervised hybrid-two-phase (H2P) procedures-specifically dimension reduction (DR), coupled with clustering-provide valuable assistance, not only for unsupervised data classification, but also for visualization of the patterns hidden in high-dimensional feature space. Methods: \\'Minimum Curvilinearity\\' (MC) is a principle that-for small datasets-suggests the approximation of curvilinear sample distances in the feature space by pair-wise distances over their minimum spanning tree (MST), and thus avoids the introduction of any tuning parameter. MC is used to design two novel forms of nonlinear machine learning (NML): Minimum Curvilinear embedding (MCE) for DR, and Minimum Curvilinear affinity propagation (MCAP) for clustering. Results: Compared with several other unsupervised and supervised algorithms, MCE and MCAP, whether individually or combined in H2P, overcome the limits of classical approaches. High performance was attained in the visualization and classification of: (i) pain patients (proteomic measurements) in peripheral neuropathy; (ii) human organ tissues (genomic transcription factor measurements) on the basis of their embryological origin. Conclusion: MC provides a valuable framework to estimate nonlinear distances in small datasets. Its extension to large datasets is prefigured for novel NMLs. Classification of neuropathic pain by proteomic profiles offers new insights for future molecular and systems biology characterization of pain. Improvements in tissue embryological classification refine results obtained in an earlier study, and suggest a possible reinterpretation of skin attribution as mesodermal. © The Author(s) 2010. Published by Oxford University Press.

A combined third and fourth branchial arch anomaly: clinical and embryological implications

NARCIS (Netherlands)

Mehrzad, H.; Georgalas, C.; Huins, C.; Tolley, N. S.

2007-01-01

Embryological abnormalities of the branchial apparatus present an interesting diagnostic and surgical challenge. Thymic cysts are a rare form of branchial apparatus anomaly, resulting from abnormal development of the third pharyngeal pouch. We present two cases of a thymic cyst coexisting with a non

Superior and inferior vena cavae: Embryology, variants, and pathology

International Nuclear Information System (INIS)

Mendelson, D.S.; Mitty, H.; Janus, C.; Gendal, E.; Berson, B.

1987-01-01

The superior and inferior venae cavae may be involved in a host of disease processes. Knowledge of the normal anatomy and variants of these structures is valuable in interpreting plain films and the results of angiographic procedures and all cross-sectional modalities. The authors review the embryology of venae cavae and proceed to describe their normal anatomy and variants. An awareness of the variants can prevent mistaking variants for pathologic processes. Finally, the authors describe pathology involving these vessels and demonstrate the radiographic manifestations

Unusual association of congenital middle ear cholesteatoma and first branchial cleft anomaly: management and embryological concepts.

Science.gov (United States)

Nicollas, R; Tardivet, L; Bourlière-Najean, B; Sudre-Levillain, I; Triglia, J M

2005-02-01

To report two cases of an undescribed association of first branchial cleft fistula and middle ear congenital cholesteatoma and to discuss management and embryological hypothesis. Retrospective study and review of the literature Both patients were young girls free of past medical or surgical history. Surgical removal of the first cleft anomaly found in the two cases a fistula routing underneath the facial nerve. Both cholesteatomas were located in the hypotympanum, mesotympanum. In one case, an anatomical link between the two malformations was clearly identified with CT scan. The main embryological theories and classification are reviewed. A connection between Aimi's and Michaels' theories (congenital cholesteatoma) and Work classification might explain the reported clinical association.

Segmental variants of the inferior vena cava - typical findings correlated with embryological development for differential diagnosis

International Nuclear Information System (INIS)

Meyer, D.R.; Huggle, H.; Hueppe, T.; Friedrich, M.; Andresen, R.

2001-01-01

The vast variability of the overall rare congenital anomalies of the inferior vena cava (IVC) are mostly detected by accident through different imaging modalities. These cannot be classed as pathological findings, and should not be confused with lymphomas and has to differ from secondary collateral venous pathways. Based on 656 CT examinations 10.5% known forms of IVC anomalies were found. According to the embryological development three main groups of IVC variants could be nosologically classified: agenesis of the suprarenal IVC, anomalies of the pars renalis and anomalies of the infrarenal IVC. Additionally three unusual anomaly complexes were found. For the understanding details of the embryology based on a simplified depiction are presented. (orig.) [de

Virtual embryology: a 3D library reconstructed from human embryo sections and animation of development process.

Science.gov (United States)

Komori, M; Miura, T; Shiota, K; Minato, K; Takahashi, T

1995-01-01

The volumetric shape of a human embryo and its development is hard to comprehend as they have been viewed as a 2D schemes in a textbook or microscopic sectional image. In this paper, a CAI and research support system for human embryology using multimedia presentation techniques is described. In this system, 3D data is acquired from a series of sliced specimens. Its 3D structure can be viewed interactively by rotating, extracting, and truncating its whole body or organ. Moreover, the development process of embryos can be animated using a morphing technique applied to the specimen in several stages. The system is intended to be used interactively, like a virtual reality system. Hence, the system is called Virtual Embryology.

The signature of fusion between the embryological derivatives of the first and second branchial arches within the ossicular chain in MDCT

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Sherif Abdelmonem Shama

2018-03-01

Full Text Available The embryological precursors of the ossicular chain of the middle ear in humans are still a matter of debate. Both classical interpretation and dual-arch interpretation are strong hypothesis. The Aim of the work was to use the MDCT in assessment of the sites of expected fusion between the embryological derivatives of the first and second branchial arches within the ossicular chain. This study was conducted on 200 normal ears. Results: The junctional zones were considered as near vertically oriented faint lines running within the malleous and incus in the axial MDCT cuts. Using fine manual manipulation of the scan planes and widow leveling, the presence of these junctional zones was confirmed in 174 sides (87%. Conclusions: The presence of the junctional zones between embryological derivatives of the first and second branchial arches within the ossicular chain at MDCT basis could support the dual arch interpretation at least in most of humans. Whatever the classical or dual arch interpretations or both are correct, the signature of such fusion between embryological derivatives of the first and second branchial arches within the ossicular chain, should be considered as normal variant and should not be mistaken with ossicular erosions, fractures or dislocations. Keywords: First branchial arch, Second branchial arch, Ossicular chain, MDCT

Penile embryology and anatomy.

Science.gov (United States)

Yiee, Jenny H; Baskin, Laurence S

2010-06-29

Knowledge of penile embryology and anatomy is essential to any pediatric urologist in order to fully understand and treat congenital anomalies. Sex differentiation of the external genitalia occurs between the 7th and 17th weeks of gestation. The Y chromosome initiates male differentiation through the SRY gene, which triggers testicular development. Under the influence of androgens produced by the testes, external genitalia then develop into the penis and scrotum. Dorsal nerves supply penile skin sensation and lie within Buck's fascia. These nerves are notably absent at the 12 o'clock position. Perineal nerves supply skin sensation to the ventral shaft skin and frenulum. Cavernosal nerves lie within the corpora cavernosa and are responsible for sexual function. Paired cavernosal, dorsal, and bulbourethral arteries have extensive anastomotic connections. During erection, the cavernosal artery causes engorgement of the cavernosa, while the deep dorsal artery leads to glans enlargement. The majority of venous drainage occurs through a single, deep dorsal vein into which multiple emissary veins from the corpora and circumflex veins from the spongiosum drain. The corpora cavernosa and spongiosum are all made of spongy erectile tissue. Buck's fascia circumferentially envelops all three structures, splitting into two leaves ventrally at the spongiosum. The male urethra is composed of six parts: bladder neck, prostatic, membranous, bulbous, penile, and fossa navicularis. The urethra receives its blood supply from both proximal and distal directions.

Penile Embryology and Anatomy

Directory of Open Access Journals (Sweden)

Jenny H. Yiee

2010-01-01

Full Text Available Knowledge of penile embryology and anatomy is essential to any pediatric urologist in order to fully understand and treat congenital anomalies. Sex differentiation of the external genitalia occurs between the 7thand 17th weeks of gestation. The Y chromosome initiates male differentiation through the SRY gene, which triggers testicular development. Under the influence of androgens produced by the testes, external genitalia then develop into the penis and scrotum. Dorsal nerves supply penile skin sensation and lie within Buck's fascia. These nerves are notably absent at the 12 o'clock position. Perineal nerves supply skin sensation to the ventral shaft skin and frenulum. Cavernosal nerves lie within the corpora cavernosa and are responsible for sexual function. Paired cavernosal, dorsal, and bulbourethral arteries have extensive anastomotic connections. During erection, the cavernosal artery causes engorgement of the cavernosa, while the deep dorsal artery leads to glans enlargement. The majority of venous drainage occurs through a single, deep dorsal vein into which multiple emissary veins from the corpora and circumflex veins from the spongiosum drain. The corpora cavernosa and spongiosum are all made of spongy erectile tissue. Buck's fascia circumferentially envelops all three structures, splitting into two leaves ventrally at the spongiosum. The male urethra is composed of six parts: bladder neck, prostatic, membranous, bulbous, penile, and fossa navicularis. The urethra receives its blood supply from both proximal and distal directions.

Coexistence of bronchial atresia and bronchogenic cyst: diagnostic criteria and embryologic considerations

International Nuclear Information System (INIS)

Kuhn, C.; Kuhn, J.P.

1992-01-01

We report a case in a neonate of concurrent bronchial atresia and bronchogenic cyst. An accurate, noninvasive, preoperative diagnosis of this unusual combination of anomalies was made by ultrafast computed tomography (UFCT). This case supports the hypothesis that bronchial atresia results from an event occurring in the 5th-6th week of embryological development, rather than after the 16th week as previously believed. (orig.)

Clinical data for radiation embryology

International Nuclear Information System (INIS)

Neumeister, K.; Waesser, S.

1985-01-01

In 1967 a prospective clinical study was started with the aim of providing optimum counselling for married couples who desire continuation of a pregnancy despite radiation exposure at an early stage as a result of X-ray diagnostics. Recommendations were devised as to whether an interruption of pregnancy should be applied for or not. These results were discussed repeatedly. Within the framework of the prospective study, embryological examinations were made in cases of interruption of pregnancy, and clinical and genetic examinations in cases of children who had been subject to radiation stress in utero. Up to July 1st 1984 nearly 200 cases of consultations have been or are being surveyed. The children were subjected to selected longterm examinations of up to 13 years. The results of cytogenetic, biochemical -genetic, clinical, and other examinations are considered and special charactristics of interesting cases are discussed. The conclusion was drawn that the recommendation to our patients to continue pregnancy in cases of exposure to radiation in utero below 0.1 Sv, was right. Furthermore the question arose of whether this dose limit could be increased. The study will be continued. (orig.)

Corpus callosum dysgenesis and lipoma: embryologic and magnetic resonance imaging aspects

International Nuclear Information System (INIS)

Abreu Junior, Luiz de; Borri, Maria Lucia; Wolosker, Angela Maria Borri; Hartmann, Luiz Guilherme de Carvalho; Galvao Filho, Mario de Melo; D'Ippolito, Giuseppe

2005-01-01

The corpus callosum is the major system of association fibers that permits communication of both cerebral hemispheres. Magnetic resonance imaging has improved the study of brain malformations, including the corpus callosum dysgenesis. Lipoma is a common finding in the spectrum of corpus callosum dysgenesis. The purpose of these study was to review the embryologic events and the magnetic resonance imaging aspects related to the corpus callosum dysgenesis and to the formation of the related lipoma. (author)

From experimental imaging techniques to virtual embryology.

Science.gov (United States)

Weninger, Wolfgang J; Tassy, Olivier; Darras, Sébastien; Geyer, Stefan H; Thieffry, Denis

2004-01-01

Modern embryology increasingly relies on descriptive and functional three dimensional (3D) and four dimensional (4D) analysis of physically, optically, or virtually sectioned specimens. To cope with the technical requirements, new methods for high detailed in vivo imaging, as well as the generation of high resolution digital volume data sets for the accurate visualisation of transgene activity and gene product presence, in the context of embryo morphology, were recently developed and are under construction. These methods profoundly change the scientific applicability, appearance and style of modern embryo representations. In this paper, we present an overview of the emerging techniques to create, visualise and administrate embryo representations (databases, digital data sets, 3-4D embryo reconstructions, models, etc.), and discuss the implications of these new methods on the work of modern embryologists, including, research, teaching, the selection of specific model organisms, and potential collaborators.

[The mark of envy: metaphysics and embryology according to Descartes].

Science.gov (United States)

Gaudemard, Lynda

2012-01-01

This paper explores the interaction between medicine and metaphysics in modern natural philosophy and especially in Descartes' philosophy. I argue that Descartes hypothetical account of birthmarks in connection with his embryology provides an argumentative proof of the metaphysical necessity of a substantial union between mind and body, which however does not threaten his doctrine of the real distinction between these two substances. It would appear that his argument relies on a temporal conception of alethic modalities and provides a new answer to Henricus Regius who in 1641 claimed that, for Descartes, the human being is an ensper accidens.

Accurate diagnosis of prenatal cleft lip/palate by understanding the embryology

Science.gov (United States)

Smarius, Bram; Loozen, Charlotte; Manten, Wendy; Bekker, Mireille; Pistorius, Lou; Breugem, Corstiaan

2017-01-01

Cleft lip with or without cleft palate (CP) is one of the most common congenital malformations. Ultrasonographers involved in the routine 20-wk ultrasound screening could encounter these malformations. The face and palate develop in a very characteristic way. For ultrasonographers involved in screening these patients it is crucial to have a thorough understanding of the embryology of the face. This could help them to make a more accurate diagnosis and save time during the ultrasound. Subsequently, the current postnatal classification will be discussed to facilitate the communication with the CP teams. PMID:29026689

Mice embryology: a microscopic overview.

Science.gov (United States)

Salvadori, Maria Letícia Baptista; Lessa, Thais Borges; Russo, Fabiele Baldino; Fernandes, Renata Avancini; Kfoury, José Roberto; Braga, Patricia Cristina Baleeiro Beltrão; Miglino, Maria Angélica

2012-10-01

In this work, we studied the embryology of mice of 12, 14, and 18 days of gestation by gross observation, light microscopy, and scanning electron microscopy. Grossly, the embryos of 12 days were observed in C-shaped region of the brain, eye pigmentation of the retina, first, second, and third pharyngeal arches gill pit nasal region on the fourth ventricle brain, cervical curvature, heart, liver, limb bud thoracic, spinal cord, tail, umbilical cord, and place of the mesonephric ridge. Microscopically, the liver, cardiovascular system and spinal cord were observed. In the embryo of 14 days, we observed structures that make up the liver and heart. At 18 days of gestation fetuses, it was noted the presence of eyes, mouth, and nose in the cephalic region, chest and pelvic region with the presence of well-developed limbs, umbilical cord, and placenta. Scanning electron microscopy in 18 days of gestation fetuses evidenced head, eyes closed eyelids, nose, vibrissae, forelimb, heart, lung, kidney, liver, small bowel, diaphragm, and part of the spine. The results obtained in this work describe the internal and external morphology of mice, provided by an integration of techniques and review of the morphological knowledge of the embryonic development of this species, as this animal is of great importance to scientific studies. Copyright © 2012 Wiley Periodicals, Inc.

Branchial cleft anomalies: a pictorial review of embryological development and spectrum of imaging findings.

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Adams, Ashok; Mankad, Kshitij; Offiah, Curtis; Childs, Lucy

2016-02-01

The branchial arches are the embryological precursors of the face, neck and pharynx. Anomalies of the branchial arches are the second most common congenital lesions of the head and neck in children, with second branchial arch anomalies by far the most common. Clinically, these congenital anomalies may present as cysts, sinus tracts, fistulae or cartilaginous remnants with typical clinical and radiological findings. We review the normal embryological development of the branchial arches and the anatomical structures of the head and neck that derive from each arch. The typical clinical and radiological appearances of both common and uncommon branchial arch abnormalities are discussed with an emphasis on branchial cleft anomalies. • Anomalies of the branchial arches usually present as cysts, sinuses or fistulae. • Second branchial arch anomalies account for approximately 95 % of cases. • There are no pathognomonic imaging features so diagnosis depends on a high index of suspicion and knowledge of typical locations. • Persistent cysts, fistulae or recurrent localised infection may be due to branchial arch anomalies. • Surgical excision of the cyst or tract is the most common curative option.

Primary retroperitoneal seminoma - embryology, histopathology and treatment particularities.

Science.gov (United States)

Gîngu, Constantin Virgil; Mihai, Mihaela; Baston, Cătălin; Crăsneanu, Mugurel Alexandru; Dick, Alexandru Vladimir; Olaru, Vlad; Sinescu, Ioanel

2016-01-01

Retroperitoneal seminoma is a very rare form of cancer, with embryological origin represented by primordial germ cells from the urogenital ridges left behind during the fetal development. Extragenital germ cell tumors can also occur in the mediastinum or the pineal gland. The aim of this paper is to outline the particularities and draw embryological, histopatological and treatment conclusions regarding extragonadal germ cell tumors. A 43-year-old patient without any additional pathology was admitted for anemia of unknown etiology. The clinical examination revealed through deep abdominal palpation a mass in the left flank, and normal testes. Thoraco-abdomino-pelvic computed tomography (CT) scan showed a large retroperitoneal tumor adjacent to the great vessels in the left lumbo-iliac region. The blood work revealed just a low hemoglobin and hematocrit. With the established diagnosis of retroperitoneal tumor, radical surgical removal was decided. During the surgery, we were required to dissect a large solid encapsulated tumor mass from the aorta and the common iliac artery, starting at the renal pedicle all the way to the left iliac bifurcation. The surgical access was obtained through a transperitoneal left subcostal incision prolonged pararectally. Histopathological and immunohistochemical studies revealed a seminoma of the usual type. After the histological findings, the patient's tumor markers were investigated (LDH - lactate dehydrogenase, βHCG - beta-human chorionic gonadotropin, αFP - alpha-fetoprotein), all values being within normal ranges. In addition, the left testicle was thoroughly reexamined, clinically, through ultrasound and magnetic resonance imaging (MRI) scans, and no abnormalities were observed. After the surgery, the patient followed three courses of chemotherapy (BEP - Bleomycin, Etoposide and Cisplatin). The CT scan done 24 months after surgery found no signs of local or distant tumor recurrence. The patient entered a follow-up schedule

[Activities and responsibilities of workers in embryologic and andrologic laboratories in assisted reproduction centers].

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Záková, J; Trávník, P; Malenovská, A; Hűttelová, R

2013-11-01

This paper presents the current status and rules for the laboratory staff activities and their competences in the centers of assisted reproduction. The rules were processed by the members of the Association of Reproductive Embryology (ARE) committee under the current legislation. Committee members of the Czech Sterility and Assisted Reproduction Society and Czech Gynecology and Obstetric Society approved these rules as obligatory for assisted reproduction centres in Czech Republic.

Embryology and anatomy of the vulva: the female orgasm and women's sexual health.

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Puppo, Vincenzo

2011-01-01

Sexual health is vital to overall well-being. Orgasm is a normal psycho-physiological function of human beings and every woman has the right to feel sexual pleasure. The anatomy of the vulva and of the female erectile organs (trigger of orgasm) is described in human anatomy textbooks. Female sexual physiology was first described in Dickinson's textbook in 1949 and subsequently by Masters and Johnson in 1966. During women's sexual response, changes occur in the congestive structures that are essential to the understanding of women's sexual response and specifically of their orgasm. Female and male external genital organs arise from the same embryologic structures, i.e. phallus, urogenital folds, urogenital sinus and labioscrotal swellings. The vulva is formed by the labia majora and vestibule, with its erectile apparatus: clitoris (glans, body, crura), labia minora, vestibular bulbs and corpus spongiosum. Grafenberg, in 1950, discovered no "G-spot" and did not report an orgasm of the intraurethral glands. The hypothetical area named "G-spot" should not be defined with Grafenberg's name. The female orgasm should be a normal phase of the sexual response cycle, which is possible to achieve by all healthy women with effective sexual stimulation. Knowledge of the embryology, anatomy and physiology of the female erectile organs are important in the field of women's sexual health. Copyright © 2010 Elsevier Ireland Ltd. All rights reserved.

Genetic Regulation of Embryological Limb Development with Relation to Congenital Limb Deformity in Humans

OpenAIRE

Barham, Guy; Clarke, Nicholas M. P.

2008-01-01

Over the last 15 years, great improvements in genetic engineering and genetic manipulation strategies have led to significant advances in the understanding of the genetics governing embryological limb development. This field of science continues to develop, and the complex genetic interactions and signalling pathways are still not fully understood. In this review we will discuss the roles of the principle genes involved in the three-dimensional patterning of the developing limb and will discu...

An Eight-Year Study of Online Lecture Use in a Medical Gross Anatomy and Embryology Course

Science.gov (United States)

Nieder, Gary L.; Borges, Nicole J.

2012-01-01

Online lectures have been used in lieu of live lectures in our gross anatomy and embryology course for the past eight years. We examined patterns of online lecture use by our students and related that use to academic entry measures, gender and examination performance. Detailed access records identified by student were available from server logs.…

The European embryonic stem-cell debate and the difficulties of embryological Kantianism.

Science.gov (United States)

Mauron, Alexandre; Baertschi, Bernard

2004-10-01

As elsewhere, the ethical debate on embryonic stem cell research in Central Europe, especially Germany and Switzerland, involves controversy over the status of the human embryo. There is a distinctive Kantian flavor to the standard arguments however, and we show how they often embody a set of misunderstandings and argumentative shortcuts we term"embryological Kantianism."We also undertake a broader analysis of three arguments typically presented in this debate, especially in official position papers, namely the identity, continuity, and potentiality arguments. It turns out that these arguments do not support the strong, quasi-personal status accorded to the embryos in these official opinions.

A new dynamic 3D virtual methodology for teaching the mechanics of atrial septation as seen in the human heart.

Science.gov (United States)

Schleich, Jean-Marc; Dillenseger, Jean-Louis; Houyel, Lucile; Almange, Claude; Anderson, Robert H

2009-01-01

Learning embryology remains difficult, since it requires understanding of many complex phenomena. The temporal evolution of developmental events has classically been illustrated using cartoons, which create difficulty in linking spatial and temporal aspects, such correlation being the keystone of descriptive embryology. We synthesized the bibliographic data from recent studies of atrial septal development. On the basis of this synthesis, consensus on the stages of atrial septation as seen in the human heart has been reached by a group of experts in cardiac embryology and pediatric cardiology. This has permitted the preparation of three-dimensional (3D) computer graphic objects for the anatomical components involved in the different stages of normal human atrial septation. We have provided a virtual guide to the process of normal atrial septation, the animation providing an appreciation of the temporal and morphologic events necessary to separate the systemic and pulmonary venous returns. We have shown that our animations of normal human atrial septation increase significantly the teaching of the complex developmental processes involved, and provide a new dynamic for the process of learning.

Duplication of the superficial femoral artery: comprehensive review of imaging literature and insight into embryology

International Nuclear Information System (INIS)

Hapugoda, Sachintha; Hsu, Charlie Chia-Tsong; Kwan, Gigi Nga Chi; Watkins, Trevor William; Rophael, John A

2016-01-01

An extremely rare case of duplicated superficial femoral artery (SFA) was incidentally observed on computed tomography angiogram (CTA) of the lower limbs for presurgical planning for an osteomyocutaneous fibula flap in a patient with T4a oropharyngeal squamous cell carcinoma (SCC). To our knowledge, this is the sixth reported case in the imaging literature. We performed a comprehensive review of the English literature and discuss the underlying embryological origin underpinning this rare anatomical variant

Anatomic variations of the cerebral arteries and their embryology: a pictorial review

International Nuclear Information System (INIS)

Okahara, Mika; Kiyosue, Hiro; Mori, Hiromu; Tanoue, Shuichi; Sainou, Michihumi; Nagatomi, Hirohumi

2002-01-01

In the embryonic period, several developmental anomalies of the cerebral arteries occur. The knowledge of these anatomic variations of the cerebral artery is important to avoid the unnecessary surgery and to undergo surgery or interventional radiology with safety. We reviewed 3000 MR angiographies and 700 cerebral angiographies of the previous 5 years to assess cerebral arterial system, and to illustrate the embryological development, imaging findings, occurrence, and clinical significance of the anatomic variation of the cerebral arteries. The normal development and variations of the cerebral arteries are depicted. Knowledge of the anatomic variations is important since it can influence surgical and interventional procedure. (orig.)

Anatomical and embryological considerations of renal vein abnormalities: The value of preoperative CT

International Nuclear Information System (INIS)

Hruby, W.; Hoelti, W.

1986-01-01

Renal vein abnormalities are an uncommon kind of vascular abnormality. The distribution in the general population is 1.5%-2.5% in unselected pathologic material. In 354 autopsies we have seen six cases of renal vein abnormalities; in 215 cases of major retroperitoneal surgery, seven renal vein abnormalities; and in 4,500 patients who underwent CT examinations of the retroperitoneal areas, 36 cases of atypical renal vein anatomy. The radiologist must be familiar with embryologic details to understand the development of renal vein abnormalities. The authors discuss the value of preoperative diagnosis for preventing a surgical disaster in major retroperitoneal surgery

The European Society of Human Reproduction and Embryology guideline for the diagnosis and treatment of endometriosis : an electronic guideline implementability appraisal

NARCIS (Netherlands)

van Dijk, Lotte J. E. W.; Nelen, Willianne L. D. M.; D'Hooghe, Thomas M.; Dunselman, Gerard A. J.; Hermens, Rosella P. M. G.; Bergh, Christina; Nygren, Karl G.; Simons, Arnold H. M.; de Sutter, Petra; Marshall, Catherine; Burgers, Jako S.; Kremer, Jan A. M.

2011-01-01

Background: Clinical guidelines are intended to improve healthcare. However, even if guidelines are excellent, their implementation is not assured. In subfertility care, the European Society of Human Reproduction and Embryology (ESHRE) guidelines have been inventoried, and their methodological

Desperately seeking donors: the 'saviour sibling' decision in Quintavalle v Human Fertilisation and Embryology Authority (UK).

Science.gov (United States)

Hocking, Barbara Ann; Guy, Scott

2005-08-01

The recent House of Lords decision in Quintavalle v Human Fertilisation and Embryology Authority has raised difficult and complex issues regarding the extent to which embryo selection and reproductive technology can be used as a means of rectifying genetic disorders and treating critically ill children. This comment outlines the facts of Quintavalle and explores how the House of Lords approached the legal, ethical and policy issues that arose out of the Human Fertilisation and Embryology Authority's (UK) decision to allow reproductive and embryo technology to be used to produce a 'saviour sibling' whose tissue could be used to save the life of a critically ill child. Particular attention will be given to the implications of the decision in Quintavalle for Australian family and medical law and policy. As part of this focus, the comment explores the current Australian legislative and policy framework regarding the use of genetic and reproductive technology as a mechanism through which to assist critically ill siblings. It is argued that the present Australian framework would appear to impose significant limits on the medical uses of genetic technology and, in this context, would seem to reflect many of the principles that were articulated by the House of Lords in Quintavalle.

Embryological outcomes in cycles with human oocytes containing large tubular smooth endoplasmic reticulum clusters after conventional in vitro fertilization.

Science.gov (United States)

Itoi, Fumiaki; Asano, Yukiko; Shimizu, Masashi; Honnma, Hiroyuki; Murata, Yasutaka

2016-01-01

There have been no studies analyzing the effect of large aggregates of tubular smooth endoplasmic reticulum (aSERT) after conventional in vitro fertilization (cIVF). The aim of this study was to investigate whether aSERT can be identified after cIVF and the association between the embryological outcomes of oocytes in cycles with aSERT. This is a retrospective study examining embryological data from cIVF cycles showing the presence of aSERT in oocytes 5-6 h after cIVF. To evaluate embryo quality, cIVF cycles with at least one aSERT-metaphase II (MII) oocyte observed (cycles with aSERT) were compared to cycles with normal-MII oocytes (control cycles). Among the 4098 MII oocytes observed in 579 cycles, aSERT was detected in 100 MII oocytes in 51 cycles (8.8%). The fertilization rate, the rate of embryo development on day 3 and day 5-6 did not significantly differ between cycles with aSERT and control group. However, aSERT-MII oocytes had lower rates for both blastocysts and good quality blastocysts (p cycles with aSERT.

Peer-assisted learning: a medical student perspective

Directory of Open Access Journals (Sweden)

Fallaha MA

2018-03-01

Full Text Available Mohammad Amre Fallaha, Aalia Pagarkar, Nicholas LucasFaculty of Medicine, Imperial College London, London, UKWe read the paper by Kazzazi et al1 with great interest. The original paper was informative, and as penultimate year medical students at Imperial College, we want to share our unique perspective regarding student learning and the benefits of peer-assisted learning (PAL. We find that many subjects, including embryology as outlined in the paper,1 are complex and typically taught through lecture-based formats. While this may be understandable to readers of respective specialties, students may find certain concepts abstract and not easily grasped through lectures alone.View the original paper by Kazzazi and Bartlett.

Medical Student Dissection of CadaversImproves Performance on Practical Exams, but not Dissection-Relevant Questions in the NBME Gross Anatomy and Embryology Final Exam

Directory of Open Access Journals (Sweden)

Leslie Sargent Jones

2001-03-01

Full Text Available We have examined whether cadaver dissection by first year medical students (MIs affected their performance in two test measures: the NBME Gross Anatomy and Embryology Subject Exam (dissection-relevant questions only, and practical exams given at the end of each major section within the course. The dissections for the entire course were divided into 18 regional dissection units and each student was assigned to dissect one third of the regional units; the other two-thirds of the material was learned from the partner-prosected cadavers. Performance for each student on the exams was then assessed as a function of the regions those students actually dissected. While the results indicated a small performance advantage for MIs answering questions on material they had dissected on the NBME Subject Exam questions relevant to dissection (78-88% of total exam, the results were not statistically significant. However, a similar, small performance advantage on the course practical exams was highly significant.

Embryology meets molecular biology: Deciphering the apical ectodermal ridge.

Science.gov (United States)

Verheyden, Jamie M; Sun, Xin

2017-09-15

More than sixty years ago, while studying feather tracks on the shoulder of the chick embryo, Dr. John Saunders used Nile Blue dye to stain the tissue. There, he noticed a darkly stained line of cells that neatly rims the tip of the growing limb bud. Rather than ignoring this observation, he followed it up by removing this tissue and found that it led to a striking truncation of the limb skeletons. This landmark experiment marks the serendipitous discovery of the apical ectodermal ridge (AER), the quintessential embryonic structure that drives the outgrowth of the limb. Dr. Saunders continued to lead the limb field for the next fifty years, not just through his own work, but also by inspiring the next generation of researchers through his infectious love of science. Together, he and those who followed ushered in the discovery of fibroblast growth factor (FGF) as the AER molecule. The seamless marriage of embryology and molecular biology that led to the decoding of the AER serves as a shining example of how discoveries are made for the rest of the developmental biology field. Copyright © 2017 Elsevier Inc. All rights reserved.

A burgeoning science of embryological genetics demands a modern ethics.

Science.gov (United States)

Edwards, R G

2007-09-01

This brief article discusses the nature of recent scientific advances in reproductive biomedicine and genetics, their moral implications and their effects on society. The pace of research has amplified exponentially, leading society into situations incomprehended by our ancestors. Early studies on reproductive biology in animals, and clinical methods such as artificial insemination by donor spermatozoa, were introduced several centuries ago and led to prolonged ethical disagreements. The 20th century witnessed the introduction of controlled ovulation in laboratory animals, the fertilization of the oocyte and preimplantation embryology in mammalian species. The second half of this century produced an avalanche of knowledge on genetics, developmental biology, the fertilization of the human oocyte in vitro, test-tube babies, preimplantation genetic diagnosis, designer babies, stem cells and a deeper understanding of molecular differentiation in the human embryo. The ethical and legal aspects of these items have led to intense debates on their rights and wrongs. The future may have even more bizarre possibilities such as producing medicines in cow's milk or trees and delaying death for many years.

Why and when do learning goal orientation and attitude decrease with aging? : The role of perceived remaining time and work centrality

NARCIS (Netherlands)

Kooij, T.A.M.; Zacher, H.

2016-01-01

We conducted two studies to improve our understanding of why and when older workers are focused on learning. Based on socioemotional selectivity theory, which proposes that goal focus changes with age and the perception of time, we hypothesized and found that older workers perceive their remaining

Preliminary embryological study of the radiological concept of retroperitoneal interfascial planes: what are the interfascial planes?

Science.gov (United States)

Ishikawa, Kazuo; Nakao, Shota; Murakami, Gen; Rodríguez-Vázquez, Jose Francisco; Matsuoka, Tetsuya; Nakamuro, Makoto; Shimazu, Takeshi

2014-12-01

Recently, the radiological concept of retroperitoneal interfascial planes has been widely accepted to explain the extension of retroperitoneal pathologies. This study aimed to explore embryologically based corroborative evidence, which remains to be elucidated, for this concept. Using serial or semi-serial transverse sections from 29 human fetuses at the 5th-25th week of fetal age, we microscopically observed the development of the retroperitoneal fasciae and other structures in the retroperitoneal connective tissue. A hypothesis for the formation of the interfascial planes was generated from the developmental study and analysis of retroperitoneal fasciae in computed tomography images from 224 patients. Whereas the loose connective tissue was uniformly distributed in the retroperitoneum by the 9th week, the primitive renal and transversalis fasciae appeared at the 10th-12th week, as previous research has noted. By the 23rd week, the renal fascia, transversalis fascia, and primitive adipose tissue of the flank pad emerged. In addition, the primitive lateroconal fascia, which runs parallel to and close to the posterior renal fascia, emerged between the renal fascia and the adipose tissue of the flank pad. Conversely, pre-existing loose connective tissue was sandwiched between the opposing fasciae and was compressed and narrowed by the developing organs and fatty tissues. Through this developmental study, we provided the hypothesis that the compressed loose connective tissue and both opposed fasciae compose the interfascial planes. Analysis of the thickened retroperitoneal fasciae in computed tomography images supported this hypothesis. Further developmental or histological studies are required to verify our hypothesis.

Congenital coronary artery anomalies: a bridge from embryology to anatomy and pathophysiology—a position statement of the development, anatomy, and pathology ESC Working Group

Czech Academy of Sciences Publication Activity Database

Pérez-Pomares, J. M.; de la Pompa, J. L.; Franco, D.; Henderson, D.; Ho, S. Y.; Houyel, L.; Kelly, R. G.; Sedmera, David; Sheppard, M.; Sperling, S.; Thiene, G.; van den Hoff, M.; Basso, C.

2016-01-01

Roč. 109, č. 2 (2016), s. 204-216 ISSN 0008-6363 R&D Projects: GA ČR(CZ) GAP302/11/1308; GA ČR(CZ) GA13-12412S Institutional support: RVO:67985823 Keywords : coronary arteries * embryology * congenital heart disease * pathology * anatomy Subject RIV: FA - Cardiovascular Diseases incl. Cardiotharic Surgery Impact factor: 5.878, year: 2016

An embryological perspective on the early arthropod fossil record.

Science.gov (United States)

Chipman, Ariel D

2015-12-18

Our understanding of the early evolution of the arthropod body plan has recently improved significantly through advances in phylogeny and developmental biology and through new interpretations of the fossil record. However, there has been limited effort to synthesize data from these different sources. Bringing an embryological perspective into the fossil record is a useful way to integrate knowledge from different disciplines into a single coherent view of arthropod evolution. I have used current knowledge on the development of extant arthropods, together with published descriptions of fossils, to reconstruct the germband stages of a series of key taxa leading from the arthropod lower stem group to crown group taxa. These reconstruction highlight the main evolutionary transitions that have occurred during early arthropod evolution, provide new insights into the types of mechanisms that could have been active and suggest new questions and research directions. The reconstructions suggest several novel homology hypotheses - e.g. the lower stem group head shield and head capsules in the crown group are all hypothesized to derive from the embryonic head lobes. The homology of anterior segments in different groups is resolved consistently. The transition between "lower-stem" and "upper-stem" arthropods is highlighted as a major transition with a concentration of novelties and innovations, suggesting a gap in the fossil record. A close relationship between chelicerates and megacheirans is supported by the embryonic reconstructions, and I suggest that the depth of the mandibulate-chelicerate split should be reexamined.

Review of the embryologic development of the pituitary gland and report of a case of hypophyseal duplication detected by MRI

Energy Technology Data Exchange (ETDEWEB)

Kollias, S.S. [Dept. of Radiology, Section of Pediatric Neuroradiology, and Depts. of Radiology and Pediatrics, Children`s Hospital Medical Center, Cincinnati, OH (United States); Ball, W.S. [Dept. of Radiology, Section of Pediatric Neuroradiology, and Depts. of Radiology and Pediatrics, Children`s Hospital Medical Center, Cincinnati, OH (United States); Prenger, E.C. [Dept. of Radiology, Section of Pediatric Neuroradiology, and Depts. of Radiology and Pediatrics, Children`s Hospital Medical Center, Cincinnati, OH (United States)

1995-01-01

We describe the clinical manifestations, associated abnormalities, MRI appearances and pathologic significance of a case of hypophyseal duplication. A 16-year-old girl presented with delayed sexual development and history of midline craniofacial anomalies. MRI revealed paired infundibula extending inferiorly to two small pituitary glands, a midline hypothalamic mass, and a midline cleft in the basisphenoid. Twelve cases of pituitary duplication have previously been described. The suggested pathogenesis is duplication of the prechordal plate and anterior end of the notochord during early embryologic development. (orig.)

EMBRYOLOGICAL ASPECTS OF СONGENITAL ANOMALIES OF THE KIDNEY AND URINARY TRACT (CAKUT: REVIEW

Directory of Open Access Journals (Sweden)

A. O. Vasilyev

2015-01-01

Full Text Available In clinical practice, urologists and nephrologists abnormalities called structural and / or functional abnormalities of the urinary and reproductive systems, caused by disturbance of embryonic development. A significant increase in the number of birth defects may be due to the fact that in embryogenesis kidney is the target organ for exposure to various damaging factors in nature, among which a special place is occupied by medication and physical status of the mother. Violation of prenatal development of the kidneys can often be combined with defects of the lower urinary tract. This condition is often called CAKUT in the development of the role played by the combination of gene mutations. In this article, we describe the majority of congenital anomalies of the kidneys and urinary tract. Significant improvement in antenatal diagnosis of malformations also contributed to the increase in this indicator. Understanding the embryology urinary organs allows to diagnose disorders in the mother-placenta-fetus system.

Embryological and floral effects attributable to deficiencies following crosses with x-rayed pollen of lilium regale W

International Nuclear Information System (INIS)

Poole, J.E.P.; Morgan, D.T. Jr.; Rappleye, R.D.

1978-01-01

Polyembryonic seeds of Lilium regale E. H. Wilson were induced by X irradiation of the pollen with 500 r. Mitotic analyses of 55 plants arising from the polyembryonic seeds disclosed that two sets of identical unattached twins were heterozygous for different gross deficiencies. Highly atypical flowers were produced by the deficient plants. Smaller deficiencies, beyond the limit of detection, undoubtedly were present in other sets of twins. Two sets of conjoined twins occurred. Increases or decreases in the number of floral parts were numerous; both members of a set of twins had similar flowers, indicating a common origin. It is concluded that X-ray induced deficiencies were responsible for cleavage during embryological development and the subsequent formation of atypical flowers. (author)

Embryology and cytogenetics of Eupatorium pauciflorum and E. intermedium (Compositae

Directory of Open Access Journals (Sweden)

Maristela Sanches Bertasso-Borges

1998-12-01

Full Text Available The embryology of Eupatorium pauciflorum indicates diplospory with autonomous endosperm development. The embryo sac is of the polygonum type and the polar nuclei mostly fuse before anthesis. The occurrence of precocious embryo and endosperm development in unopened florets, and the total absence of germinated pollen grains on exposed stigmas, as well as the absence of pollen tubes in the ovules, indicate agamospermy to be obligate and embryo and endosperm development autonomous. The study of microsporogenesis revealed the total absence of pollen production in consequence of microsporocyte degeneration before the onset of meiosis, which resulted in absolute male sterility. E. pauciflorum was demonstrated to be an autotriploid with a basic set of 10 chromosomes, each represented three times. Embryological studies showed E. intermedium to undergo reductive meiosis with tetrad formation during megasporogenesis, followed by monosporic embryo sac development of the polygonum type. The polar nuclei fuse before anthesis. The egg cell invariably attains anthesis still undivided, without precocious embryony. Meiosis of microsporogenesis results in the regular formation of 10 bivalents and the subsequent stages of microsporogenesis are normal. Stigmatic loads indicate the regular occurrence of pollination with viable, functional grains. Karyotypic studies revealed a complement of 20 chromosomes separable into 10 pairs. It is concluded that E. pauciflorum, as represented by the material studied, is apomictic while E. intermedium is sexual.Os estudos embriológicos indicam que Eupatorium pauciflorum apresenta diplosporia com desenvolvimento autônomo do endosperma. O saco embrionário é do tipo polygonum e os núcleos polares se fundem antes da antese. A ocorrência de embrionia precoce e desenvolvimento do endosperma em flores fechadas, e a total ausência de grãos de pólen germinados em estigmas expostos, bem como a ausência de tubos polínicos nos �

Rare variations in renal anatomy and blood supply: CT appearances and embryological background. A pictorial essay

International Nuclear Information System (INIS)

Cocheteux, B.; Gaxotte, V.; Beregi, J.P.; Mounier-Vehier, C.; McFadden, E.P.; Francke, J.P.

2001-01-01

Helical CT angiography is increasingly used for the evaluation of the kidneys and the renal vessels. Knowledge of the potential variants in renal and renal vascular anatomy and of their appearances on helical CT are thus indispensable for radiologists who perform and interpret such examinations. We report six cases of anatomic variants that we encountered in our tertiary referral centre over the past 5 years, during which time we have performed 4850 helical CT angiograms, including 1432 renal artery examinations. These represent rarer anomalies in renal vascularization, most of which were associated with renal malformations (horseshoe kidney with or without cortical torsion, renal malrotation, single kidney, and thoracic origin of a renal artery). We present the helical CT findings and discuss the possible embryological mechanisms and the practical implications of these abnormalities for the radiologist. (orig.)

Rare variations in renal anatomy and blood supply: CT appearances and embryological background. A pictorial essay

Energy Technology Data Exchange (ETDEWEB)

Cocheteux, B.; Gaxotte, V.; Beregi, J.P. [Dept. of Vascular Radiology, Hopital Cardiologique, CHRU de Lille (France); Mounier-Vehier, C. [Service d' Hypertension Arterielle et Medecine Interne, Hopital Cardiologique, CHRU de Lille (France); McFadden, E.P. [Service de Cardiologie B, Hopital Cardiologique, CHRU de Lille (France); Francke, J.P. [Lab. d' Anatomie, Faculte de Medecine, Lille (France)

2001-05-01

Helical CT angiography is increasingly used for the evaluation of the kidneys and the renal vessels. Knowledge of the potential variants in renal and renal vascular anatomy and of their appearances on helical CT are thus indispensable for radiologists who perform and interpret such examinations. We report six cases of anatomic variants that we encountered in our tertiary referral centre over the past 5 years, during which time we have performed 4850 helical CT angiograms, including 1432 renal artery examinations. These represent rarer anomalies in renal vascularization, most of which were associated with renal malformations (horseshoe kidney with or without cortical torsion, renal malrotation, single kidney, and thoracic origin of a renal artery). We present the helical CT findings and discuss the possible embryological mechanisms and the practical implications of these abnormalities for the radiologist. (orig.)

Perceptual learning of basic visual features remains task specific with Training-Plus-Exposure (TPE) training.

Science.gov (United States)

Cong, Lin-Juan; Wang, Ru-Jie; Yu, Cong; Zhang, Jun-Yun

2016-01-01

Visual perceptual learning is known to be specific to the trained retinal location, feature, and task. However, location and feature specificity can be eliminated by double-training or TPE training protocols, in which observers receive additional exposure to the transfer location or feature dimension via an irrelevant task besides the primary learning task Here we tested whether these new training protocols could even make learning transfer across different tasks involving discrimination of basic visual features (e.g., orientation and contrast). Observers practiced a near-threshold orientation (or contrast) discrimination task. Following a TPE training protocol, they also received exposure to the transfer task via performing suprathreshold contrast (or orientation) discrimination in alternating blocks of trials in the same sessions. The results showed no evidence for significant learning transfer to the untrained near-threshold contrast (or orientation) discrimination task after discounting the pretest effects and the suprathreshold practice effects. These results thus do not support a hypothetical task-independent component in perceptual learning of basic visual features. They also set the boundary of the new training protocols in their capability to enable learning transfer.

Anatomical variations in the origins of the celiac axis and the superior mesenteric artery: MDCT angiographic findings and their probable embryological mechanisms.

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Wang, Yi; Cheng, Cheng; Wang, Lu; Li, Ran; Chen, Jin-hua; Gong, Shui-gen

2014-08-01

To identify the spectrum and prevalence of anatomical variations in the origin of the celiac axis (CA), the superior mesenteric artery (SMA) and their major branches by using multidetector computed tomographic (MDCT) angiography. A retrospective evaluation was carried out on 1,500 abdominal MDCT angiography images. The aortic origins of the CA, the SMA and their major branch patterns were investigated. Normal aortic origins of CA and SMA were noted in 1,347 (89.8%) patients. Seven types of CA and SMA origin variants were identified in 153 (10.2%) patients. The three most common variations were hepatomesenteric trunk (67 patients, 4.47%), celiomesenteric trunk (CMT) (51 patients, 3.4%) and splenomesenteric trunk (18 patients, 1.2%). An evaluation of CMT was classified as long (34 patients, 66.7%) or short (17 patients, 33.3%) subtypes, compared with the length of the common trunk. Further CMT classification was based on the origin of the left gastric artery: subtype I, 26 patients (53.1%); subtype II, 5 patients (10.2%); subtype III, 15 patients (30.6%); subtype IV, 3 patients (6.1%). Dislocation interruption, incomplete interruption and persistence of the longitudinal anastomosis could be the embryological mechanisms of the variant origins of the CA, the SMA and their major branches. • Aortic origins of CA, SMA and their major branches were investigated. • Celiomesenteric trunk includes several different subtypes and configurations. • Probable embryological mechanisms of origin variants in these observed arteries were discussed. • Origin variants in these observed arteries have wide-ranging health implications.

ESHRE PGD Consortium/Embryology Special Interest Group--best practice guidelines for polar body and embryo biopsy for preimplantation genetic diagnosis/screening (PGD/PGS)

DEFF Research Database (Denmark)

Harton, G L; Magli, M C; Lundin, K

2011-01-01

In 2005, the European Society for Human Reproduction and Embryology (ESHRE) Preimplantation Genetic Diagnosis (PGD) Consortium published a set of Guidelines for Best Practice to give information, support and guidance to potential, existing and fledgling PGD programmes (Thornhill AR, De Die...... have seen the introduction of a number of new technologies as well as the evolution of current techniques. Additionally, in light of ESHRE's recent advice on how practice guidelines should be written and formulated, the Consortium believed it was timely to revise and update the PGD guidelines. Rather...

Preliminary studies of enhanced contrast radiography in anatomy and embryology of insects with Elettra synchrotron light

International Nuclear Information System (INIS)

Hoennicke, M.G.; Foerster, L.A.; Navarro-Silva, M.A.; Menk, R.-H.; Rigon, L.; Cusatis, C.

2005-01-01

Enhanced contrast X-ray imaging is achieved by exploiting the real part of the refraction index, which is responsible for the phase shifts, in addition to the imaginary part, which is responsible for the absorption. Such techniques are called X-ray phase contrast imaging. An analyzer-based X-ray phase contrast imaging set-up with Diffraction Enhanced Imaging processing (DEI) were used for preliminary studies in anatomy and embryology of insects. Parasitized stinkbug and moth eggs used as control agents of pests in vegetables and adult stinkbugs and mosquitoes (Aedes aegypti) were used as samples. The experimental setup was mounted in the SYRMEP beamline at ELETTRA. Images were obtained using a high spatial resolution CCD detector (pixel size 14x14μm 2 ) coupled with magnifying optics. Analyzer-based X-ray phase contrast images (PCI) and edge detection images show contrast and details not observed with conventional synchrotron radiography and open the possibility for future study in the embryonic development of insects

[Head and neck paragangliomas. Embryological origin and anatomical characteristics: topographic distribution and vascularization pattern].

Science.gov (United States)

Carretero González, José; Blanco Pérez, Pedro; Vázquez Osorio, María Teresa; Benito González, Fernando; Sañudo Tejedo, José Ramón

2009-02-01

Paragangliomas are tumors that arise in the extraadrenal paraganglia and result from migration of neural crest cells during embryonic development. Based on their anatomical distribution, innervation and microscopic structure, these tumors can be classified into interrelated families: branchiomeric paraganglia (related to the branchial clefts and arches), intravagal, aortic-sympathetic and visceral-autonomic. Head and neck paragangliomas belong mainly to the first two of these families. The present article is divided into two parts. The first part reviews the embryological origin of these tumors. Special emphasis is placed on the process of neurulation or neural tube formation, neurosegmentation (with a summary of the mechanisms involved in the initial segmentation of the neural tube and of the hindbrain and spinal medulla), and the development of the sensory placodes and secondary inductions in the cranial region. Subsequently, the neural crest is analyzed, with special attention paid to the cranial neural crest. The embryonogenesis of paragangliomas is also described. The second part describes the topographical distribution of head and neck paragangliomas according to their localization: jugulotympanic, orbit, intercarotid, subclavian and laryngeal. The embryonogenesis and most important anatomical characteristics are described for each type.

On recent advances in human engineering Provocative trends in embryology, genetics, and regenerative medicine.

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Anton, Roman

2016-01-01

Advances in embryology, genetics, and regenerative medicine regularly attract attention from scientists, scholars, journalists, and policymakers, yet implications of these advances may be broader than commonly supposed. Laboratories culturing human embryos, editing human genes, and creating human-animal chimeras have been working along lines that are now becoming intertwined. Embryogenic methods are weaving traditional in vivo and in vitro distinctions into a new "in vivitro" (in life in glass) fabric. These and other methods known to be in use or thought to be in development promise soon to bring society to startling choices and discomfiting predicaments, all in a global effort to supply reliably rejuvenating stem cells, to grow immunologically non-provocative replacement organs, and to prevent, treat, cure, or even someday eradicate diseases having genetic or epigenetic mechanisms. With humanity's human-engineering era now begun, procedural prohibitions, funding restrictions, institutional controls, and transparency rules are proving ineffective, and business incentives are migrating into the most basic life-sciences inquiries, wherein lie huge biomedical potentials and bioethical risks. Rights, health, and heritage are coming into play with bioethical presumptions and formal protections urgently needing reassessment.

Graphic and movie illustrations of human prenatal development and their application to embryological education based on the human embryo specimens in the Kyoto collection.

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Yamada, Shigehito; Uwabe, Chigako; Nakatsu-Komatsu, Tomoko; Minekura, Yutaka; Iwakura, Masaji; Motoki, Tamaki; Nishimiya, Kazuhiko; Iiyama, Masaaki; Kakusho, Koh; Minoh, Michihiko; Mizuta, Shinobu; Matsuda, Tetsuya; Matsuda, Yoshimasa; Haishi, Tomoyuki; Kose, Katsumi; Fujii, Shingo; Shiota, Kohei

2006-02-01

Morphogenesis in the developing embryo takes place in three dimensions, and in addition, the dimension of time is another important factor in development. Therefore, the presentation of sequential morphological changes occurring in the embryo (4D visualization) is essential for understanding the complex morphogenetic events and the underlying mechanisms. Until recently, 3D visualization of embryonic structures was possible only by reconstruction from serial histological sections, which was tedious and time-consuming. During the past two decades, 3D imaging techniques have made significant advances thanks to the progress in imaging and computer technologies, computer graphics, and other related techniques. Such novel tools have enabled precise visualization of the 3D topology of embryonic structures and to demonstrate spatiotemporal 4D sequences of organogenesis. Here, we describe a project in which staged human embryos are imaged by the magnetic resonance (MR) microscope, and 3D images of embryos and their organs at each developmental stage were reconstructed based on the MR data, with the aid of computer graphics techniques. On the basis of the 3D models of staged human embryos, we constructed a data set of 3D images of human embryos and made movies to illustrate the sequential process of human morphogenesis. Furthermore, a computer-based self-learning program of human embryology is being developed for educational purposes, using the photographs, histological sections, MR images, and 3D models of staged human embryos. Copyright 2005 Wiley-Liss, Inc.

SMART POINT CLOUD: DEFINITION AND REMAINING CHALLENGES

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F. Poux

2016-10-01

Full Text Available Dealing with coloured point cloud acquired from terrestrial laser scanner, this paper identifies remaining challenges for a new data structure: the smart point cloud. This concept arises with the statement that massive and discretized spatial information from active remote sensing technology is often underused due to data mining limitations. The generalisation of point cloud data associated with the heterogeneity and temporality of such datasets is the main issue regarding structure, segmentation, classification, and interaction for an immediate understanding. We propose to use both point cloud properties and human knowledge through machine learning to rapidly extract pertinent information, using user-centered information (smart data rather than raw data. A review of feature detection, machine learning frameworks and database systems indexed both for mining queries and data visualisation is studied. Based on existing approaches, we propose a new 3-block flexible framework around device expertise, analytic expertise and domain base reflexion. This contribution serves as the first step for the realisation of a comprehensive smart point cloud data structure.

Corpus callosum dysgenesis and lipoma: embryologic and magnetic resonance imaging aspects; Disgenesia do corpo caloso e lipoma: consideracoes embriologicas basicas e aspectos de imagem a ressonancia magnetica

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Abreu Junior, Luiz de; Borri, Maria Lucia; Wolosker, Angela Maria Borri; Hartmann, Luiz Guilherme de Carvalho; Galvao Filho, Mario de Melo [Hospital e Maternidade Sao Luiz, Sao Paulo, SP (Brazil). Setor de Diagnostico por Imagem]. E-mail: abreujr@directnet.com.br; D' Ippolito, Giuseppe [Hospital e Maternidade Sao Luiz, Sao Paulo, SP (Brazil). Setor de US/TC/RMN

2005-07-15

The corpus callosum is the major system of association fibers that permits communication of both cerebral hemispheres. Magnetic resonance imaging has improved the study of brain malformations, including the corpus callosum dysgenesis. Lipoma is a common finding in the spectrum of corpus callosum dysgenesis. The purpose of these study was to review the embryologic events and the magnetic resonance imaging aspects related to the corpus callosum dysgenesis and to the formation of the related lipoma. (author)

The effect of functional status of the ovaries on the embryological results of controlled ovarian hyperstimulation

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Grzegorz Mrugacz

2013-12-01

Full Text Available Introduction: Controlled ovarian hyperstimulation is an integral part of infertility treatment. Despite many years of use, some aspects of controlled ovarian stimulation have not yet been clarified, especially the role of the functional status of the ovaries before hormonal stimulation. Aim of the research: To assess the effect of the functional status of the ovaries on the embryological results of controlled ovarian hyperstimulation. Material and methods: The retrospective study included female patients treated for infertility. The patients were divided into two groups depending on the ultrasonographic appearance of the ovaries before controlled ovarian hyperstimulation. Patients with small antral follicles 0.05. The numbers of A, C, D quality embryos were comparable between the groups (p > 0.05. There were more B quality embryos in group I than II (p > 0.05. The embryo growth rate was significantly faster in group I than II. Conclusions: The results of the present study indicate that the functional status of the ovaries before controlled ovarian hyperstimulation plays a pivotal role in treatment outcome.

Spinal dysraphism: a review of neuroradiological features with embryological correlations and proposal for a new classification

International Nuclear Information System (INIS)

Tortori-Donati, P.; Rossi, A.; Cama, A.

2000-01-01

Our purpose was to review the neuroradiological features of spinal dysraphism and to correlate them with clinical findings and up-to-date embryological theory. We also aimed to formulate a working classification which might prove useful in clinical practice. We reviewed series of 986 children referred to our Spina Bifida Centre in the past 24 years. There were 353 children with open spinal (OSD) and 633 with closed (skin-covered) spinal (CSD) dysraphism. By far the most common open abnormality was myelomeningocele, and all patients with OSD had a Chiari II malformation. CSD was categorised clinically, depending on the presence of a subcutaneous mass in the back. CSD with a mass mainly consisted of lipomas with dural defects and meningoceles, and accounted for 18.8 % of CSD. CSD without a mass were simple (tight filum terminale, intradural lipoma) or complex (split cord malformations, caudal regression). Our suggested classification is easy to use and to remember and takes into account clinical and MRI features; we have found it useful and reliable when making a preoperative neuroradiological diagnosis in clinical practice. (orig.)

Embryological studies on Fragaria x ananassa Duch. after pollination by three species of Potentilla

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Katarzyna Niemirowicz-Szczytt

2014-01-01

Full Text Available Embryological studies were carried out after pollinating four female varieties of Fragaria ananassa Duch. (Freja, Sonja, Mieze Schindler, Reine des Precoce with three species of Poteiatilla (P. geoides, P. rupestris, P. fruticosa. The aim was to elucidate the manner in which matroclinous progeny arises after pollination of the strawberry with Potentilla pollen. In addition to meiotic, apo- and diplosporous embryo sacs were formed in the Freja variety. On the average, in the four studied varieties,, 49% of the ovules contained more than one embryo sac. At the most, five embryo sacs developed, but only two of them attained full maturity. Pollen from Potentilla germinated on the stigma of the strawberry and the pollen tubes grew through the style to the ovule. Symptoms of fertilization were not found in the strawberry ovules after pollination with Potentilla, however, after pollination with the Redgauntlet F. x ananassa variety, extra nucleoli or chromatin grains were found in the ovule. False polyembryony was found in the Mieze Schindler (16 cases, Sonja (2 cases and Freja (1 case varieties. The germination of two plants from one seed was observed, which shows the possibility of full development of twin embryos. The low germination ability of the seeds was caused by abnormalities in the development of the embryos.

Using Web-Based Tools for Teaching Embryology

Science.gov (United States)

Computers, imaging technologies, and the worldwide web have assumed an important role in augmenting traditional learning. Resources to disseminate multimedia information across platforms, and the emergence of communal knowledge environments, facilitate the visualization of diffi...

Focal inflammation in the embryological ventral pancreas: assessment using CT and MRI

International Nuclear Information System (INIS)

Itoh, S.; Suzuki, K.; Kawai, H.; Naganawa, S.

2008-01-01

Aim: To identify the characteristic computed tomography (CT) and magnetic resonance imaging (MRI) findings of nonuniform inflammation between the posterior aspect of the head and the remainder of the pancreas. Materials and methods: Two radiologists retrospectively evaluated images of 19 patients in whom the degree of attenuation in the CT images and/or the signal intensity in the MRI images differed between the posterior aspect of the head (ventral primordium) and the remainder of the pancreas (dorsal primordium) due to benign disorders other than uneven fatty replacement. Multiphase, contrast-enhanced CT examinations were performed in 17 patients. In five, T1- and T2-weighted images with and without fat suppression were obtained using a 1.5 T superconducting MRI system. Results: The lesions were localized in the posterior aspect of the head in 17 patients. In two patients, the lesions occupied the posterior aspect of the head and extended to the neck. The lesions exhibited the following findings: inhomogeneous hypoattenuation (with spotty areas of relatively well-maintained contrast enhancement) during the pancreatic phase (17/17) and no intense peripheral enhancement or central necrotic areas (17/17) in CT images, hypointensity in T1-weighed images (5/5), hyperintensity in T2-weighed images (4/5), no vascular invasion (19/19), failure to depict the entire course of Wirsung's duct (17/19), and calcification (13/19). Santorini's ducts were depicted in all but three patients. Conclusion: Focal inflammation in the embryological ventral pancreas exhibits a unique anatomical distribution and characteristic findings

The dawn of chelonian research: turtles between comparative anatomy and embryology in the 19th century.

Science.gov (United States)

MacCord, Kate; Caniglia, Guido; Moustakas-Verho, Jacqueline E; Burke, Ann C

2015-05-01

Many evo-devo studies of the turtle's shell draw hypotheses and support from historical sources. The groundbreaking works of Cuvier, Geoffroy St. Hilaire, Carus, Rathke, Owen, and others are being revived in modern research, and their centuries-old understanding of the turtle's shell reconsidered. In the works of these eminent biologists of the 19th century, comparative anatomy and embryology of turtle morphology set the stage for future studies in developmental biology, histology, and paleontology. Given the impact that these works still make on modern research, it is important to develop a thorough appreciation of previous authors, regarding how they arrived at their conclusions (i.e., what counted as evidence?), whether there was debate amongst these authors about shell development (i.e., what counted as an adequate explanation?), and even why these men, some of the most powerful and influential thinkers and anatomists of their day, were concerned with turtles. By tracing and exposing the context and content of turtle shell studies in history, our aim is to inform modern debates about the evolution and development of the turtle's shell. © 2014 Wiley Periodicals, Inc.

A glance at Spanish embryology and teratology during the XX century through the academic life of Francisco Orts-Llorca (1905-1993).

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Aréchaga, Juan; Jiménez-Collado, Juan; Ruano-Gil, Domingo

2009-01-01

Francisco Ort-Llorca (1905-1993) was one of the most outstanding Spanish embryologists of the XX century. He was disciple of Henri Rouvire in Paris (France), Alfred Fischel in Vienna (Austria), Walther Vogt in Munich (Germany) and Pedro Ara in Madrid (Spain). From 1935, he was professor of Human Anatomy at the Faculty of Medicine of Cadiz, belonged then to the University of Seville (accidentally, in the University of Valencia, during the Spanish Civil War from 1936-1939) and, later on, at the Faculty of Medicine of Madrid (Complutense University) from 1954 to 1975. He was internationally recognized in anatomical sciences and stood out for his contributions to descriptive and experimental Embryology and Teratology, particularly in those aspects connected to the normal and pathological development of the heart and visual organs.

Cerebellar arteries originating from the internal carotid artery: angiographic evaluation and embryologic explanations

International Nuclear Information System (INIS)

Lee, Jae Young; Han, Moon Hee; Yu, In Gyu; Chang, Ki Hyun; Kim, Eui Jong; Kim, Dae Ho

1997-01-01

To find and describe the cerebellar arteries arising from the internal carotid artery, explain them embryologically, and evaluate their clinical implication. To determine the point in the internal carotid artery from which the cereballar artery arose anomalously, consecutive angiographic studies performed in the last three years were reviewed. The distribution of such anomalous cerebellar arteries, the point in the internal carotid artery from which the anomalous vessels originated, and associated findings were analyzed. Five anomalous origins of cerebellar arteries arising arising directly from the internal carotid artery were found in five patients. Three anterior inferior cerebellar arteries (AICA) and one common trunk of an AICA and a posterior inferior cerebellar artery (PICA) were found to originate from the internal carotid artery at a point close to the origin of the primitive trigeminal artery. A PICA arose from an artery presenting a course similar to the proatlantal intersegmental artery. Intracranial aneurysms in two patients, Moyamoya disease in one, and facial arteriovenous malformation in one. In our series, AICAs supplied from the arteries considered to be persistent trigeminal artery variants were the most common type. A correlation between type of anomalous cerebellar artery and type of carotid-vertebrobasilar anastomosis may exist. Cerebellar arteries originating anomalously from the internal carotid artery seem to occur as a result of the persistence of carotid-vertebrobasilar anastomoses associated with incomplete fusion of the longitudinal neural arteries. An understanding of these anomalous cerebellar arteries may help prevent accidents during therapeutic embolization and surgical treatment, as well as misinterpretation

Challenges of Using Learning Analytics Techniques to Support Mobile Learning

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Arrigo, Marco; Fulantelli, Giovanni; Taibi, Davide

2015-01-01

Evaluation of Mobile Learning remains an open research issue, especially as regards the activities that take place outside the classroom. In this context, Learning Analytics can provide answers, and offer the appropriate tools to enhance Mobile Learning experiences. In this poster we introduce a task-interaction framework, using learning analytics…

Segmental variants of the inferior vena cava - typical findings correlated with embryological development for differential diagnosis; Segmentale Varianten der Vena cava inferior - Erscheinungsbild mit embryologischer Korrelation in Abgrenzung zum sekundaeren Vena-cava-Verschluss

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Meyer, D.R. [Abt. fuer Radiologie, Guestrower Krankenhaus, Akademisches Lehrkrankenhaus der Univ. Rostock (Germany); Inst. fuer Radiologie und Nuklearmedizin, Krankenhaus am Urban, Akademisches Lehrkrankenhaus der Freien Univ. Berlin (Germany); Huggle, H.; Hueppe, T.; Friedrich, M. [Inst. fuer Radiologie und Nuklearmedizin, Krankenhaus am Urban, Akademisches Lehrkrankenhaus der Freien Univ. Berlin (Germany); Andresen, R. [Abt. fuer Radiologie, Guestrower Krankenhaus, Akademisches Lehrkrankenhaus der Univ. Rostock (Germany)

2001-07-01

The vast variability of the overall rare congenital anomalies of the inferior vena cava (IVC) are mostly detected by accident through different imaging modalities. These cannot be classed as pathological findings, and should not be confused with lymphomas and has to differ from secondary collateral venous pathways. Based on 656 CT examinations 10.5% known forms of IVC anomalies were found. According to the embryological development three main groups of IVC variants could be nosologically classified: agenesis of the suprarenal IVC, anomalies of the pars renalis and anomalies of the infrarenal IVC. Additionally three unusual anomaly complexes were found. For the understanding details of the embryology based on a simplified depiction are presented. (orig.) [German] Die grosse Variabilitaet der als insgesamt selten anzusehenden angeborenen Venenanomalien der Vena cava inferior werden meist zufaellig durch verschiedene bildgebende Untersuchungsverfahren entdeckt. Diese koennen nicht als Pathologien des venoesen Systems klassifiziert werden und sollten nicht mit Lymphomen oder sekundaeren venoesen Kollateralen verwechselt werden. Basierend auf 656 CT-Untersuchungen fanden sich insgesamt 10,5% an bekannten Vena cava inferior (VCI) Anomalien. Unter Beruecksichtigung der embryologischen Entwicklung konnten drei Hauptgruppen an VCI-Varianten nosologisch differenziert werden: Agenesie der suprarenalen VCI, Anomalien der Pars renalis und Anomalien der infrarenalen VCI. Zusaetzlich fanden sich drei ungewoehnliche Anomaliekomplexe. Fuer das Verstaendnis der VCI-Varianten wird eine schematisierte Embryologie praesentiert. (orig.)

Pseudo interruption of the inferior vena cava complicating the device closure of patent ductus arteriosus: Case report and short review of venous system embryology

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Venkateshwaran Subramanian

2014-01-01

Full Text Available A nineteen-month-old girl was taken up for patent ductus arteriosus (PDA device closure. A diagnostic catheter from the right femoral venous access entered the superior vena cava (SVC, through the azygos vein suggesting interruption of inferior vena caval with azygos continuity. Therefore, the PDA device was closed from the right jugular venous access. However, a postprocedure echocardiogram (echo showed a patent inferior vena caval connection into the right atrium. An angiogram from femoral veins showed communication between the iliac veins and the azygos system, in addition to normal drainage into the inferior vena cava (IVC. Congenital communication between the iliac veins and the azygos system can mimic IVC interruption. An attempt to theoretically explain the embryological origin of the communication has been made.

As technology and generations in medical education change, what remains is the intersection between educator, learners, assessment and context.

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Azzam, Amin

2013-06-01

The information era has begun to create major shifts in educational systems, including those in undergraduate medical and graduate psychiatric training programmes. Despite these changes, teaching and learning in formal educational settings remains predominately the product of the intersection between educator, learners, assessment and context. This article reviews intrinsic and external forces influencing each of these elements, such as intergenerational differences in teaching and learning styles, education technologies as they relate to delivery and maintenance of curricula, competency frameworks of assessment, and individual learning and teaching development plans. Maintaining a focus on the relationship between these factors and re-conceptualizing psychiatric education and formal medical education systems in general as a mutual two-way learning exchange between participants will promote careers of lifelong learning.

A Hybrid Prognostic Approach for Remaining Useful Life Prediction of Lithium-Ion Batteries

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Wen-An Yang

2016-01-01

Full Text Available Lithium-ion battery is a core component of many systems such as satellite, spacecraft, and electric vehicles and its failure can lead to reduced capability, downtime, and even catastrophic breakdowns. Remaining useful life (RUL prediction of lithium-ion batteries before the future failure event is extremely crucial for proactive maintenance/safety actions. This study proposes a hybrid prognostic approach that can predict the RUL of degraded lithium-ion batteries using physical laws and data-driven modeling simultaneously. In this hybrid prognostic approach, the relevant vectors obtained with the selective kernel ensemble-based relevance vector machine (RVM learning algorithm are fitted to the physical degradation model, which is then extrapolated to failure threshold for estimating the RUL of the lithium-ion battery of interest. The experimental results indicated that the proposed hybrid prognostic approach can accurately predict the RUL of degraded lithium-ion batteries. Empirical comparisons show that the proposed hybrid prognostic approach using the selective kernel ensemble-based RVM learning algorithm performs better than the hybrid prognostic approaches using the popular learning algorithms of feedforward artificial neural networks (ANNs like the conventional backpropagation (BP algorithm and support vector machines (SVMs. In addition, an investigation is also conducted to identify the effects of RVM learning algorithm on the proposed hybrid prognostic approach.

A case of annular pancreas with Wirsung's duct encircling the duodenum: embryological hypothesis based on cholangiopancreatographic and immunohistochemical findings.

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Fukai, Manami; Kamisawa, Terumi; Horiguchi, Shin-Ichirou; Hishima, Tsunekazu; Kuruma, Sawako; Chiba, Kazuro; Koizumi, Satomi; Tabata, Taku; Nagao, Sayaka; Kikuyama, Masataka; Honda, Goro; Kurata, Masanao

2017-06-01

We present a resected case of annular pancreas in which Wirsung's duct encircled the duodenum and continued directly to the main pancreatic duct in the body and tail. Furthermore, Wirsung's duct coursed along the right side of the lower bile duct near the major duodenal papilla. Histologically, the islets of Langerhans in the annular pancreas were irregular in shape and were characterized by a striking abundance of pancreatic polypeptide (PP)-positive cells. The PP-rich area that encircled the duodenum was fused with the PP-poor area in the head of the pancreas. The following embryological hypothesis is proposed. The tip of the ventral pancreatic anlage adhered to the duodenal wall and stretched to form a ring during clockwise rotation. The rotation was incomplete, and the pancreatic duct did not cross over the lower bile duct. Since there was adequate ventral anlage in the lower part of the head of the pancreas, fusion between the ducts of the ventral and dorsal anlagen did not occur. The tip of the ventral anlage overgrew and adhered to the dorsal anlage, and the annular duct fused with the main duct of the dorsal anlage.

Do Mobile Learning Devices Enhance Learning in Higher Education Anatomy Classrooms?

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Wilkinson, Kate; Barter, Phil

2015-01-01

Recently there has been an increased volume of research and practice of mobile Learning (mLearning) and in particular of the tablet device. The question of how, when and where to best incorporate the tablet device into the learning environment in Higher Education remains largely unanswered. The article presents the findings of an empirical study…

Magnetic resonance-thoracic ductography. Imaging aid for thoracic surgery and thoracic duct depiction based on embryological considerations

International Nuclear Information System (INIS)

Okuda, Itsuko; Udagawa, Harushi; Takahashi, Junji; Yamase, Hiromi; Kohno, Tadasu; Nakajima, Yasuo

2009-01-01

We describe the optimal protocol of magnetic resonance-thoracic ductography (MRTD) and provide examples of thoracic ducts (TD) and various anomalies. The anatomical pathway of the TD was analyzed based on embryological considerations. A total of 78 subjects, consisting of noncancer adults and patients with esophageal cancer and lung cancer, were enrolled. The MRTD protocol included a long echo time and was based on emphasizing signals from the liquid fraction and suppressing other signals, based on the principle that lymph flow through the TD appears hyperintense on T2-weighted images. The TD configuration was classified into nine types based on location [right and/or left side(s) of the descending aorta] and outflow [right and/or left venous angle(s)]. MRTD was conducted in 78 patients, and the three-dimensional reconstruction was considered to provide excellent view of the TD in 69 patients, segmentalization of TD in 4, and a poor view of the TD in 5. MRTD achieved a visualization rate of 94%. Most of the patients had a right-side TD that flowed into the left venous angle. Major configuration variations were noted in 14% of cases. Minor anomalies, such as divergence and meandering, were frequently seen. MRTD allows noninvasive evaluation of TD and can be used to identify TD configuration. Thus, this technique is considered to contribute positively to safer performance of thoracic surgery. (author)

[Learning how to learn for specialist further education].

Science.gov (United States)

Breuer, G; Lütcke, B; St Pierre, M; Hüttl, S

2017-02-01

The world of medicine is becoming from year to year more complex. This necessitates efficient learning processes, which incorporate the principles of adult education but with unchanged periods of further education. The subject matter must be processed, organized, visualized, networked and comprehended. The learning process should be voluntary and self-driven with the aim of learning the profession and becoming an expert in a specialist field. Learning is an individual process. Despite this, the constantly cited learning styles are nowadays more controversial. An important factor is a healthy mixture of blended learning methods, which also use new technical possibilities. These include a multitude of e‑learning options and simulations, which partly enable situative learning in a "shielded" environment. An exemplary role model of the teacher and feedback for the person in training also remain core and sustainable aspects in medical further education.

Collaboration in E-Learning: A Study Using the Flexible E-Learning Framework

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Vandenhouten, C.; Gallagher-Lepak, S.; Reilly, J.; Ralston-Berg, P.

2014-01-01

E-Learning remains a new frontier for many faculty. When compared to the traditional classroom, E- Learning requires the talents of many team members from a variety of departments as well as the use of different teaching and learning strategies. Pedagogy as well as team configurations must change when moving to the online environment. As a result,…

The Effect of Socially Shared Regulation Approach on Learning Performance in Computer-Supported Collaborative Learning

Science.gov (United States)

Zheng, Lanqin; Li, Xin; Huang, Ronghuai

2017-01-01

Students' abilities to socially shared regulation of their learning are crucial to productive and successful collaborative learning. However, how group members sustain and regulate collaborative processes is a neglected area in the field of collaborative learning. Furthermore, how group members engage in socially shared regulation still remains to…

Experiential Learning in Agriculture Education

OpenAIRE

Johnson, Devan

2016-01-01

Many students find it difficult to comprehend information and retain knowledge from regular classroom instruction alone. In addition, many students cannot remain focused on a certain task for an entire class period. By incorporating experiential learning activities into the lesson plans, it is easier for students to recognize concepts being taught and remain focused longer by switching class activities from regular instruction to experiential learning. Using the work of David Kolb as the u...

Problem Based Learning

DEFF Research Database (Denmark)

de Graaff, Erik; Guerra, Aida

, the key principles remain the same everywhere. Graaff & Kolmos (2003) identify the main PBL principles as follows: 1. Problem orientation 2. Project organization through teams or group work 3. Participant-directed 4. Experiental learning 5. Activity-based learning 6. Interdisciplinary learning and 7...... model and in general problem based and project based learning. We apply the principle of teach as you preach. The poster aims to outline the visitors’ workshop programme showing the results of some recent evaluations.......Problem-Based Learning (PBL) is an innovative method to organize the learning process in such a way that the students actively engage in finding answers by themselves. During the past 40 years PBL has evolved and diversified resulting in a multitude in variations in models and practices. However...

Remaining useful life assessment of lithium-ion batteries in implantable medical devices

Science.gov (United States)

Hu, Chao; Ye, Hui; Jain, Gaurav; Schmidt, Craig

2018-01-01

This paper presents a prognostic study on lithium-ion batteries in implantable medical devices, in which a hybrid data-driven/model-based method is employed for remaining useful life assessment. The method is developed on and evaluated against data from two sets of lithium-ion prismatic cells used in implantable applications exhibiting distinct fade performance: 1) eight cells from Medtronic, PLC whose rates of capacity fade appear to be stable and gradually decrease over a 10-year test duration; and 2) eight cells from Manufacturer X whose rates appear to be greater and show sharp increase after some period over a 1.8-year test duration. The hybrid method enables online prediction of remaining useful life for predictive maintenance/control. It consists of two modules: 1) a sparse Bayesian learning module (data-driven) for inferring capacity from charge-related features; and 2) a recursive Bayesian filtering module (model-based) for updating empirical capacity fade models and predicting remaining useful life. A generic particle filter is adopted to implement recursive Bayesian filtering for the cells from the first set, whose capacity fade behavior can be represented by a single fade model; a multiple model particle filter with fixed-lag smoothing is proposed for the cells from the second data set, whose capacity fade behavior switches between multiple fade models.

Amygdala nuclei critical for emotional learning exhibit unique gene expression patterns.

Science.gov (United States)

Partin, Alexander C; Hosek, Matthew P; Luong, Jonathan A; Lella, Srihari K; Sharma, Sachein A R; Ploski, Jonathan E

2013-09-01

The amygdala is a heterogeneous, medial temporal lobe structure that has been implicated in the formation, expression and extinction of emotional memories. This structure is composed of numerous nuclei that vary in cytoarchitectonics and neural connections. In particular the lateral nucleus of the amygdala (LA), central nucleus of the amygdala (CeA), and the basal (B) nucleus contribute an essential role to emotional learning. However, to date it is still unclear to what extent these nuclei differ at the molecular level. Therefore we have performed whole genome gene expression analysis on these nuclei to gain a better understanding of the molecular differences and similarities among these nuclei. Specifically the LA, CeA and B nuclei were laser microdissected from the rat brain, and total RNA was isolated from these nuclei and subjected to RNA amplification. Amplified RNA was analyzed by whole genome microarray analysis which revealed that 129 genes are differentially expressed among these nuclei. Notably gene expression patterns differed between the CeA nucleus and the LA and B nuclei. However gene expression differences were not considerably different between the LA and B nuclei. Secondary confirmation of numerous genes was performed by in situ hybridization to validate the microarray findings, which also revealed that for many genes, expression differences among these nuclei were consistent with the embryological origins of these nuclei. Knowing the stable gene expression differences among these nuclei will provide novel avenues of investigation into how these nuclei contribute to emotional arousal and emotional learning, and potentially offer new genetic targets to manipulate emotional learning and memory. Copyright © 2013 Elsevier Inc. All rights reserved.

Skill learning and the evolution of social learning mechanisms.

Science.gov (United States)

van der Post, Daniel J; Franz, Mathias; Laland, Kevin N

2016-08-24

Social learning is potentially advantageous, but evolutionary theory predicts that (i) its benefits may be self-limiting because social learning can lead to information parasitism, and (ii) these limitations can be mitigated via forms of selective copying. However, these findings arise from a functional approach in which learning mechanisms are not specified, and which assumes that social learning avoids the costs of asocial learning but does not produce information about the environment. Whether these findings generalize to all kinds of social learning remains to be established. Using a detailed multi-scale evolutionary model, we investigate the payoffs and information production processes of specific social learning mechanisms (including local enhancement, stimulus enhancement and observational learning) and their evolutionary consequences in the context of skill learning in foraging groups. We find that local enhancement does not benefit foraging success, but could evolve as a side-effect of grouping. In contrast, stimulus enhancement and observational learning can be beneficial across a wide range of environmental conditions because they generate opportunities for new learning outcomes. In contrast to much existing theory, we find that the functional outcomes of social learning are mechanism specific. Social learning nearly always produces information about the environment, and does not always avoid the costs of asocial learning or support information parasitism. Our study supports work emphasizing the value of incorporating mechanistic detail in functional analyses.

Live Action: Can Young Children Learn Verbs From Video?

OpenAIRE

Roseberry, Sarah; Hirsh-Pasek, Kathy; Parish-Morris, Julia; Golinkoff, Roberta Michnick

2009-01-01

The availability of educational programming aimed at infants and toddlers is increasing, yet the effect of video on language acquisition remains unclear. Three studies of 96 children aged 30–42 months investigated their ability to learn verbs from video. Study 1 asked whether children could learn verbs from video when supported by live social interaction. Study 2 tested whether children could learn verbs from video alone. Study 3 clarified whether the benefits of social interaction remained w...

"We Had a Blast!": An Empirical Affirmation of Blended Learning as the Preferred Learning Mode for Adult Learners

Science.gov (United States)

Asunka, Stephen

2017-01-01

As many important issues pertaining to blended learning within the Sub-Saharan African context remain unexplored, this study implemented a blended learning approach in a graduate level course at a private university in Ghana, with the objective of exploring adult learners' attitudes, experiences and behaviors towards this learning approach, as…

Blended Learning: enabling Higher Education Reform

Directory of Open Access Journals (Sweden)

Kathleen Matheos

2018-01-01

Full Text Available Blended learning research and practice have been areas of growth for two decades in Canada, with over 95% of Canadian higher education institutions involved in some form of blended learning. Despite strong evidence based research and practice blended learning, for the most part, has remained at sidelined in Canadian universities. The article argues the need for blended learning to situate itself within the timely and crucial Higher Education Reform (HER agenda. By aligning the affordances of blended learning with the components of HER, blended learning can clearly serve as an enabler for HER.

Anatomical variations in the origins of the celiac axis and the superior mesenteric artery: MDCT angiographic findings and their probable embryological mechanisms

Energy Technology Data Exchange (ETDEWEB)

Wang, Yi; Cheng, Cheng; Wang, Lu; Li, Ran; Chen, Jin-hua; Gong, Shui-gen [Institute of Surgery Research, Daping Hospital, Third Military Medical University, Department of Radiology, Chongqing (China)

2014-08-15

To identify the spectrum and prevalence of anatomical variations in the origin of the celiac axis (CA), the superior mesenteric artery (SMA) and their major branches by using multidetector computed tomographic (MDCT) angiography. A retrospective evaluation was carried out on 1,500 abdominal MDCT angiography images. The aortic origins of the CA, the SMA and their major branch patterns were investigated. Normal aortic origins of CA and SMA were noted in 1,347 (89.8 %) patients. Seven types of CA and SMA origin variants were identified in 153 (10.2 %) patients. The three most common variations were hepatomesenteric trunk (67 patients, 4.47 %), celiomesenteric trunk (CMT) (51 patients, 3.4 %) and splenomesenteric trunk (18 patients, 1.2 %). An evaluation of CMT was classified as long (34 patients, 66.7 %) or short (17 patients, 33.3 %) subtypes, compared with the length of the common trunk. Further CMT classification was based on the origin of the left gastric artery: subtype I, 26 patients (53.1 %); subtype II, 5 patients (10.2 %); subtype III, 15 patients (30.6 %); subtype IV, 3 patients (6.1 %). Dislocation interruption, incomplete interruption and persistence of the longitudinal anastomosis could be the embryological mechanisms of the variant origins of the CA, the SMA and their major branches. (orig.)

Anatomical variations in the origins of the celiac axis and the superior mesenteric artery: MDCT angiographic findings and their probable embryological mechanisms

International Nuclear Information System (INIS)

Wang, Yi; Cheng, Cheng; Wang, Lu; Li, Ran; Chen, Jin-hua; Gong, Shui-gen

2014-01-01

To identify the spectrum and prevalence of anatomical variations in the origin of the celiac axis (CA), the superior mesenteric artery (SMA) and their major branches by using multidetector computed tomographic (MDCT) angiography. A retrospective evaluation was carried out on 1,500 abdominal MDCT angiography images. The aortic origins of the CA, the SMA and their major branch patterns were investigated. Normal aortic origins of CA and SMA were noted in 1,347 (89.8 %) patients. Seven types of CA and SMA origin variants were identified in 153 (10.2 %) patients. The three most common variations were hepatomesenteric trunk (67 patients, 4.47 %), celiomesenteric trunk (CMT) (51 patients, 3.4 %) and splenomesenteric trunk (18 patients, 1.2 %). An evaluation of CMT was classified as long (34 patients, 66.7 %) or short (17 patients, 33.3 %) subtypes, compared with the length of the common trunk. Further CMT classification was based on the origin of the left gastric artery: subtype I, 26 patients (53.1 %); subtype II, 5 patients (10.2 %); subtype III, 15 patients (30.6 %); subtype IV, 3 patients (6.1 %). Dislocation interruption, incomplete interruption and persistence of the longitudinal anastomosis could be the embryological mechanisms of the variant origins of the CA, the SMA and their major branches. (orig.)

Learning about ventilators

Science.gov (United States)

... medlineplus.gov/ency/patientinstructions/000458.htm Learning about ventilators To use the sharing features on this page, ... fixed or changed. How Does Being on a Ventilator Feel? A person receives medicine to remain comfortable ...

[PALEOPATHOLOGY OF HUMAN REMAINS].

Science.gov (United States)

Minozzi, Simona; Fornaciari, Gino

2015-01-01

Many diseases induce alterations in the human skeleton, leaving traces of their presence in ancient remains. Paleopathological examination of human remains not only allows the study of the history and evolution of the disease, but also the reconstruction of health conditions in the past populations. This paper describes the most interesting diseases observed in skeletal samples from the Roman Imperial Age necropoles found in urban and suburban areas of Rome during archaeological excavations in the last decades. The diseases observed were grouped into the following categories: articular diseases, traumas, infections, metabolic or nutritional diseases, congenital diseases and tumours, and some examples are reported for each group. Although extensive epidemiological investigation in ancient skeletal records is impossible, the palaeopathological study allowed to highlight the spread of numerous illnesses, many of which can be related to the life and health conditions of the Roman population.

Linking Individual Learning Styles to Approach-Avoidance Motivational Traits and Computational Aspects of Reinforcement Learning.

Directory of Open Access Journals (Sweden)

Kristoffer Carl Aberg

Full Text Available Learning how to gain rewards (approach learning and avoid punishments (avoidance learning is fundamental for everyday life. While individual differences in approach and avoidance learning styles have been related to genetics and aging, the contribution of personality factors, such as traits, remains undetermined. Moreover, little is known about the computational mechanisms mediating differences in learning styles. Here, we used a probabilistic selection task with positive and negative feedbacks, in combination with computational modelling, to show that individuals displaying better approach (vs. avoidance learning scored higher on measures of approach (vs. avoidance trait motivation, but, paradoxically, also displayed reduced learning speed following positive (vs. negative outcomes. These data suggest that learning different types of information depend on associated reward values and internal motivational drives, possibly determined by personality traits.

Linking Individual Learning Styles to Approach-Avoidance Motivational Traits and Computational Aspects of Reinforcement Learning

Science.gov (United States)

Carl Aberg, Kristoffer; Doell, Kimberly C.; Schwartz, Sophie

2016-01-01

Learning how to gain rewards (approach learning) and avoid punishments (avoidance learning) is fundamental for everyday life. While individual differences in approach and avoidance learning styles have been related to genetics and aging, the contribution of personality factors, such as traits, remains undetermined. Moreover, little is known about the computational mechanisms mediating differences in learning styles. Here, we used a probabilistic selection task with positive and negative feedbacks, in combination with computational modelling, to show that individuals displaying better approach (vs. avoidance) learning scored higher on measures of approach (vs. avoidance) trait motivation, but, paradoxically, also displayed reduced learning speed following positive (vs. negative) outcomes. These data suggest that learning different types of information depend on associated reward values and internal motivational drives, possibly determined by personality traits. PMID:27851807

Globalisation, Consumption and the Learning Business.

Science.gov (United States)

Field, John

1995-01-01

Distance open learning represents both an outcome of and a primary factor in globalization. Despite investment in infrastructure, software, and human resources, demand for distance open learning in the European market remains constrained. The European Union's policies conceptualize a "European economic space" that ignores the real…

Goodnight Book: Sleep Consolidation Improves Word Learning via Storybooks

Directory of Open Access Journals (Sweden)

Sophie E. Williams

2014-03-01

Full Text Available Reading the same storybooks repeatedly helps preschool children learn words. In addition, sleeping shortly after learning also facilitates memory consolidation and aids learning in older children and adults. The current study explored how sleep promotes word learning in preschool children using a shared storybook reading task. Children were either read the same story repeatedly or different stories and either napped after the stories or remained awake. Children’s word retention were tested 2.5 hours later, 24 hours later and 7 days later. Results demonstrate strong, persistent effects for both repeated readings and sleep consolidation on young children’s word learning. A key finding is that children who read different stories before napping learned words as well as children who had the advantage of hearing the same story. In contrast, children who read different stories and remained awake never caught up to their peers on later word learning tests. Implications for educational practices are discussed.

Osteoarthritis in two marine mammals and 22 land mammals: learning from skeletal remains.

Science.gov (United States)

Nganvongpanit, Korakot; Soponteerakul, Ratsadakorn; Kaewkumpai, Piyatida; Punyapornwithaya, Veerasak; Buddhachat, Kittisak; Nomsiri, Raksiri; Kaewmong, Patcharaporn; Kittiwatanawong, Kongkiat; Chawangwongsanukun, Rachanchai; Angkawanish, Taweepoke; Thitaram, Chatchote; Mahakkanukrauh, Pasuk

2017-07-01

The occurrence of osteoarthritis (OA) in marine mammals is still questionable. Here we investigated the prevalence of OA in marine (dolphin and dugong) and terrestrial mammals (Asian elephant, Asiatic buffalo, camel, cat, cattle, deer, dog, domestic goat, horse, human, hyena, impala, lion, Malayan tapir, Assam macaque, mule, pig, rabbit, red kangaroo, sheep, tiger and waterbuck). Skeletal remains obtained from five institutes were used as subjects; a total of 45 different parts (locations) of bones were observed for OA lesions. The prevalence of OA was reported as number of OA lesions/total number of bones. Our results revealed that the presence of OA in marine species (dolphin and dugong) was 2.44% and 3.33%, respectively. In dolphins, the highest OA occurrence was on the left and right humeral trochlea, with 13.68% and 12.63%, respectively, while the highest number of OA lesions in dugongs was on the lumbar vertebrae (8.79%). No significant difference (P > 0.05) in the prevalence of OA between sexes in dolphins and dugongs was observed, but we found a significant difference (P mammals, similar to terrestrial mammals, even though their natural habitat is the ocean. © 2017 Anatomical Society.

Using computer-assisted learning to engage diverse learning styles in understanding business management principles.

Science.gov (United States)

Frost, Mary E; Derby, Dustin C; Haan, Andrea G

2013-01-01

Objective : Changes in small business and insurance present challenges for newly graduated chiropractors. Technology that reaches identified, diverse learning styles may assist the chiropractic student in business classes to meet course outcomes better. Thus, the purpose of our study is to determine if the use of technology-based instructional aids enhance students' mastery of course learning outcomes. Methods : Using convenience sampling, 86 students completed a survey assessing course learning outcomes, learning style, and the helpfulness of lecture and computer-assisted learning related to content mastery. Quantitative analyses occurred. Results : Although respondents reported not finding the computer-assisted learning as helpful as the lecture, significant relationships were found between pre- and post-assisted learning measures of the learning outcomes 1 and 2 for the visual and kinesthetic groups. Surprisingly, however, all learning style groups exhibited significant pre- and post-assisted learning appraisal relationships with learning outcomes 3 and 4. Conclusion : While evidence exists within the current study of a relationship between students' learning of the course content corollary to the use of technologic instructional aids, the exact nature of the relationship remains unclear.

Signed reward prediction errors drive declarative learning

NARCIS (Netherlands)

De Loof, E.; Ergo, K.; Naert, L.; Janssens, C.; Talsma, D.; van Opstal, F.; Verguts, T.

2018-01-01

Reward prediction errors (RPEs) are thought to drive learning. This has been established in procedural learning (e.g., classical and operant conditioning). However, empirical evidence on whether RPEs drive declarative learning–a quintessentially human form of learning–remains surprisingly absent. We

A Bayesian least-squares support vector machine method for predicting the remaining useful life of a microwave component

Directory of Open Access Journals (Sweden)

Fuqiang Sun

2017-01-01

Full Text Available Rapid and accurate lifetime prediction of critical components in a system is important to maintaining the system’s reliable operation. To this end, many lifetime prediction methods have been developed to handle various failure-related data collected in different situations. Among these methods, machine learning and Bayesian updating are the most popular ones. In this article, a Bayesian least-squares support vector machine method that combines least-squares support vector machine with Bayesian inference is developed for predicting the remaining useful life of a microwave component. A degradation model describing the change in the component’s power gain over time is developed, and the point and interval remaining useful life estimates are obtained considering a predefined failure threshold. In our case study, the radial basis function neural network approach is also implemented for comparison purposes. The results indicate that the Bayesian least-squares support vector machine method is more precise and stable in predicting the remaining useful life of this type of components.

Current issues in medically assisted reproduction and genetics in Europe: research, clinical practice, ethics, legal issues and policy. European Society of Human Genetics and European Society of Human Reproduction and Embryology.

Science.gov (United States)

Harper, Joyce C; Geraedts, Joep; Borry, Pascal; Cornel, Martina C; Dondorp, Wybo; Gianaroli, Luca; Harton, Gary; Milachich, Tanya; Kääriäinen, Helena; Liebaers, Inge; Morris, Michael; Sequeiros, Jorge; Sermon, Karen; Shenfield, Françoise; Skirton, Heather; Soini, Sirpa; Spits, Claudia; Veiga, Anna; Vermeesch, Joris Robert; Viville, Stéphane; de Wert, Guido; Macek, Milan

2013-11-01

In March 2005, a group of experts from the European Society of Human Genetics and European Society of Human Reproduction and Embryology met to discuss the interface between genetics and assisted reproductive technology (ART), and published an extended background paper, recommendations and two Editorials. Seven years later, in March 2012, a follow-up interdisciplinary workshop was held, involving representatives of both professional societies, including experts from the European Union Eurogentest2 Coordination Action Project. The main goal of this meeting was to discuss developments at the interface between clinical genetics and ARTs. As more genetic causes of reproductive failure are now recognised and an increasing number of patients undergo testing of their genome before conception, either in regular health care or in the context of direct-to-consumer testing, the need for genetic counselling and preimplantation genetic diagnosis (PGD) may increase. Preimplantation genetic screening (PGS) thus far does not have evidence from randomised clinical trials to substantiate that the technique is both effective and efficient. Whole-genome sequencing may create greater challenges both in the technological and interpretational domains, and requires further reflection about the ethics of genetic testing in ART and PGD/PGS. Diagnostic laboratories should be reporting their results according to internationally accepted accreditation standards (International Standards Organisation - ISO 15189). Further studies are needed in order to address issues related to the impact of ART on epigenetic reprogramming of the early embryo. The legal landscape regarding assisted reproduction is evolving but still remains very heterogeneous and often contradictory. The lack of legal harmonisation and uneven access to infertility treatment and PGD/PGS fosters considerable cross-border reproductive care in Europe and beyond. The aim of this paper is to complement previous publications and provide

The effect of Coriandrum sativum seed extract on the learning of newborn mice by electric shock: interaction with caffeine and diazepam

Directory of Open Access Journals (Sweden)

Seyed Sadegh Zargar-Nattaj

2011-01-01

Full Text Available Seyed Sadegh Zargar-Nattaj1, Pooya Tayyebi1, Vahid Zangoori1, Yasaman Moghadamnia4, Hasan Roodgari2, Seyed Gholamali Jorsaraei3, Ali Akbar Moghadamnia11Department of Pharmacology, 2Department of Medical Genetics, 3Department of Anatomical Sciences and Embryology, Babol University of Medical Sciences, Babol, Iran; 4Department of Physics, Alzzahra University, Tehran, IranAbstract: Coriander has been recommended for the relief of pain, anxiety, flatulence, and loss of appetite. In traditional medicine, it is believed that coriander can induce some degree of amnesia in a child when his/her mother uses coriander during the pregnancy. We evaluated the effect of Coriandrum sativum seed extract on learning in second-generation mice. Ethanolic extract (2% of coriander (100 mg/kg intraperitoneal was dissolved in sunflower oil (oil as a vehicle and injected into the control group mother mice during breastfeeding for 25 days at 5-day intervals. After feeding the newborn mice, their learning was evaluated using a step-through passive avoidance task with 0.4 mA electric shock for 2 or 4 seconds. While coriander extract showed a negative effect in the short term (1 hour after the training session, it potentiated the mice's learning in later assessments (24 hours post-training [P = 0.022] and 1 week post-training [P = 0.002] by a 4-second shock. Low-dose caffeine (25 mg/kg ip after training improved the learning after 1 hour (P = 0.024; while diazepam (1 mg/kg ip suppressed learning at all time points after the 4-second shock training (1 hour, P = 0.022; 24 hours, P = 0.002; and 1 week, P = 0.008. No modification in the pain threshold was elicited by electric stimuli both in coriander and control groups. In conclusion, coriander does not improve learning within a short period of time after training; however, learning after coriander administration can be improved in the long term.Keywords: Coriandrum sativum, caffeine, diazepam, learning, memory, step through

Relationship between Individual and Organizational Learning: Mediating Role of Team Learning

Directory of Open Access Journals (Sweden)

Monika Stelmaszczyk

2016-12-01

Full Text Available The aim of this paper is to recognize the relationships between individual and organizational learning while considering team learning as a mediator of these relationships. The research object is a large Polish enterprise specializing in the production of cast-iron items. In order to test assumed research hypotheses, statistical analyses were conducted using the IBM SPSS Statistics Suite, version 20. The suite helped conduct correlation analyses concatenation, line regression analyses and mediation analyses using the PROCESS macro by Hayes and Preacher. The research results show a statistically significant relationship between individual learning and each of the five dimensions of organizational learning [clarity of purpose and mission; leadership commitment and empowerment; knowledge transfer; experimentation and rewards; and teamwork and group problem solving]. What is more, they prove that team learning is a mediator of a relationship between individual and organizational learning. Interestingly, only one full mediation has been observed while researching the mediative effect of team learning in relation to each out of the five dimensions of organizational learning. It occurred in relation to experimentation and rewards. In the remaining cases these were partial mediations.

A Molecular Dissociation between Cued and Contextual Appetitive Learning

Science.gov (United States)

Kheirbek, Mazen A.; Beeler, Jeff A.; Chi, Wanhao; Ishikawa, Yoshihiro; Zhuang, Xiaoxi

2010-01-01

In appetitive Pavlovian learning, animals learn to associate discrete cues or environmental contexts with rewarding outcomes, and these cues and/or contexts can potentiate an ongoing instrumental response for reward. Although anatomical substrates underlying cued and contextual learning have been proposed, it remains unknown whether specific…

Do Science Teachers Distinguish Between Their own Learning and the Learning of Their Students?

Science.gov (United States)

Brauer, Heike; Wilde, Matthias

2018-02-01

Learning beliefs influence learning and teaching. For this reason, teachers and teacher educators need to be aware of them. To support students' knowledge construction, teachers must develop appropriate learning and teaching beliefs. Teachers appear to have difficulties when analysing students' learning. This seems to be due to the inability to differentiate the beliefs about their students' learning from those about their own learning. Both types of beliefs seem to be intertwined. This study focuses on whether pre-service teachers' beliefs about their own learning are identical to those about their students' learning. Using a sample of pre-service teachers, we measured general beliefs about "constructivist" and "transmissive" learning and science-specific beliefs about "connectivity" and "taking pre-concepts into account". We also analysed the development of these four beliefs during teacher professionalisation by comparing beginning and advanced pre-service teachers. Our results show that although pre-service teachers make the distinction between their own learning and the learning of their students for the general tenets of constructivist and transmissive learning, there is no significant difference for science-specific beliefs. The beliefs pre-service teachers hold about their students' science learning remain closely tied to their own.

Evidence for social learning in wild lemurs (Lemur catta).

Science.gov (United States)

Kendal, Rachel L; Custance, Deborah M; Kendal, Jeremy R; Vale, Gillian; Stoinski, Tara S; Rakotomalala, Nirina Lalaina; Rasamimanana, Hantanirina

2010-08-01

Interest in social learning has been fueled by claims of culture in wild animals. These remain controversial because alternative explanations to social learning, such as asocial learning or ecological differences, remain difficult to refute. Compared with laboratory-based research, the study of social learning in natural contexts is in its infancy. Here, for the first time, we apply two new statistical methods, option-bias analysis and network-based diffusion analysis, to data from the wild, complemented by standard inferential statistics. Contrary to common thought regarding the cognitive abilities of prosimian primates, our evidence is consistent with social learning within subgroups in the ring-tailed lemur (Lemur catta), supporting the theory of directed social learning (Coussi-Korbel & Fragaszy, 1995). We also caution that, as the toolbox for capturing social learning in natural contexts grows, care is required in ensuring that the methods employed are appropriate-in particular, regarding social dynamics among study subjects. Supplemental materials for this article may be downloaded from http://lb.psychonomic-journals.org/content/supplemental.

Facilitating Effective Digital Game-Based Learning Behaviors and Learning Performances of Students Based on a Collaborative Knowledge Construction Strategy

Science.gov (United States)

Sung, Han-Yu; Hwang, Gwo-Jen

2018-01-01

Researchers have recognized the potential of educational computer games in improving students' learning engagement and outcomes; however, facilitating effective learning behaviors during the gaming process remains an important and challenging issue. In this paper, a collaborative knowledge construction strategy was incorporated into an educational…

Artificial intelligent e-learning architecture

Science.gov (United States)

Alharbi, Mafawez; Jemmali, Mahdi

2017-03-01

Many institutions and university has forced to use e learning, due to its ability to provide additional and flexible solutions for students and researchers. E-learning In the last decade have transported about the extreme changes in the distribution of education allowing learners to access multimedia course material at any time, from anywhere to suit their specific needs. In the form of e learning, instructors and learners live in different places and they do not engage in a classroom environment, but within virtual universe. Many researches have defined e learning based on their objectives. Therefore, there are small number of e-learning architecture have proposed in the literature. However, the proposed architecture has lack of embedding intelligent system in the architecture of e learning. This research argues that unexplored potential remains, as there is scope for e learning to be intelligent system. This research proposes e-learning architecture that incorporates intelligent system. There are intelligence components, which built into the architecture.

A neurocomputational theory of how explicit learning bootstraps early procedural learning.

Science.gov (United States)

Paul, Erick J; Ashby, F Gregory

2013-01-01

It is widely accepted that human learning and memory is mediated by multiple memory systems that are each best suited to different requirements and demands. Within the domain of categorization, at least two systems are thought to facilitate learning: an explicit (declarative) system depending largely on the prefrontal cortex, and a procedural (non-declarative) system depending on the basal ganglia. Substantial evidence suggests that each system is optimally suited to learn particular categorization tasks. However, it remains unknown precisely how these systems interact to produce optimal learning and behavior. In order to investigate this issue, the present research evaluated the progression of learning through simulation of categorization tasks using COVIS, a well-known model of human category learning that includes both explicit and procedural learning systems. Specifically, the model's parameter space was thoroughly explored in procedurally learned categorization tasks across a variety of conditions and architectures to identify plausible interaction architectures. The simulation results support the hypothesis that one-way interaction between the systems occurs such that the explicit system "bootstraps" learning early on in the procedural system. Thus, the procedural system initially learns a suboptimal strategy employed by the explicit system and later refines its strategy. This bootstrapping could be from cortical-striatal projections that originate in premotor or motor regions of cortex, or possibly by the explicit system's control of motor responses through basal ganglia-mediated loops.

Unicorn: Continual Learning with a Universal, Off-policy Agent

OpenAIRE

Mankowitz, Daniel J.; Žídek, Augustin; Barreto, André; Horgan, Dan; Hessel, Matteo; Quan, John; Oh, Junhyuk; van Hasselt, Hado; Silver, David; Schaul, Tom

2018-01-01

Some real-world domains are best characterized as a single task, but for others this perspective is limiting. Instead, some tasks continually grow in complexity, in tandem with the agent's competence. In continual learning, also referred to as lifelong learning, there are no explicit task boundaries or curricula. As learning agents have become more powerful, continual learning remains one of the frontiers that has resisted quick progress. To test continual learning capabilities we consider a ...

Sex-dependent response of some rat biochemical, histological and embryological features to Squalene administration or/ and gamma radiation exposure

International Nuclear Information System (INIS)

Ibrahim, M.F.; Abo-Zid, N.M.; Ahmed, A.G.

2012-01-01

Squalene, an intermediate of cholesterol biosynthesis, is known to possess potent antioxidant properties. The objective of the current study was to evaluate the influence of Squalene on some radiation-induced biochemical, histological and embryological changes in Sprague Dawley rats. Squalene was orally administered to rats (5 ml/kg/day) throughout 60 days before whole body gamma irradiation with 4 Gy. In adult male and female rats, the results revealed that Squalene has modulated the radiation produced abrupt elevation of total cholesterol (TC), triglycerides (TG) and and low density lipoprotein-cholesterol (LDL-C) levels and reduction of high density lipoprotein-cholesterol (HDL-C) ones in both male and female serum and male liver samples whereas it could not control the abrupt increase of HDL-C and decline of LDL-C in female liver values. Also Squalene has modified the histopathological acquired radiation lesions of both male and female colonic and hepatic tissues yet the female tested colonic sections showed moderate regeneration of crypts and villi layers whereas the hepatic sections yet displayed apparent hemorrhage and fatty liver infiltration of inflammatory cells. However, in the mated male rats and their pregnant counterparts, Squalene considerably restored the radiation induced male and female sex hormonal abrupt changes especially in female rats. Squalene administration to pergnant rats before irradiation at gestational day 17 improved the fetal survival ability as identified by the disappearance of resorption sites in the tested maternal uteri. Hence, it could be concluded that Squalene radioprotective capability surpassed the adult male rats than the female ones though it specified the pregnant females by protecting their growing embryos against radiation induced intrauterine fatal effect

Reptile embryology.

Science.gov (United States)

Vickaryous, Matthew K; McLean, Katherine E

2011-01-01

Reptiles (lizards, snakes, turtles and crocodylians) are becoming increasing popular as models for developmental investigations. In this review the leopard gecko, Eublepharis macularius, is presented as a reptilian model for embryonic studies. We provide details of husbandry, breeding and modifications to two popular histological techniques (whole-mount histochemistry and immunohistochemistry). In addition, we provide a summary of basic reptilian husbandry requirements and discuss important details of embryonic nutrition, egg anatomy and sex determination.

The hindbrain neural crest and the development of the enteric nervous system

NARCIS (Netherlands)

M.J.H. van der Sanden (Marjo)

1994-01-01

textabstractThe wonder of things is the beginning of knowledge, as was already stated by Aristotle, the fIrst embryologist known to history. Embryology has remained a source of wonder ever since. It all starts with the fusion of the female egg and the male sperm. Sperm cells were first described by

Signed reward prediction errors drive declarative learning.

Directory of Open Access Journals (Sweden)

Esther De Loof

Full Text Available Reward prediction errors (RPEs are thought to drive learning. This has been established in procedural learning (e.g., classical and operant conditioning. However, empirical evidence on whether RPEs drive declarative learning-a quintessentially human form of learning-remains surprisingly absent. We therefore coupled RPEs to the acquisition of Dutch-Swahili word pairs in a declarative learning paradigm. Signed RPEs (SRPEs; "better-than-expected" signals during declarative learning improved recognition in a follow-up test, with increasingly positive RPEs leading to better recognition. In addition, classic declarative memory mechanisms such as time-on-task failed to explain recognition performance. The beneficial effect of SRPEs on recognition was subsequently affirmed in a replication study with visual stimuli.

Signed reward prediction errors drive declarative learning.

Science.gov (United States)

De Loof, Esther; Ergo, Kate; Naert, Lien; Janssens, Clio; Talsma, Durk; Van Opstal, Filip; Verguts, Tom

2018-01-01

Reward prediction errors (RPEs) are thought to drive learning. This has been established in procedural learning (e.g., classical and operant conditioning). However, empirical evidence on whether RPEs drive declarative learning-a quintessentially human form of learning-remains surprisingly absent. We therefore coupled RPEs to the acquisition of Dutch-Swahili word pairs in a declarative learning paradigm. Signed RPEs (SRPEs; "better-than-expected" signals) during declarative learning improved recognition in a follow-up test, with increasingly positive RPEs leading to better recognition. In addition, classic declarative memory mechanisms such as time-on-task failed to explain recognition performance. The beneficial effect of SRPEs on recognition was subsequently affirmed in a replication study with visual stimuli.

A Neurocomputational Theory of how Explicit Learning Bootstraps Early Procedural Learning

Directory of Open Access Journals (Sweden)

Erick Joseph Paul

2013-12-01

Full Text Available It is widely accepted that human learning and memory is mediated by multiple memory systems that are each best suited to different requirements and demands. Within the domain of categorization, at least two systems are thought to facilitate learning: an explicit (declarative system depending largely on the prefrontal cortex, and a procedural (non-declarative system depending on the basal ganglia. Substantial evidence suggests that each system is optimally suited to learn particular categorization tasks. However, it remains unknown precisely how these systems interact to produce optimal learning and behavior. In order to investigate this issue, the present research evaluated the progression of learning through simulation of categorization tasks using COVIS, a well-known model of human category learning that includes both explicit and procedural learning systems. Specifically, the model's parameter space was thoroughly explored in procedurally learned categorization tasks across a variety of conditions and architectures to identify plausible interaction architectures. The simulation results support the hypothesis that one-way interaction between the systems occurs such that the explicit system "bootstraps" learning early on in the procedural system. Thus, the procedural system initially learns a suboptimal strategy employed by the explicit system and later refines its strategy. This bootstrapping could be from cortical-striatal projections that originate in premotor or motor regions of cortex, or possibly by the explicit system’s control of motor responses through basal ganglia-mediated loops.

The development of a core syllabus for the teaching of oral anatomy, histology, and embryology to dental students via an international 'Delphi Panel'.

Science.gov (United States)

Moxham, Bernard John; McHanwell, Stephen; Berkovitz, Barry

2018-03-01

The formulation of core syllabuses for the biomedical sciences within medical and dental courses is partially driven by the need to cope with decreased time allocations for these subjects as a result of major curricular changes taking place worldwide. There is also a requirement to deal with the request for increased clinical relevance. In response to such demands, the International Federation of Associations of Anatomists (IFAA) is devising core syllabuses for the anatomical sciences relating to the education and training of both scientific and clinical professions. The process initially involves using Delphi Panels consisting of a team of anatomists, scientists, and clinicians who evaluate syllabus content in detail and accord each element/topic 'essential,' 'important,' 'acceptable,' or 'not required' status. Their conjectures, published on the IFAA website, provide merely a framework to enable other stakeholders to comment. The approach is international in scope, is conceptually 'democratic,' and is developmentally fluid in being readily available for amendment. The aim is to set internationally recognized standards and thus to provide guidelines concerning anatomical knowledge when engaged in course development. This article presents the deliberations of an IFAA Delphi Panel into a core syllabus for oral anatomy, histology, and embryology within the dental curriculum. Clin. Anat. 31:231-249, 2018. © 2017 Wiley Periodicals, Inc. © 2017 Wiley Periodicals, Inc.

REMAINING LIFE TIME PREDICTION OF BEARINGS USING K-STAR ALGORITHM – A STATISTICAL APPROACH

Directory of Open Access Journals (Sweden)

R. SATISHKUMAR

2017-01-01

Full Text Available The role of bearings is significant in reducing the down time of all rotating machineries. The increasing trend of bearing failures in recent times has triggered the need and importance of deployment of condition monitoring. There are multiple factors associated to a bearing failure while it is in operation. Hence, a predictive strategy is required to evaluate the current state of the bearings in operation. In past, predictive models with regression techniques were widely used for bearing lifetime estimations. The Objective of this paper is to estimate the remaining useful life of bearings through a machine learning approach. The ultimate objective of this study is to strengthen the predictive maintenance. The present study was done using classification approach following the concepts of machine learning and a predictive model was built to calculate the residual lifetime of bearings in operation. Vibration signals were acquired on a continuous basis from an experiment wherein the bearings are made to run till it fails naturally. It should be noted that the experiment was carried out with new bearings at pre-defined load and speed conditions until the bearing fails on its own. In the present work, statistical features were deployed and feature selection process was carried out using J48 decision tree and selected features were used to develop the prognostic model. The K-Star classification algorithm, a supervised machine learning technique is made use of in building a predictive model to estimate the lifetime of bearings. The performance of classifier was cross validated with distinct data. The result shows that the K-Star classification model gives 98.56% classification accuracy with selected features.

Influence of the workplace on learning physical examination skills

NARCIS (Netherlands)

Duvivier, R.; Stalmeijer, R.; Dalen, J. Van; Vleuten, C.P.M. van der; Scherpbier, A.

2014-01-01

BACKGROUND: Hospital clerkships are considered crucial for acquiring competencies such as diagnostic reasoning and clinical skills. The actual learning process in the hospital remains poorly understood. This study investigates how students learn clinical skills in workplaces and factors affecting

Verbal learning changes in older adults across 18 months.

Science.gov (United States)

Zimprich, Daniel; Rast, Philippe

2009-07-01

The major aim of this study was to investigate individual changes in verbal learning across a period of 18 months. Individual differences in verbal learning have largely been neglected in the last years and, even more so, individual differences in change in verbal learning. The sample for this study comes from the Zurich Longitudinal Study on Cognitive Aging (ZULU; Zimprich et al., 2008a) and comprised 336 older adults in the age range of 65-80 years at first measurement occasion. In order to address change in verbal learning we used a latent change model of structured latent growth curves to account for the non-linearity of the verbal learning data. The individual learning trajectories were captured by a hyperbolic function which yielded three psychologically distinct parameters: initial performance, learning rate, and asymptotic performance. We found that average performance increased with respect to initial performance, but not in learning rate or in asymptotic performance. Further, variances and covariances remained stable across both measurement occasions, indicating that the amount of individual differences in the three parameters remained stable, as did the relationships among them. Moreover, older adults differed reliably in their amount of change in initial performance and asymptotic performance. Eventually, changes in asymptotic performance and learning rate were strongly negatively correlated. It thus appears as if change in verbal learning in old age is a constrained process: an increase in total learning capacity implies that it takes longer to learn. Together, these results point to the significance of individual differences in change of verbal learning in the elderly.

Styles and Style-Stretching: How Are They Related to Successful Learning?

Science.gov (United States)

Griffiths, Carol; Inceçay, Görsev

2016-01-01

Although the learning style construct has aroused much interest over the years, questions remain regarding basic issues such as definition, the validity and/or reliability of various measurement instruments, and the relationship between learning style and successful learning. Furthermore, although maintaining stylistic flexibility is recommended…

Varieties of perceptual learning.

Science.gov (United States)

Mackintosh, N J

2009-05-01

Although most studies of perceptual learning in human participants have concentrated on the changes in perception assumed to be occurring, studies of nonhuman animals necessarily measure discrimination learning and generalization and remain agnostic on the question of whether changes in behavior reflect changes in perception. On the other hand, animal studies do make it easier to draw a distinction between supervised and unsupervised learning. Differential reinforcement will surely teach animals to attend to some features of a stimulus array rather than to others. But it is an open question as to whether such changes in attention underlie the enhanced discrimination seen after unreinforced exposure to such an array. I argue that most instances of unsupervised perceptual learning observed in animals (and at least some in human animals) are better explained by appeal to well-established principles and phenomena of associative learning theory: excitatory and inhibitory associations between stimulus elements, latent inhibition, and habituation.

Capturing information need by learning user context

OpenAIRE

Goker, A.S.

1999-01-01

Learning techniques can be applied to help information retrieval systems adapt to users' specific needs. They can be used to learn from user searches to improve subsequent searches. This paper describes the approach taken to learn about particular users' contexts in order to improve document ranking produced by a probabilistic information retrieval system. The approach is based on the argument that there is a pattern in user queries in that they tend to remain within a particular context over...

Analysis of Former Learning Assistants' Views on Cooperative Learning

Science.gov (United States)

Gray, Kara E.; Otero, Valerie K.

2009-11-01

The University of Colorado Learning Assistant (LA) program integrates a weekly education seminar, meetings with science faculty to review content, and a semester-long teaching experience that hires undergraduates to work with groups of students in university science courses. Following this three-pronged learning experience, some of the LAs continue into the teacher certification program. While previous research has shown that this model has more than doubled the number of science and math majors graduating with a teaching certification, the question remains whether these teachers are better prepared to teach. The analysis presented here addresses this question by comparing the views of former LAs to the views of comparable teachers on the issue of cooperative learning. Interviews were conducted with ten middle school and high school science teachers throughout their first year of teaching. Results suggest differences in former LAs views toward group work and their purposes for using group work.

Learning Management Systems and Comparison of Open Source Learning Management Systems and Proprietary Learning Management Systems

Directory of Open Access Journals (Sweden)

Yücel Yılmaz

2016-04-01

Full Text Available The concept of learning has been increasingly gaining importance for individuals, businesses and communities in the age of information. On the other hand, developments in information and communication technologies take effect in the field of learning activities. With these technologies, barriers of time and space against the learning activities largely disappear and these technologies make it easier to carry out these activities more effectively. There remain a lot of questions regarding selection of learning management system (LMS to be used for the management of e-learning processes by all organizations conducing educational practices including universities, companies, non-profit organizations, etc. The main questions are as follows: Shall we choose open source LMS or commercial LMS? Can the selected LMS meet existing needs and future potential needs for the organization? What are the possibilities of technical support in the management of LMS? What kind of problems may be experienced in the use of LMS and how can these problems be solved? How much effective can officials in the organization be in the management of LMS? In this study, primarily e-learning and the concept of LMS will be discussed, and in the next section, as for answers to these questions, open source LMSs and centrally developed LMSs will be examined and their advantages and disadvantages relative to each other will be discussed.

Discrimination learning with variable stimulus 'salience'

Directory of Open Access Journals (Sweden)

Treviño Mario

2011-08-01

Full Text Available Abstract Background In nature, sensory stimuli are organized in heterogeneous combinations. Salient items from these combinations 'stand-out' from their surroundings and determine what and how we learn. Yet, the relationship between varying stimulus salience and discrimination learning remains unclear. Presentation of the hypothesis A rigorous formulation of the problem of discrimination learning should account for varying salience effects. We hypothesize that structural variations in the environment where the conditioned stimulus (CS is embedded will be a significant determinant of learning rate and retention level. Testing the hypothesis Using numerical simulations, we show how a modified version of the Rescorla-Wagner model, an influential theory of associative learning, predicts relevant interactions between varying salience and discrimination learning. Implications of the hypothesis If supported by empirical data, our model will help to interpret critical experiments addressing the relations between attention, discrimination and learning.

Investigating collaborative learning success with physiological coupling indices based on electrodermal activity

NARCIS (Netherlands)

Pijeira-díaz, Hector; Drachsler, Hendrik; Järvelä, Sanna; Kirschner, Paul A.

2017-01-01

Collaborative learning is considered a critical 21st century skill. Much is known about its contribution to learning, but still investigating a process of collaboration remains a challenge. This paper approaches the investigation on collaborative learning from a psychophysiological perspective. An

Reverse hypothesis machine learning a practitioner's perspective

CERN Document Server

Kulkarni, Parag

2017-01-01

This book introduces a paradigm of reverse hypothesis machines (RHM), focusing on knowledge innovation and machine learning. Knowledge- acquisition -based learning is constrained by large volumes of data and is time consuming. Hence Knowledge innovation based learning is the need of time. Since under-learning results in cognitive inabilities and over-learning compromises freedom, there is need for optimal machine learning. All existing learning techniques rely on mapping input and output and establishing mathematical relationships between them. Though methods change the paradigm remains the same—the forward hypothesis machine paradigm, which tries to minimize uncertainty. The RHM, on the other hand, makes use of uncertainty for creative learning. The approach uses limited data to help identify new and surprising solutions. It focuses on improving learnability, unlike traditional approaches, which focus on accuracy. The book is useful as a reference book for machine learning researchers and professionals as ...

Fish remains and humankind: part two

Directory of Open Access Journals (Sweden)

Andrew K G Jones

1998-07-01

Full Text Available The significance of aquatic resources to past human groups is not adequately reflected in the published literature - a deficiency which is gradually being acknowledged by the archaeological community world-wide. The publication of the following three papers goes some way to redress this problem. Originally presented at an International Council of Archaeozoology (ICAZ Fish Remains Working Group meeting in York, U.K. in 1987, these papers offer clear evidence of the range of interest in ancient fish remains across the world. Further papers from the York meeting were published in Internet Archaeology 3 in 1997.

Satellite Lithium-Ion Battery Remaining Cycle Life Prediction with Novel Indirect Health Indicator Extraction

Directory of Open Access Journals (Sweden)

Haitao Liao

2013-07-01

Full Text Available Prognostics and remaining useful life (RUL estimation for lithium-ion batteries play an important role in intelligent battery management systems (BMS. The capacity is often used as the fade indicator for estimating the remaining cycle life of a lithium-ion battery. For spacecraft requiring high reliability and long lifetime, in-orbit RUL estimation and reliability verification on ground should be carefully addressed. However, it is quite challenging to monitor and estimate the capacity of a lithium-ion battery on-line in satellite applications. In this work, a novel health indicator (HI is extracted from the operating parameters of a lithium-ion battery to quantify battery degradation. Moreover, the Grey Correlation Analysis (GCA is utilized to evaluate the similarities between the extracted HI and the battery’s capacity. The result illustrates the effectiveness of using this new HI for fading indication. Furthermore, we propose an optimized ensemble monotonic echo state networks (En_MONESN algorithm, in which the monotonic constraint is introduced to improve the adaptivity of degradation trend estimation, and ensemble learning is integrated to achieve high stability and precision of RUL prediction. Experiments with actual testing data show the efficiency of our proposed method in RUL estimation and degradation modeling for the satellite lithium-ion battery application.

Participation in Informal Science Learning Experiences: The Rich Get Richer?

Science.gov (United States)

DeWitt, Jennifer; Archer, Louise

2017-01-01

Informal science learning (ISL) experiences have been found to provide valuable opportunities to engage with and learn about science and, as such, form a key part of the STEM learning ecosystem. However, concerns remain around issues of equity and access. The Enterprising Science study builds upon previous research in this area and uses the…

Learning in Tomorrow's Classrooms

Science.gov (United States)

Bowman, Richard F.

2015-01-01

Teaching today remains the most individualistic of all the professions, with educators characteristically operating in a highly fragmented world of "their" courses, "their" skills, and "their" students. Learning will occur in the classrooms of the future through a sustainable set of complementary capabilities:…

Editorial: Practical applications of KM systems for organizational learning

Directory of Open Access Journals (Sweden)

Murali Raman

2013-12-01

Full Text Available Modern-day organizations are subject to continuous change. To remain relevant and competitive, it is imperative that organizations cultivate and foster learning capabilities. This special issue focus on examining practical applications of knowledge management systems in support of organizational learning efforts.

Applying a Hybrid Model: Can It Enhance Student Learning Outcomes?

Science.gov (United States)

Potter, Jodi

2015-01-01

There has been a marked increase in the use of online learning over the past decade. There remains conflict in the current body of research on the efficacy of online versus face to face learning in these environments. One resolution of these issues is the hybrid learning option which is a combination of face-to-face classroom instruction with…

Rapid learning in visual cortical networks.

Science.gov (United States)

Wang, Ye; Dragoi, Valentin

2015-08-26

Although changes in brain activity during learning have been extensively examined at the single neuron level, the coding strategies employed by cell populations remain mysterious. We examined cell populations in macaque area V4 during a rapid form of perceptual learning that emerges within tens of minutes. Multiple single units and LFP responses were recorded as monkeys improved their performance in an image discrimination task. We show that the increase in behavioral performance during learning is predicted by a tight coordination of spike timing with local population activity. More spike-LFP theta synchronization is correlated with higher learning performance, while high-frequency synchronization is unrelated with changes in performance, but these changes were absent once learning had stabilized and stimuli became familiar, or in the absence of learning. These findings reveal a novel mechanism of plasticity in visual cortex by which elevated low-frequency synchronization between individual neurons and local population activity accompanies the improvement in performance during learning.

Teacher-Led Design of an Adaptive Learning Environment

Science.gov (United States)

Mavroudi, Anna; Hadzilacos, Thanasis; Kalles, Dimitris; Gregoriades, Andreas

2016-01-01

This paper discusses a requirements engineering process that exemplifies teacher-led design in the case of an envisioned system for adaptive learning. Such a design poses various challenges and still remains an open research issue in the field of adaptive learning. Starting from a scenario-based elicitation method, the whole process was highly…

Development and Validation of an EFL Self-Regulated Learning ...

African Journals Online (AJOL)

Self-regulated learning, strangely enough, though having swept educational psychology's literature like a tidal wave and also, compared to other constructs such as metacognition and learning strategies, has remained rather uncharted in language education literature and L2 research. Hence, among the main purposes of ...

Challenges of Transitioning to an e-Learning System with Learning Objects Capabilities

Science.gov (United States)

Raspopovic, Miroslava; Cvetanovic, Svetlana; Jankulovic, Aleksandar

2016-01-01

In order for higher education institutions, which implements blended and/or online learning to remain competitive and innovative it needs to keep up with the cutting edge technological and educational advances. This task is usually very difficult, keeping in mind the budget constraints that many institutions have. This usually implies that…

Unsupervised Learning of Spatiotemporal Features by Video Completion

OpenAIRE

Nallabolu, Adithya Reddy

2017-01-01

In this work, we present an unsupervised representation learning approach for learning rich spatiotemporal features from videos without the supervision from semantic labels. We propose to learn the spatiotemporal features by training a 3D convolutional neural network (CNN) using video completion as a surrogate task. Using a large collection of unlabeled videos, we train the CNN to predict the missing pixels of a spatiotemporal hole given the remaining parts of the video through minimizing per...

The need for interaction between assisted reproduction technology and genetics: recommendations of the European Societies of Human Genetics and Human Reproduction and Embryology.

Science.gov (United States)

2006-08-01

Infertility and reproductive genetic risk are both increasing in our societies because of lifestyle changes and possibly environmental factors. Owing to the magnitude of the problem, they have implications not only at the individual and family levels but also at the community level. This leads to an increasing demand for access to assisted reproduction technology (ART) and genetic services, especially when the cause of infertility may be genetic in origin. The increasing application of genetics in reproductive medicine and vice versa requires closer collaboration between the two disciplines. ART and genetics are rapidly evolving fields where new technologies are currently introduced without sufficient knowledge of their potential long-term effects. As for any medical procedures, there are possible unexpected effects which need to be envisaged to make sure that the balance between benefits and risks is clearly on the benefit side. The development of ART and genetics as scientific activities is creating an opportunity to understand the early stages of human development, which is leading to new and challenging findings/knowledge. However, there are opinions against investigating the early stages of development in humans who deserve respect and attention. For all these reasons, these two societies, European Society of Human Genetics (ESHG) and European Society of Human Reproduction and Embryology (ESHRE), have joined efforts to explore the issues at stake and to set up recommendations to maximize the benefit for the couples in need and for the community.

Skype me! Socially Contingent Interactions Help Toddlers Learn Language

OpenAIRE

Roseberry, Sarah; Hirsh-Pasek, Kathy; Golinkoff, Roberta Michnick

2013-01-01

Language learning takes place in the context of social interactions, yet the mechanisms that render social interactions useful for learning language remain unclear. This paper focuses on whether social contingency might support word learning. Toddlers aged 24- to 30-months (N=36) were exposed to novel verbs in one of three conditions: live interaction training, socially contingent video training over video chat, and non-contingent video training (yoked video). Results sugges...

From conception to birth: ancient library sources of embryology and women anatomy kept in the Biblioteca Biomedica of the Università degli Studi di Firenze (Biomedical Library of Florence University).

Science.gov (United States)

Vannucci, Laura; Frigenti, Lucia; Faussone-Pellegrini, Maria-Simonetta

2011-01-01

The Biomedical Library of the University of Florence boasts a prestigious group of books collected at first in 1679 at the hospital "Santa Maria Nuova" and then continuously enriched in the course of time up today. The "Antique Collection" consists of 13 incunabola, hundreds of 16th-century books, more than one thousand books on medical subject from the 1600's, about six thousand 18th-century volumes and several large, valuable anatomical atlases. In this paper the most important, curious and fascinating books dealing with human ontogeny (from embryo generation to birth) and with female anatomy (mostly concerning pregnancy and childbirth) are reported in chronological order starting from the work of Hippocrates. Among the ancient sources useful for the reconstruction of the opinions about obstetrics there are also outstanding handbooks specifically edited for midwives. Many of these antique books are especially precious because they embed a great number of didactic pictures, some of which may compete against any modern book of anatomy, embryology and obstetric. Selected images from these books are shown.

The knowledge-learning-instruction framework: bridging the science-practice chasm to enhance robust student learning.

Science.gov (United States)

Koedinger, Kenneth R; Corbett, Albert T; Perfetti, Charles

2012-07-01

Despite the accumulation of substantial cognitive science research relevant to education, there remains confusion and controversy in the application of research to educational practice. In support of a more systematic approach, we describe the Knowledge-Learning-Instruction (KLI) framework. KLI promotes the emergence of instructional principles of high potential for generality, while explicitly identifying constraints of and opportunities for detailed analysis of the knowledge students may acquire in courses. Drawing on research across domains of science, math, and language learning, we illustrate the analyses of knowledge, learning, and instructional events that the KLI framework affords. We present a set of three coordinated taxonomies of knowledge, learning, and instruction. For example, we identify three broad classes of learning events (LEs): (a) memory and fluency processes, (b) induction and refinement processes, and (c) understanding and sense-making processes, and we show how these can lead to different knowledge changes and constraints on optimal instructional choices. Copyright © 2012 Cognitive Science Society, Inc.

Unpacking the Roles of the Facilitator in Higher Education Professional Learning Communities

Science.gov (United States)

Margalef, Leonor; Pareja Roblin, Natalie

2016-01-01

Facilitators are central for the success of professional learning communities (PLCs). Yet, their specific roles in supporting teacher learning remain still largely underexplored. To address this gap, the current multiple case study examines the roles of 4 university PLC facilitators, the strategies they used to support teacher learning, and the…

Performance Evaluation of Deep Learning Tools in Docker Containers

OpenAIRE

Xu, Pengfei; Shi, Shaohuai; Chu, Xiaowen

2017-01-01

With the success of deep learning techniques in a broad range of application domains, many deep learning software frameworks have been developed and are being updated frequently to adapt to new hardware features and software libraries, which bring a big challenge for end users and system administrators. To address this problem, container techniques are widely used to simplify the deployment and management of deep learning software. However, it remains unknown whether container techniques brin...

Skype me! Socially Contingent Interactions Help Toddlers Learn Language

Science.gov (United States)

Roseberry, Sarah; Hirsh-Pasek, Kathy; Golinkoff, Roberta Michnick

2013-01-01

Language learning takes place in the context of social interactions, yet the mechanisms that render social interactions useful for learning language remain unclear. This paper focuses on whether social contingency might support word learning. Toddlers aged 24- to 30-months (N=36) were exposed to novel verbs in one of three conditions: live interaction training, socially contingent video training over video chat, and non-contingent video training (yoked video). Results suggest that children only learned novel verbs in socially contingent interactions (live interactions and video chat). The current study highlights the importance of social contingency in interactions for language learning and informs the literature on learning through screen media as the first study to examine word learning through video chat technology. PMID:24112079

Machine learning applied to crime prediction

OpenAIRE

Vaquero Barnadas, Miquel

2016-01-01

Machine Learning is a cornerstone when it comes to artificial intelligence and big data analysis. It provides powerful algorithms that are capable of recognizing patterns, classifying data, and, basically, learn by themselves to perform a specific task. This field has incredibly grown in popularity these days, however, it still remains unknown for the majority of people, and even for most professionals. This project intends to provide an understandable explanation of what is it, what types ar...

The contribution of phonological short-term memory to artificial grammar learning.

Science.gov (United States)

Andrade, Jackie; Baddeley, Alan

2011-05-01

Three experiments investigated the contribution of phonological short-term memory (STM) to grammar learning by manipulating rehearsal during study of an auditory artificial grammar made up from a vocabulary of spoken Mandarin syllables. Experiment 1 showed that concurrent, irrelevant articulation impaired grammar learning compared with a nonverbal control task. Experiment 2 replicated and extended this finding, showing that repeating the grammatical strings at study improved grammar learning compared with suppressing rehearsal or remaining silent during learning. Experiment 3 found no effects of rehearsal on grammar learning once participants had learned the component syllables. The findings suggest that phonological STM aids artificial grammar learning via effects on vocabulary learning.

Self-Directed Learning and the Millennial Athletic Training Student

Science.gov (United States)

Hughes, Brian J.; Berry, David C.

2011-01-01

Athletic training educators (ATEs) have a responsibility to remain aware of the current student population, particularly how they learn and give meaning to what they have learned. Just as clinical athletic trainers (ATs) must adapt to ever changing work schedules and demands, so too must athletic training educators. In addition to adapting to…

Fail Better: Toward a Taxonomy of E-Learning Error

Science.gov (United States)

Priem, Jason

2010-01-01

The study of student error, important across many fields of educational research, has begun to attract interest in the field of e-learning, particularly in relation to usability. However, it remains unclear when errors should be avoided (as usability failures) or embraced (as learning opportunities). Many domains have benefited from taxonomies of…

Knowledge Creation in Constructivist Learning

Science.gov (United States)

Jaleel, Sajna; Verghis, Alie Molly

2015-01-01

In today's competitive global economy characterized by knowledge acquisition, the concept of knowledge management has become increasingly prevalent in academic and business practices. Knowledge creation is an important factor and remains a source of competitive advantage over knowledge management. Constructivism holds that learners learn actively…

Prospect of Distance Learning

Science.gov (United States)

Rahman, Monsurur; Karim, Reza; Byramjee, Framarz

2015-01-01

Many educational institutions in the United States are currently offering programs through distance learning, and that trend is rising. In almost all spheres of education a developing country like Bangladesh needs to make available the expertise of the most qualified faculty to her distant people. But the fundamental question remains as to whether…

Challenges for Cooperative Learning Implementation: Reports from Elementary School Teachers

Science.gov (United States)

Buchs, Céline; Filippou, Dimitra; Pulfrey, Caroline; Volpé, Yann

2017-01-01

Despite the well-established benefits of cooperative learning, implementation remains a challenge. This research aims to document these challenges at the elementary school level, drawing on teachers' beliefs regarding learning as well as the difficulties teachers report. Results indicate that the most frequent instructional strategies reported are…

An Approach to Folksonomy-Based Ontology Maintenance for Learning Environments

Science.gov (United States)

Gasevic, D.; Zouaq, Amal; Torniai, Carlo; Jovanovic, J.; Hatala, Marek

2011-01-01

Recent research in learning technologies has demonstrated many promising contributions from the use of ontologies and semantic web technologies for the development of advanced learning environments. In spite of those benefits, ontology development and maintenance remain the key research challenges to be solved before ontology-enhanced learning…

Advanced EFL Apologies: What Remains To Be Learned?

Science.gov (United States)

Cohen, Andrew D.; And Others

A study of the structure of the speech act known as an apology looked at the differences in linguistic strategies used by advanced nonnative English language learners and native speakers in apology behavior, and whether the differences result from the severity of the offense or the familiarity of the interlocutors. An apology is seen as consisting…

Factors Contributing to Changes in a Deep Approach to Learning in Different Learning Environments

Science.gov (United States)

Postareff, Liisa; Parpala, Anna; Lindblom-Ylänne, Sari

2015-01-01

The study explored factors explaining changes in a deep approach to learning. The data consisted of interviews with 12 students from four Bachelor-level courses representing different disciplines. We analysed and compared descriptions of students whose deep approach either increased, decreased or remained relatively unchanged during their courses.…

The hippocampus remains activated over the long term for the retrieval of truly episodic memories.

Directory of Open Access Journals (Sweden)

Caroline Harand

Full Text Available The role of the hippocampus in declarative memory consolidation is a matter of intense debate. We investigated the neural substrates of memory retrieval for recent and remote information using functional magnetic resonance imaging (fMRI. 18 young, healthy participants learned a series of pictures. Then, during two fMRI recognition sessions, 3 days and 3 months later, they had to determine whether they recognized or not each picture using the "Remember/Know" procedure. Presentation of the same learned images at both delays allowed us to track the evolution of memories and distinguish consistently episodic memories from those that were initially episodic and then became familiar or semantic over time and were retrieved without any contextual detail. Hippocampal activation decreased over time for initially episodic, later semantic memories, but remained stable for consistently episodic ones, at least in its posterior part. For both types of memories, neocortical activations were observed at both delays, notably in the ventromedial prefrontal and anterior cingulate cortices. These activations may reflect a gradual reorganization of memory traces within neural networks. Our data indicate maintenance and strengthening of hippocampal and cortico-cortical connections in the consolidation and retrieval of episodic memories over time, in line with the Multiple Trace theory (Nadel and Moscovitch, 1997. At variance, memories becoming semantic over time consolidate through strengthening of cortico-cortical connections and progressive disengagement of the hippocampus.

Live Action: Can Young Children Learn Verbs from Video?

Science.gov (United States)

Roseberry, Sarah; Hirsh-Pasek, Kathy; Parish-Morris, Julia; Golinkoff, Roberta M.

2009-01-01

The availability of educational programming aimed at infants and toddlers is increasing, yet the effect of video on language acquisition remains unclear. Three studies of 96 children aged 30-42 months investigated their ability to learn verbs from video. Study 1 asked whether children could learn verbs from video when supported by live social…

Learning from project experiences using a legacy-based approach

Science.gov (United States)

Cooper, Lynne P.; Majchrzak, Ann; Faraj, Samer

2005-01-01

As project teams become used more widely, the question of how to capitalize on the knowledge learned in project teams remains an open issue. Using previous research on shared cognition in groups, an approach to promoting post-project learning was developed. This Legacy Review concept was tested on four in tact project teams. The results from those test sessions were used to develop a model of team learning via group cognitive processes. The model and supporting propositions are presented.

Assessment of lumen degradation and remaining useful life of LEDs using particle filter

Energy Technology Data Exchange (ETDEWEB)

Lall, Pradeep [Auburn Univ., AL (United States); Zhang, Hao [Auburn Univ., AL (United States); Davis, Lynn [Auburn Univ., AL (United States)

2013-07-16

With the development of light-emitting diode (LED) technology, light emitting diodes system is becoming a popular light source in daily life and industry area. It has shown that Led from same factory and work under same working condition, may have significantly different behavior. Therefore, it is very important to learn the fail mechanisms, especially in the case of safety critical and harsh environment application. This paper focus on a prognostic health management (PHM) method based on the measurement of forward voltage and forward current of bare LED under harsh environment. In this paper, experiment has been done with ten samples. Ten pristine bare LEDs have been tested at 85°C while simultaneously being subjected to 85% humid environment. Pulse width modulation (PWM) control method has been employed to drive the bare LED in order to reduce the heat effect caused by forward current and high frequency (300HZ) data acquisition has been used to measure the peak forward voltage and forward current. Test to failure (lumen drops to 70 percent) data has been measured to study the effects of high temperature and humid environment loadings on the bare LED. Also, solid state cooling method with peltier cooler has been used to control the temperature of LED in the integrating sphere when take the measurement of lumen flux. The shift of forward voltage forward current curve and lumen degradation has been recorded to help build the fail model and predicted the remaining useful life. In this method, particle filter has been employed to predict the remaining useful life (RUL) of the bare LED and give us a whole picture how Led system fails. Result shows that predication of remaining useful life of Led, made by the particle filter model works under reasonable limit, and hence this method can be employed to predict the failure of Led caused by thermal and humid stress under harsh environment.

Task-Based Language Learning and Teaching: An Action-Research Study

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Calvert, Megan; Sheen, Younghee

2015-01-01

The creation, implementation, and evaluation of language learning tasks remain a challenge for many teachers, especially those with limited experience with using tasks in their teaching. This action-research study reports on one teacher's experience of developing, implementing, critically reflecting on, and modifying a language learning task…

Kadav Moun PSA (:60) (Human Remains)

Centers for Disease Control (CDC) Podcasts

2010-02-18

This is an important public health announcement about safety precautions for those handling human remains. Language: Haitian Creole.  Created: 2/18/2010 by Centers for Disease Control and Prevention (CDC).   Date Released: 2/18/2010.

Skype me! Socially contingent interactions help toddlers learn language.

Science.gov (United States)

Roseberry, Sarah; Hirsh-Pasek, Kathy; Golinkoff, Roberta M

2014-01-01

Language learning takes place in the context of social interactions, yet the mechanisms that render social interactions useful for learning language remain unclear. This study focuses on whether social contingency might support word learning. Toddlers aged 24-30 months (N = 36) were exposed to novel verbs in one of three conditions: live interaction training, socially contingent video training over video chat, and noncontingent video training (yoked video). Results suggest that children only learned novel verbs in socially contingent interactions (live interactions and video chat). This study highlights the importance of social contingency in interactions for language learning and informs the literature on learning through screen media as the first study to examine word learning through video chat technology. © 2013 The Authors. Child Development © 2013 Society for Research in Child Development, Inc.

E-learning, Dual-task, and Cognitive Load: The Anatomy of a Failed Experiment

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Van Nuland, Sonya E.; Rogers, Kem A.

2016-01-01

The rising popularity of commercial anatomy e-learning tools has been sustained, in part, due to increased annual enrollment and a reduction in laboratory hours across educational institutions. While e-learning tools continue to gain popularity, the research methodologies used to investigate their impact on learning remain imprecise. As new user…

Learning from Somaliland? Transferability of learning from volunteering to national health service practice in the UK.

Science.gov (United States)

Tillson, Esther; van Wees, Sibylle Herzig; McGowan, Charlotte; Franklin, Hannah; Jones, Helena; Bogue, Patrick; Aliabadi, Shirin; Baraitser, Paula

2016-03-22

Capacity building partnerships between healthcare institutions have the potential to benefit both partners particularly in staff development. Previous research suggests that volunteering can contribute to professional development but there is little evidence on how learning is acquired, the barriers and facilitators to learning in this context or the process of translation of learning to the home environment. Volunteers from a healthcare partnership between the UK and Somaliland reported learning in communication, interdisciplinary working, teaching, management, leadership and service development. This learning came from observing familiar practices in unfamiliar environments; alternative solutions to familiar problems; learning about Somali culture; opportunities to assume higher levels of responsibility and new professional relationships. There was variability in the extent of translation to NHS practice. Time and support available for reflection and mentoring were important facilitators of this process. The professional development outcomes documented in this study came directly from the experience of volunteering. Experiential learning theory suggests that this requires a complex process of critical reflection and new knowledge generation, testing and translation for use in new contexts. This process benefits from identification of learning as an important element of volunteering and support for reflection and the translation translation of learning to UK contexts. We suggest that missed opportunities for volunteer learning will remain until the volunteering process is overtly framed as part of continuing professional development.

AWARENESS OF E LEARNING AMONG RURAL PEOPLE OF KERALA

OpenAIRE

Reshma S; Soumya Eappan; Sr. Juli A D

2017-01-01

The life of knowledge and human skills today is shorter than ever, mounting the pressure to remain up to date with ones education and training throughout a career. In the age of globalization and technological revolution, four-year degrees are just the start of a forty-year continuing education. Life-long learning is quickly becoming an imperative in today’s world. E-Learning is referred to as teaching and learning by using electronic media. The use of network technology to design, deliver, s...

Humanoids Learning to Walk: A Natural CPG-Actor-Critic Architecture

OpenAIRE

Li, Cai; Lowe, Robert; Ziemke, Tom

2013-01-01

The identification of learning mechanisms for locomotion has been the subject of much research for some time but many challenges remain. Dynamic systems theory (DST) offers a novel approach to humanoid learning through environmental interaction. Reinforcement learning (RL) has offered a promising method to adaptively link the dynamic system to the environment it interacts with via a reward-based value system. In this paper, we propose a model that integrates the above perspectives and applies...

Learning outcomes in two different teaching approach in nursing education in Iran: e-learning versus lecture.

Science.gov (United States)

Mehrdad, Neda; Zolfaghari, Mitra; Bahrani, Naser; Eybpoosh, Sana

2011-01-01

Traditional teaching methods used in medical education couldn't meet the need for keeping pace with up to date information. Present study has conducted in order to compare the effect of lecture and e-learning methods on nursing students' learning outcomes in the context of Iran. A cross-over design was applied. Study sample was consisted of 32 students which were in third semester of nursing bachelor program and were passing Maternal Child nursing course. The first part of the course was taught using lecture method during first four weeks; an e-learning method was the technique used to educate the remained part of the course during the second four weeks. Students' learning outcomes in each method, opinion toward and participation with both educational methods was assessed. No significant difference was found between students exam scores in both methods. Considering students' opinion toward educational methods, no significant difference was found between two methods in general but students reported better "capability" and "independency" in e-learning method while lecture was obtained higher scores in "effectiveness on learning" and "motivation" characteristics. E-learning can be used in teaching some nursing courses. It is recommended to use e-learning method with appropriate interactive strategies and attractive virtual environments to motivate students.

Learning Outcomes in Two Different Teaching Approach in Nursing Education in Iran: E-Learning versus Lecture

Directory of Open Access Journals (Sweden)

Neda Mehrdad

2011-05-01

Full Text Available Traditional teaching methods used in medical education couldn't meet the need for keeping pace with up to date information. Present study has conducted in order to compare the effect of lecture and e-learning methods on nursing students' learning outcomes in the context of Iran. A cross-over design was applied. Study sample was consisted of 32 students which were in third semester of nursing bachelor program and were passing Maternal Child nursing course. The first part of the course was taught using lecture method during first four weeks; an e-learning method was the technique used to educate the remained part of the course during the second four weeks. Students' learning outcomes in each method, opinion toward and participation with both educational methods was assessed. No significant difference was found between students exam scores in both methods. Considering students' opinion toward educational methods, no significant difference was found between two methods in general but students reported better "capability" and "independency" in e-learning method while lecture was obtained higher scores in "effectiveness on learning" and "motivation" characteristics. E-learning can be used in teaching some nursing courses. It is recommended to use e-learning method with appropriate interactive strategies and attractive virtual environments to motivate students

Implicit Sequence Learning and Contextual Cueing Do Not Compete for Central Cognitive Resources

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Jimenez, Luis; Vazquez, Gustavo A.

2011-01-01

Sequence learning and contextual cueing explore different forms of implicit learning, arising from practice with a structured serial task, or with a search task with informative contexts. We assess whether these two learning effects arise simultaneously when both remain implicit. Experiments 1 and 2 confirm that a cueing effect can be observed…

The Annuity Puzzle Remains a Puzzle

NARCIS (Netherlands)

Peijnenburg, J.M.J.; Werker, Bas; Nijman, Theo

We examine incomplete annuity menus and background risk as possible drivers of divergence from full annuitization. Contrary to what is often suggested in the literature, we find that full annuitization remains optimal if saving is possible after retirement. This holds irrespective of whether real or

The Twin-Cycle Experiential Learning Model: Reconceptualising Kolb's Theory

Science.gov (United States)

Bergsteiner, Harald; Avery, Gayle C.

2014-01-01

Experiential learning styles remain popular despite criticisms about their validity, usefulness, fragmentation and poor definitions and categorisation. After examining four prominent models and building on Bergsteiner, Avery, and Neumann's suggestion of a dual cycle, this paper proposes a twin-cycle experiential learning model to overcome…

Empirical Refinements of a Molecular Genetics Learning Progression: The Molecular Constructs

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Todd, Amber; Kenyon, Lisa

2016-01-01

This article describes revisions to four of the eight constructs of the Duncan molecular genetics learning progression [Duncan, Rogat, & Yarden, (2009)]. As learning progressions remain hypothetical models until validated by multiple rounds of empirical studies, these revisions are an important step toward validating the progression. Our…

Paired-Associate and Feedback-Based Weather Prediction Tasks Support Multiple Category Learning Systems

OpenAIRE

Li, Kaiyun; Fu, Qiufang; Sun, Xunwei; Zhou, Xiaoyan; Fu, Xiaolan

2016-01-01

It remains unclear whether probabilistic category learning in the feedback-based weather prediction task (FB-WPT) can be mediated by a non-declarative or procedural learning system. To address this issue, we compared the effects of training time and verbal working memory, which influence the declarative learning system but not the non-declarative learning system, in the FB and paired-associate (PA) WPTs, as the PA task recruits a declarative learning system. The results of Experiment 1 showed...

The effects of case-based team learning on students' learning, self regulation and self direction.

Science.gov (United States)

Rezaee, Rita; Mosalanejad, Leili

2015-01-26

The application of the best approaches to teach adults in medical education is important in the process of training learners to become and remain effective health care providers. This research aims at designing and integrating two approaches, namely team teaching and case study and tries to examine the consequences of these approaches on learning, self regulation and self direction of nursing students. This is a quasi experimental study of 40 students who were taking a course on mental health. The lessons were designed by using two educational techniques: short case based study and team based learning. Data gathering was based on two valid and reliable questionnaires: Self-Directed Readiness Scale (SDLRS) and the self-regulating questionnaire. Open ended questions were also designed for the evaluation of students' with points of view on educational methods. The Results showed an increase in the students' self directed learning based on their performance on the post-test. The results showed that the students' self-directed learning increased after the intervention. The mean difference before and after intervention self management was statistically significant (p=0.0001). Also, self-regulated learning increased with the mean difference after intervention (p=0.001). Other results suggested that case based team learning can have significant effects on increasing students' learning (p=0.003). This article may be of value to medical educators who wish to replace traditional learning with informal learning (student-centered-active learning), so as to enhance not only the students' knowledge, but also the advancement of long- life learning skills.

The Effects of Case-Based Team Learning on Students’ Learning, Self Regulation and Self Direction

Science.gov (United States)

Rezaee, Rita; Mosalanejad, Leili

2015-01-01

Introduction: The application of the best approaches to teach adults in medical education is important in the process of training learners to become and remain effective health care providers. This research aims at designing and integrating two approaches, namely team teaching and case study and tries to examine the consequences of these approaches on learning, self regulation and self direction of nursing students. Material & Methods: This is aquasi experimental study of 40 students who were taking a course on mental health. The lessons were designed by using two educational techniques: short case based study and team based learning. Data gathering was based on two valid and reliablequestionnaires: Self-Directed Readiness Scale (SDLRS) and the self-regulating questionnaire. Open ended questions were also designed for the evaluation of students’with points of view on educational methods. Results: The Results showed an increase in the students’ self directed learning based on their performance on the post-test. The results showed that the students’ self-directed learning increased after the intervention. The mean difference before and after intervention self management was statistically significant (p=0.0001). Also, self-regulated learning increased with the mean difference after intervention (p=0.001). Other results suggested that case based team learning can have significant effects on increasing students’ learning (p=0.003). Conclusion: This article may be of value to medical educators who wish to replace traditional learning with informal learning (student-centered-active learning), so as to enhance not only the students’ ’knowledge, but also the advancement of long- life learning skills. PMID:25946918

Accurate bearing remaining useful life prediction based on Weibull distribution and artificial neural network

Science.gov (United States)

Ben Ali, Jaouher; Chebel-Morello, Brigitte; Saidi, Lotfi; Malinowski, Simon; Fnaiech, Farhat

2015-05-01

Accurate remaining useful life (RUL) prediction of critical assets is an important challenge in condition based maintenance to improve reliability and decrease machine's breakdown and maintenance's cost. Bearing is one of the most important components in industries which need to be monitored and the user should predict its RUL. The challenge of this study is to propose an original feature able to evaluate the health state of bearings and to estimate their RUL by Prognostics and Health Management (PHM) techniques. In this paper, the proposed method is based on the data-driven prognostic approach. The combination of Simplified Fuzzy Adaptive Resonance Theory Map (SFAM) neural network and Weibull distribution (WD) is explored. WD is used just in the training phase to fit measurement and to avoid areas of fluctuation in the time domain. SFAM training process is based on fitted measurements at present and previous inspection time points as input. However, the SFAM testing process is based on real measurements at present and previous inspections. Thanks to the fuzzy learning process, SFAM has an important ability and a good performance to learn nonlinear time series. As output, seven classes are defined; healthy bearing and six states for bearing degradation. In order to find the optimal RUL prediction, a smoothing phase is proposed in this paper. Experimental results show that the proposed method can reliably predict the RUL of rolling element bearings (REBs) based on vibration signals. The proposed prediction approach can be applied to prognostic other various mechanical assets.

Associative learning and animal cognition.

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Dickinson, Anthony

2012-10-05

Associative learning plays a variety of roles in the study of animal cognition from a core theoretical component to a null hypothesis against which the contribution of cognitive processes is assessed. Two developments in contemporary associative learning have enhanced its relevance to animal cognition. The first concerns the role of associatively activated representations, whereas the second is the development of hybrid theories in which learning is determined by prediction errors, both directly and indirectly through associability processes. However, it remains unclear whether these developments allow associative theory to capture the psychological rationality of cognition. I argue that embodying associative processes within specific processing architectures provides mechanisms that can mediate psychological rationality and illustrate such embodiment by discussing the relationship between practical reasoning and the associative-cybernetic model of goal-directed action.

Juveniles' Motivations for Remaining in Prostitution

Science.gov (United States)

Hwang, Shu-Ling; Bedford, Olwen

2004-01-01

Qualitative data from in-depth interviews were collected in 1990-1991, 1992, and 2000 with 49 prostituted juveniles remanded to two rehabilitation centers in Taiwan. These data are analyzed to explore Taiwanese prostituted juveniles' feelings about themselves and their work, their motivations for remaining in prostitution, and their difficulties…

Learning and forgetting on asymmetric, diluted neural networks

International Nuclear Information System (INIS)

Derrida, B.; Nadal, J.P.

1987-01-01

It is possible to construct diluted asymmetric models of neural networks for which the dynamics can be calculated exactly. The authors test several learning schemes, in particular, models for which the values of the synapses remain bounded and depend on the history. Our analytical results on the relative efficiencies of the various learning schemes are qualitatively similar to the corresponding ones obtained numerically on fully connected symmetric networks

Taking the brakes off the learning curve.

Science.gov (United States)

Gheysen, Freja; Lasne, Gabriel; Pélégrini-Issac, Mélanie; Albouy, Genevieve; Meunier, Sabine; Benali, Habib; Doyon, Julien; Popa, Traian

2017-03-01

Motor learning is characterized by patterns of cerebello-striato-cortical activations shifting in time, yet the early dynamic and function of these activations remains unclear. Five groups of subjects underwent either continuous or intermittent theta-burst stimulation of one cerebellar hemisphere, or no stimulation just before learning a new motor sequence during fMRI scanning. We identified three phases during initial learning: one rapid, one slow, and one quasi-asymptotic performance phase. These phases were not changed by left cerebellar stimulation. Right cerebellar inhibition, however, accelerated learning and enhanced brain activation in critical motor learning-related areas during the first phase, continuing with reduced brain activation but high-performance in late phase. Right cerebellar excitation did not affect the early learning process, but slowed learning significantly in late phase, along with increased brain activation. We conclude that the right cerebellum is a key factor coordinating other neuronal loops in the early acquisition of an explicit motor sequential skill. Hum Brain Mapp 38:1676-1691, 2017. © 2016 Wiley Periodicals, Inc. © 2016 Wiley Periodicals, Inc.

Pre-registration nursing student's quality of practice learning: Clinical learning environment inventory (actual) questionnaire.

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Shivers, Eleanor; Hasson, Felicity; Slater, Paul

2017-08-01

Clinical learning is a vital component of nurse education and assessing student's experiences can provide useful insights for development. Whilst most research in this area has focused on the acute setting little attention has been given to all pre-registration nurses' experience across the clinical placements arenas. To examine of pre-registration nursing students (first, second and third year) assessment of their actual experiences of their most recent clinical learning clinical learning experience. A cross sectional survey involving a descriptive online anonymous questionnaire based on the clinical learning environment inventory tool. One higher education institution in the United Kingdom. Nursing students (n=147) enrolled in an undergraduate nursing degree. This questionnaire included demographic questions and the Clinical Learning Environment Inventory (CLEI) a 42 item tool measuring student's satisfaction with clinical placement. SPPS version 22 was employed to analyse data with descriptive and inferential statistics. Overall students were satisfied with their clinical learning experience across all placement areas. This was linked to the 6 constructs of the clinical learning environment inventory; personalization, innovation, individualization, task orientation, involvement, satisfaction. Significant differences in student experience were noted between age groups and student year but there was no difference noted between placement type, age and gender. Nursing students had a positive perception of their clinical learning experience, although there remains room for improvement. Enabling a greater understanding of students' perspective on the quality of clinical education is important for nursing education and future research. Copyright © 2017. Published by Elsevier Ltd.

Learning curves in health professions education.

Science.gov (United States)

Pusic, Martin V; Boutis, Kathy; Hatala, Rose; Cook, David A

2015-08-01

Learning curves, which graphically show the relationship between learning effort and achievement, are common in published education research but are not often used in day-to-day educational activities. The purpose of this article is to describe the generation and analysis of learning curves and their applicability to health professions education. The authors argue that the time is right for a closer look at using learning curves-given their desirable properties-to inform both self-directed instruction by individuals and education management by instructors.A typical learning curve is made up of a measure of learning (y-axis), a measure of effort (x-axis), and a mathematical linking function. At the individual level, learning curves make manifest a single person's progress towards competence including his/her rate of learning, the inflection point where learning becomes more effortful, and the remaining distance to mastery attainment. At the group level, overlaid learning curves show the full variation of a group of learners' paths through a given learning domain. Specifically, they make overt the difference between time-based and competency-based approaches to instruction. Additionally, instructors can use learning curve information to more accurately target educational resources to those who most require them.The learning curve approach requires a fine-grained collection of data that will not be possible in all educational settings; however, the increased use of an assessment paradigm that explicitly includes effort and its link to individual achievement could result in increased learner engagement and more effective instructional design.

An Organizational Learning Framework for Patient Safety.

Science.gov (United States)

Edwards, Marc T

Despite concerted effort to improve quality and safety, high reliability remains a distant goal. Although this likely reflects the challenge of organizational change, persistent controversy over basic issues suggests that weaknesses in conceptual models may contribute. The essence of operational improvement is organizational learning. This article presents a framework for identifying leverage points for improvement based on organizational learning theory and applies it to an analysis of current practice and controversy. Organizations learn from others, from defects, from measurement, and from mindfulness. These learning modes correspond with contemporary themes of collaboration, no blame for human error, accountability for performance, and managing the unexpected. The collaborative model has dominated improvement efforts. Greater attention to the underdeveloped modes of organizational learning may foster more rapid progress in patient safety by increasing organizational capabilities, strengthening a culture of safety, and fixing more of the process problems that contribute to patient harm.

Iconoclasts of Evolution: Haeckel, Behe, Wells & the Ontogeny of a Fraud

Science.gov (United States)

Pickett, Kurt M.; Wenzel, John W.; Rissing, Steven W.

2005-01-01

Behe (1998) and Wells (1999) claimed that embryological support for Darwinian evolution is based on the drawings of the 19th century embryologist Ernst Haeckel (1834-1919) whose embryological drawings were regarded inaccurate and fraudulent. The history of modern embryology, the roles played by Von Baer and Haeckel in that history and the manner…

Effect of breastfeeding piperine on the learning of offspring mice: interaction with caffeine and diazepam

OpenAIRE

Moghadamnia, Ali Akbar

2010-01-01

Ali Akbar Moghadamnia1,2, Vahid Zangoori2, Seyed Sadegh Zargar-Nattaj2, Pooya Tayebi2, Yasaman Moghadamnia3, Seyed Gholam Ali Jorsaraei41Cellular and Molecular Biology Research Center, Department of Pharmacology, 2Department of Pharmacology, 3Department of Physics, Alzzahra University, Babol University of Medical Sciences, Tehran, Iran; 4Department of Anatomical Iran; Sciences and Embryology, Tehran, IranAbstract: Piperine, the main alkaloid of black pepper (Piper nigrum), has been suggested ...

Spaced Learning Enhances Subsequent Recognition Memory by Reducing Neural Repetition Suppression

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Xue, Gui; Mei, Leilei; Chen, Chuansheng; Lu, Zhong-Lin; Poldrack, Russell; Dong, Qi

2011-01-01

Spaced learning usually leads to better recognition memory as compared with massed learning, yet the underlying neural mechanisms remain elusive. One open question is whether the spacing effect is achieved by reducing neural repetition suppression. In this fMRI study, participants were scanned while intentionally memorizing 120 novel faces, half…

Captivating Lifelong Learners in the Third Age: Lessons Learned from a University-Based Institute

Science.gov (United States)

Talmage, Craig A.; Lacher, R. Geoffrey; Pstross, Mikulas; Knopf, Richard C.; Burkhart, Karla A.

2015-01-01

The prevalence of learning providers for third agers continues to expand alongside the growth of the older adult population, yet there remains little empirical evidence on what types of learning experiences are most desired by lifelong learners. This article examines the effects that different learning topics have on attendance at classes hosted…

Opportunities to learn scientific thinking in joint doctoral supervision

DEFF Research Database (Denmark)

Kobayashi, Sofie; Grout, Brian William Wilson; Rump, Camilla Østerberg

2015-01-01

Research into doctoral supervision has increased rapidly over the last decades, yet our understanding of how doctoral students learn scientific thinking from supervision is limited. Most studies are based on interviews with little work being reported that is based on observation of actual...... supervision. While joint supervision has become widely used, its learning dynamics remains under-researched and this paper aims to address these gaps in research by exploring learning opportunities in doctoral supervision with two supervisors. The study explores how the tensions in scientific discussion...... between supervisors can become learning opportunities. We combine two different theoretical perspectives, using participation and positioning theory as a sociocultural perspective and variation theory as an individual constructivist perspective on learning. Based on our analysis of a complex episode we...

Progressive paradoxical sleep deprivation impairs partial memory following learning tasks in rats

Institute of Scientific and Technical Information of China (English)

Chunmin Zhu; Xiangrong Yao; Weisheng Zhang; Yanfeng Song; Yiping Hou

2008-01-01

BACKGROUND: Complex learning tasks result in a greater number of paradoxical sleep phases, which can improve memory. The effect of paradoxical sleep deprivation, induced by "flower pot" technique, on spatial reference memory and working memory require further research. OBJECTIVE: To observe the effect of progressive paradoxical sleep deprivation in rats, subsequent to learning, on memory using the Morris Water Maze. DESIGN, TIME AND SETTING: Controlled observation experiment. The experiment was performed at the Laboratory of Neurobiology, Department of Anatomy, Histology and Embryology, School of Basic Medical Sciences, Lanzhou University from December 2006 to October 2007. MATERIALS: Twenty-eight, male, Wistar rats, 3-4 months old, were provided by the Experimental Animal Center of Lanzhou University. The Morris Water Maze and behavioral analyses system was purchased from Genheart Company, Beijing, China. METHODS: All animals, according to a random digits table, were randomly divided into paradoxical sleep deprivation, tank control, and home cage control groups. Paradoxical sleep deprivation was induced by the "flower pot" technique for 72 hours, housing the rats on small platforms over water. Rats in the "tank control" and "home cage control" groups were housed either in a tank with large platforms over the water or in normal cages without paradoxical sleep deprivation. MAIN OUTCOME MEASURES: Morris Water Maze was employed for task learning and spatial memory testing. Rats in all groups were placed at six random starting points each day for four consecutive days. Each placement was repeated for two trials; the first trial represented reference memory and the second working memory. Rats in the first trial were allowed to locate the submerged platform within 120 seconds. Data, including swimming distance, escape latency, swimming velocity, percentage of time in correct quarter, and memory scores were recorded and analyzed automatically by behavioral analyses

Music increases frontal EEG coherence during verbal learning.

Science.gov (United States)

Peterson, David A; Thaut, Michael H

2007-02-02

Anecdotal and some empirical evidence suggests that music can enhance learning and memory. However, the mechanisms by which music modulates the neural activity associated with learning and memory remain largely unexplored. We evaluated coherent frontal oscillations in the electroencephalogram (EEG) while subjects were engaged in a modified version of Rey's Auditory Verbal Learning Test (AVLT). Subjects heard either a spoken version of the AVLT or the conventional AVLT word list sung. Learning-related changes in coherence (LRCC) were measured by comparing the EEG during word encoding on correctly recalled trials to the immediately preceding trial on which the same word was not recalled. There were no significant changes in coherence associated with conventional verbal learning. However, musical verbal learning was associated with increased coherence within and between left and right frontal areas in theta, alpha, and gamma frequency bands. It is unlikely that the different patterns of LRCC reflect general performance differences; the groups exhibited similar learning performance. The results suggest that verbal learning with a musical template strengthens coherent oscillations in frontal cortical networks involved in verbal encoding.

A hypothesis on the morphologic differences between Unna and Miescher nevi on the head and neck, based on embryologic bases.

Science.gov (United States)

Fernandez-Flores, Angel; Sanchez-Velicia, Laura; Manjon, Juan A; Alija, Antonio; Soto, Francisco

2012-08-01

Unna and Miescher nevi show very different morphologic features. The main difference is that melanocytes involve mainly the papillary dermis in Unna nevi, whereas they widely penetrate the reticular dermis in Miescher nevi. The reason for this behavior is not totally understood, but anatomical location might play a role, since because Unna nevi are mainly found on the trunk, whereas Miescher nevi are mainly found on the face. We decided to test this hypothesis in relative easy way: dermis from the frontal, temporal, maxillary, and mandibullary regions derives from the neural crest, whereas the dermis of the parietal/occipital regions originates from the paraxial mesoderm (somites and somitomeres). Therefore, we studied the morphology of 137 acquired melanocytic nevi from the head and neck and classified their locations in 7 areas: occipital, temporal, parietal, frontal, face, high neck, and low neck. From such areas, we distinguished 4 groups: area A (parietal + occipital + low neck); area B (face + temporal + frontal + high neck); area 1 (parietal and occipital); and area 2 (temporal and frontal). In region A, 97.30% of the nevi were of Unna type. In region B, 89.00% were of Miescher type. Region A had 76.60% of Unna type nevi, whereas region B had 98.89% of Miescher nevi. In area 1, 100% of the nevi were of Miescher type. In area 2, 86.67% of the nevi were of Unna type. Region 1 had 86.67% of the cranial Unna nevi, whereas region 2 had 100% of the cranial Miescher nevi. Moreover, 90.9% of the nevi from the low neck were of Unna type. In the high neck, 20% of nevi were of Unna type. Finally, 90.90% of Unna nevi were in the low neck, whereas 80% of Miescher nevi were in the high neck. We concluded that these findings supported the hypothesis that the embryologic differences of these areas of head and neck might play a role in the morphology of Unna and Miescher nevi.

Cooperative Learning on an International Masters

Science.gov (United States)

Hennebry, Mairin Laura; Fordyce, Kenneth

2018-01-01

Postgraduate taught provision in Anglophone higher education contexts is becoming increasingly populated by cohorts of students from a wide range of linguistic, cultural and educational backgrounds. However, the voices of these students on their learning experiences remain largely unheard. Little previous research exists on the experiences of…

Applications of Deep Learning in Biomedicine.

Science.gov (United States)

Mamoshina, Polina; Vieira, Armando; Putin, Evgeny; Zhavoronkov, Alex

2016-05-02

Increases in throughput and installed base of biomedical research equipment led to a massive accumulation of -omics data known to be highly variable, high-dimensional, and sourced from multiple often incompatible data platforms. While this data may be useful for biomarker identification and drug discovery, the bulk of it remains underutilized. Deep neural networks (DNNs) are efficient algorithms based on the use of compositional layers of neurons, with advantages well matched to the challenges -omics data presents. While achieving state-of-the-art results and even surpassing human accuracy in many challenging tasks, the adoption of deep learning in biomedicine has been comparatively slow. Here, we discuss key features of deep learning that may give this approach an edge over other machine learning methods. We then consider limitations and review a number of applications of deep learning in biomedical studies demonstrating proof of concept and practical utility.

Design of Open Content Social Learning Based on the Activities of Learner and Similar Learners

Science.gov (United States)

John, Benneaser; Jayakumar, J.; Thavavel, V.; Arumugam, Muthukumar; Poornaselvan, K. J.

2017-01-01

Teaching and learning are increasingly taking advantage of the rapid growth in Internet resources, open content, mobile technologies and social media platforms. However, due to the generally unstructured nature and overwhelming quantity of learning content, effective learning remains challenging. In an effort to close this gap, the authors…

Human Cadavers vs. Multimedia Simulation: A Study of Student Learning in Anatomy

Science.gov (United States)

Saltarelli, Andrew J.; Roseth, Cary J.; Saltarelli, William A.

2014-01-01

Multimedia and simulation programs are increasingly being used for anatomy instruction, yet it remains unclear how learning with these technologies compares with learning with actual human cadavers. Using a multilevel, quasi-experimental-control design, this study compared the effects of "Anatomy and Physiology Revealed" (APR) multimedia…

Combining traditional anatomy lectures with e-learning activities: how do students perceive their learning experience?

Science.gov (United States)

Lochner, Lukas; Wieser, Heike; Waldboth, Simone; Mischo-Kelling, Maria

2016-02-21

The purpose of this study was to investigate how students perceived their learning experience when combining traditional anatomy lectures with preparatory e-learning activities that consisted of fill-in-the-blank assignments, videos, and multiple-choice quizzes. A qualitative study was conducted to explore changes in study behaviour and perception of learning. Three group interviews with students were conducted and thematically analysed. Data was categorized into four themes: 1. Approaching the course material, 2. Understanding the material, 3. Consolidating the material, and 4. Perceived learning outcome. Students appreciated the clear structure of the course, and reported that online activities encouraged them towards a first engagement with the material. They felt that they were more active during in-class sessions, described self-study before the end-of-term exam as easier, and believed that contents would remain in their memories for a longer time. By adjusting already existing resources, lectures can be combined fairly easily and cost-effectively with preparatory e-learning activities. The creation of online components promote well-structured courses, can help minimize 'student passivity' as a characteristic element of lectures, and can support students in distributing their studies throughout the term, thus suggesting enhanced learning. Further research work should be designed to confirm the afore-mentioned findings through objective measurements of student learning outcomes.

Combining traditional anatomy lectures with e-learning activities: how do students perceive their learning experience?

Science.gov (United States)

Wieser, Heike; Waldboth, Simone; Mischo-Kelling, Maria

2016-01-01

Objectives The purpose of this study was to investigate how students perceived their learning experience when combining traditional anatomy lectures with preparatory e-learning activities that consisted of fill-in-the-blank assignments, videos, and multiple-choice quizzes. Methods A qualitative study was conducted to explore changes in study behaviour and perception of learning. Three group interviews with students were conducted and thematically analysed. Results Data was categorized into four themes: 1. Approaching the course material, 2. Understanding the material, 3. Consolidating the material, and 4. Perceived learning outcome.  Students appreciated the clear structure of the course, and reported that online activities encouraged them towards a first engagement with the material. They felt that they were more active during in-class sessions, described self-study before the end-of-term exam as easier, and believed that contents would remain in their memories for a longer time. Conclusions By adjusting already existing resources, lectures can be combined fairly easily and cost-effectively with preparatory e-learning activities. The creation of online components promote well-structured courses, can help minimize ‘student passivity’ as a characteristic element of lectures, and can support students in distributing their studies throughout the term, thus suggesting enhanced learning. Further research work should be designed to confirm the afore-mentioned findings through objective measurements of student learning outcomes. PMID:26897012

Computational modeling of epiphany learning.

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Chen, Wei James; Krajbich, Ian

2017-05-02

Models of reinforcement learning (RL) are prevalent in the decision-making literature, but not all behavior seems to conform to the gradual convergence that is a central feature of RL. In some cases learning seems to happen all at once. Limited prior research on these "epiphanies" has shown evidence of sudden changes in behavior, but it remains unclear how such epiphanies occur. We propose a sequential-sampling model of epiphany learning (EL) and test it using an eye-tracking experiment. In the experiment, subjects repeatedly play a strategic game that has an optimal strategy. Subjects can learn over time from feedback but are also allowed to commit to a strategy at any time, eliminating all other options and opportunities to learn. We find that the EL model is consistent with the choices, eye movements, and pupillary responses of subjects who commit to the optimal strategy (correct epiphany) but not always of those who commit to a suboptimal strategy or who do not commit at all. Our findings suggest that EL is driven by a latent evidence accumulation process that can be revealed with eye-tracking data.

Active Learning for Discovery and Innovation in Criminology with Chinese Learners

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Li, Jessica C. M.; Wu, Joseph

2015-01-01

Whereas a great deal of literature based upon the context of Western societies has concluded criminology is an ideal discipline for active learning approach, it remains uncertain if this learning approach is applicable to Chinese learners in the discipline of criminology. This article describes and provides evidence of the benefits of using active…

Integrating Diversity Education and Service Learning: A 15+ Year Journey Continues

Science.gov (United States)

Womble, Myra N.; Adams, Elaine

2016-01-01

This paper reports the 15+ year journey undertaken by university faculty to integrate service learning with diversity education. It has taken the faculty from its initial integration of academic community learning and diversity education in 1999 to its current course offering in 2015. The purpose of this integration has remained the same, to…

Designing Multimedia Learning Environments Using Animated Pedagogical Agents: Factors and Issues

Science.gov (United States)

Woo, H. L.

2009-01-01

Animated pedagogical agents (APAs) are known to possess great potential in supporting learning because of their ability to simulate a real classroom learning environment. But research in this area has produced mixed results. The reason for this remains puzzling. This paper is written with two purposes: (1) to examine some recent research and…

Contextual Markup and Mining in Digital Games for Science Learning: Connecting Player Behaviors to Learning Goals

Science.gov (United States)

Kinnebrew John S.; Killingsworth, Stephen S.; Clark, Douglas B.; Biswas, Gautam; Sengupta, Pratim; Minstrell, James; Martinez-Garza, Mario; Krinks, Kara

2017-01-01

Digital games can make unique and powerful contributions to K-12 science education, but much of that potential remains unrealized. Research evaluating games for learning still relies primarily on pre- and post-test data, which limits possible insights into more complex interactions between game design features, gameplay, and formal assessment.…

The relationship between learning preferences (styles and approaches) and learning outcomes among pre-clinical undergraduate medical students.

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Liew, Siaw-Cheok; Sidhu, Jagmohni; Barua, Ankur

2015-03-11

Learning styles and approaches of individual undergraduate medical students vary considerably and as a consequence, their learning needs also differ from one student to another. This study was conducted to identify different learning styles and approaches of pre-clinical, undergraduate medical students and also to determine the relationships of learning preferences with performances in the summative examinations. A cross-sectional study was conducted among randomly selected 419 pre-clinical, undergraduate medical students of the International Medical University (IMU) in Kuala Lumpur. The number of students from Year 2 was 217 while that from Year 3 was 202. The Visual, Auditory, Read/Write, Kinesthetic (VARK) and the Approaches and Study Skills Inventory for Students (ASSIST) questionnaires were used for data collection. This study revealed that 343 students (81.9%) had unimodal learning style, while the remaining 76 (18.1%) used a multimodal learning style. Among the unimodal learners, a majority (30.1%) were of Kinesthetic (K) type. Among the middle and high achievers in summative examinations, a majority had unimodal (Kinaesthetic) learning style (30.5%) and were also strategic/deep learners (79.4%). However, the learning styles and approaches did not contribute significantly towards the learning outcomes in summative examinations. A majority of the students in this study had Unimodal (Kinesthetic) learning style. The learning preferences (styles and approaches) did not contribute significantly to the learning outcomes. Future work to re-assess the viability of these learning preferences (styles and approaches) after the incorporation of teaching-learning instructions tailored specifically to the students will be beneficial to help medical teachers in facilitating students to become more capable learners.

Unifying generative and discriminative learning principles

Directory of Open Access Journals (Sweden)

Strickert Marc

2010-02-01

Full Text Available Abstract Background The recognition of functional binding sites in genomic DNA remains one of the fundamental challenges of genome research. During the last decades, a plethora of different and well-adapted models has been developed, but only little attention has been payed to the development of different and similarly well-adapted learning principles. Only recently it was noticed that discriminative learning principles can be superior over generative ones in diverse bioinformatics applications, too. Results Here, we propose a generalization of generative and discriminative learning principles containing the maximum likelihood, maximum a posteriori, maximum conditional likelihood, maximum supervised posterior, generative-discriminative trade-off, and penalized generative-discriminative trade-off learning principles as special cases, and we illustrate its efficacy for the recognition of vertebrate transcription factor binding sites. Conclusions We find that the proposed learning principle helps to improve the recognition of transcription factor binding sites, enabling better computational approaches for extracting as much information as possible from valuable wet-lab data. We make all implementations available in the open-source library Jstacs so that this learning principle can be easily applied to other classification problems in the field of genome and epigenome analysis.

Organizational Learning in Schools under Sanction

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Kara S. Finnigan

2012-01-01

Full Text Available The focus on “school turnaround” has become central to policy and practice in the United States as a result of school accountability, yet little remains known about school improvement under sanction. This study uses theories of organizational learning to understand the processes through which educators search for and adopt reform strategies, as well as the extent to which these schools’ organizational culture and climate are conducive to this type of learning. Our mixed methods study involves document analysis, intensive case studies, and a survey of teachers in schools under sanction in a large urban school district in the USA. We found limited evidence of organizational learning, and instead evidence suggested superficial use of restructuring planning, rare diagnoses of root causes of low performance, and limited engagement in learning processes of school staff. In addition, schools relied on exploitation resulting in the recycling of previous practices. In part, the limited organizational learning in evidence was the result of structures and climates within these low-performing schools that inhibited a more learning-oriented approach to reform. Our study has implications for school improvement under accountability policies as it uncovers important challenges that limit organizational learning and, as a result, school improvement under sanction.

Palate Shape and Depth: A Shape-Matching and Machine Learning Method for Estimating Ancestry from Human Skeletal Remains.

Science.gov (United States)

Maier, Christopher A; Zhang, Kang; Manhein, Mary H; Li, Xin

2015-09-01

In the past, assessing ancestry relied on the naked eye and observer experience; however, replicability has become an important aspect of such analysis through the application of metric techniques. This study examines palate shape and assesses ancestry quantitatively using a 3D digitizer and shape-matching and machine learning methods. Palate curves and depths were recorded, processed, and tested for 376 individuals. Palate shape was an accurate indicator of ancestry in 58% of cases. Cluster analysis revealed that the parabolic, hyperbolic, and elliptical shapes are discrete from one another. Preliminary results indicate that palate depth in Hispanic individuals is greatest. Palate shape appears to be a useful indicator of ancestry, particularly when assessed by a computer. However, these data suggest that palate shape is not useful for assessing ancestry in Hispanic individuals. Although ancestry may be determined from palate shape, the use of multiple features is recommended and more reliable. © 2015 American Academy of Forensic Sciences.

Learning from mistakes. Factors that influence how students and residents learn from medical errors.

Science.gov (United States)

Fischer, Melissa A; Mazor, Kathleen M; Baril, Joann; Alper, Eric; DeMarco, Deborah; Pugnaire, Michele

2006-05-01

Trainees are exposed to medical errors throughout medical school and residency. Little is known about what facilitates and limits learning from these experiences. To identify major factors and areas of tension in trainees' learning from medical errors. Structured telephone interviews with 59 trainees (medical students and residents) from 1 academic medical center. Five authors reviewed transcripts of audiotaped interviews using content analysis. Trainees were aware that medical errors occur from early in medical school. Many had an intense emotional response to the idea of committing errors in patient care. Students and residents noted variation and conflict in institutional recommendations and individual actions. Many expressed role confusion regarding whether and how to initiate discussion after errors occurred. Some noted the conflict between reporting errors to seniors who were responsible for their evaluation. Learners requested more open discussion of actual errors and faculty disclosure. No students or residents felt that they learned better from near misses than from actual errors, and many believed that they learned the most when harm was caused. Trainees are aware of medical errors, but remaining tensions may limit learning. Institutions can immediately address variability in faculty response and local culture by disseminating clear, accessible algorithms to guide behavior when errors occur. Educators should develop longitudinal curricula that integrate actual cases and faculty disclosure. Future multi-institutional work should focus on identified themes such as teaching and learning in emotionally charged situations, learning from errors and near misses and balance between individual and systems responsibility.

Lateral, Not Medial, Prefrontal Cortex Contributes to Punishment and Aversive Instrumental Learning

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Jean-Richard-dit-Bressel , Philip; McNally, Gavan P.

2016-01-01

Aversive outcomes punish behaviors that cause their occurrence. The prefrontal cortex (PFC) has been implicated in punishment learning and behavior, although the exact roles for different PFC regions in instrumental aversive learning and decision-making remain poorly understood. Here, we assessed the role of the orbitofrontal (OFC), rostral…

In Search of Attributes That Support Self-Regulation in Blended Learning Environments

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Van Laer, Stijn; Elen, Jan

2017-01-01

Blended forms of learning have become increasingly popular. Learning activities within these environments are supported by a large variety of online and face-to-face interventions. However, it remains unclear whether these blended environments are successful, and if they are, what makes them successful. Studies suggest that blended learning…

The Effect of Simulation Games on the Learning of Computational Problem Solving

Science.gov (United States)

Liu, Chen-Chung; Cheng, Yuan-Bang; Huang, Chia-Wen

2011-01-01

Simulation games are now increasingly applied to many subject domains as they allow students to engage in discovery processes, and may facilitate a flow learning experience. However, the relationship between learning experiences and problem solving strategies in simulation games still remains unclear in the literature. This study, thus, analyzed…

A Learning Trajectory in 6-Year-Olds' Thinking about Generalizing Functional Relationships

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Blanton, Maria; Brizuela, Bárbara M.; Gardiner, Angela Murphy; Sawrey, Katie; Newman-Owens, Ashley

2015-01-01

The study of functions is a critical route into teaching and learning algebra in the elementary grades, yet important questions remain regarding the nature of young children's understanding of functions. This article reports an empirically developed learning trajectory in first-grade children's (6-year-olds') thinking about generalizing functional…

Density of Visual Input Enhancement and Grammar Learning: A Research Proposal

Science.gov (United States)

Tran, Thu Hoang

2009-01-01

Research in the field of second language acquisition (SLA) has been done to ascertain the effectiveness of visual input enhancement (VIE) on grammar learning. However, one issue remains unexplored: the effects of VIE density on grammar learning. This paper presents a research proposal to investigate the effects of the density of VIE on English…

A Reinforcement-Based Learning Paradigm Increases Anatomical Learning and Retention-A Neuroeducation Study.

Science.gov (United States)

Anderson, Sarah J; Hecker, Kent G; Krigolson, Olave E; Jamniczky, Heather A

2018-01-01

In anatomy education, a key hurdle to engaging in higher-level discussion in the classroom is recognizing and understanding the extensive terminology used to identify and describe anatomical structures. Given the time-limited classroom environment, seeking methods to impart this foundational knowledge to students in an efficient manner is essential. Just-in-Time Teaching (JiTT) methods incorporate pre-class exercises (typically online) meant to establish foundational knowledge in novice learners so subsequent instructor-led sessions can focus on deeper, more complex concepts. Determining how best do we design and assess pre-class exercises requires a detailed examination of learning and retention in an applied educational context. Here we used electroencephalography (EEG) as a quantitative dependent variable to track learning and examine the efficacy of JiTT activities to teach anatomy. Specifically, we examined changes in the amplitude of the N250 and reward positivity event-related brain potential (ERP) components alongside behavioral performance as novice students participated in a series of computerized reinforcement-based learning modules to teach neuroanatomical structures. We found that as students learned to identify anatomical structures, the amplitude of the N250 increased and reward positivity amplitude decreased in response to positive feedback. Both on a retention and transfer exercise when learners successfully remembered and translated their knowledge to novel images, the amplitude of the reward positivity remained decreased compared to early learning. Our findings suggest ERPs can be used as a tool to track learning, retention, and transfer of knowledge and that employing the reinforcement learning paradigm is an effective educational approach for developing anatomical expertise.

Enhancing learning: A comparison of lecture and gaming outcomes.

Science.gov (United States)

Gipson, Mary; Bear, Mary

2013-01-01

Contrary to what we anticipated, our outcomes indicated that learning and satisfaction with learning were no different between the traditional lecture group and the educational gaming group. Learners in the gaming group scored on the examination just as well as, but no higher than, did those in the lecture group. Similarly, students in the gaming group were just as, but no more, satisfied with their learning than were students in the lecture group. Of note, both teaching/learning strategies were shown to be effective for learning with students earning a B average on the examination. Likewise, students in both groups were very satisfied with their respective teaching/learning strategies. Given that our assessment did not support gaming as a superior teaching/learning strategy over lecture, what remains now is the need for a longitudinal study to determine if there are differences in long-term learning. As we implement creative methods of instruction, it is also important to test their effectiveness to ensure that the teaching-learning process is evidence based.

Influences of Sociocultural Factors Within the Clinical Learning Environment on Students' Perceptions of Learning: An Integrative Review.

Science.gov (United States)

Jessee, Mary Ann

A persistent deficit in new graduate nurses' clinical reasoning skill exists. Clinical reasoning is best learned in the sociocultural clinical learning environment (CLE), yet many CLEs fail to engage nursing students in the cognitive work of nursing that promotes development of clinical reasoning. Despite two decades of recommendations to improve CLEs based on students' perceptions of learning, widespread improvement remains elusive. The aim of this review was to synthesize what is known about the influence of sociocultural factors in the acute-care CLE on prelicensure nursing students' perceptions of learning, for the purpose of identifying factors that when modified may promote improvement of clinical reasoning skill. The integrative review methodology was used to synthesize and identify gaps in evidence on students' perceptions of learning in the acute-care CLE. Global commonalities exist in the impact of the sociocultural CLE on students' perceptions of learning, including overall sociocultural atmosphere, membership in the health care team, supervisory relationships, peer relationships, and clinical education structure. This review provides evidence that modification of CLE factors and examination of their influence on measurable learning outcomes such as clinical reasoning are the necessary next steps to facilitate improvement of new graduate nurses' clinical reasoning skill. Copyright © 2016 Elsevier Inc. All rights reserved.

Autism and the mirror neuron system: Insights from learning and teaching

OpenAIRE

Vivanti, G; Rogers, SJ

2014-01-01

Individuals with autism have difficulties in social learning domains which typically involve mirror neuron system (MNS) activation. However, the precise role of the MNS in the development of autism and its relevance to treatment remain unclear. In this paper, we argue that three distinct aspects of social learning are critical for advancing knowledge in this area: (i) the mechanisms that allow for the implicit mapping of and learning from others' behaviour, (ii) the motivation to attend to an...

Social learning in humans and other animals.

Directory of Open Access Journals (Sweden)

Jean-François eGariépy

2014-03-01

Full Text Available Decisions made by individuals can be influenced by what others think and do. Social learning includes a wide array of behaviors such as imitation, observational learning of novel foraging techniques, peer or parental influences on individual preferences, as well as outright teaching. These processes are believed to underlie an important part of cultural variation among human populations and may also explain intraspecific variation in behavior between geographically distinct populations of animals. Recent neurobiological studies have begun to uncover the neural basis of social learning. Here we review experimental evidence from the past few decades showing that social learning is a widespread set of skills present in multiple animal species. In mammals, the temporoparietal junction, the dorsomedial and dorsolateral prefrontal cortex, as well as the anterior cingulate gyrus, appear to play critical roles in social learning. Birds, fish and insects also learn from others, but the underlying neural mechanisms remain poorly understood. We discuss the evolutionary implications of these findings and highlight the importance of emerging animal models that permit precise modification of neural circuit function for elucidating the neural basis of social learning.

Learning and Development Policy available on HR web

CERN Multimedia

2012-01-01

The full text of CERN’s “Learning and Development Policy” is now available in English and French on the HR training website: cern.ch/hr-training/. This new policy was presented to all personnel in the HR Public meeting held on Monday 25 June, and the slides and the video recording remain available on Indico. Pascale Goy, Head of the Learning and Development Group in HR, is available for more information: pascale.goy@cern.ch , tel. 62232.

Muscle cocontraction following dynamics learning.

Science.gov (United States)

Darainy, Mohammad; Ostry, David J

2008-09-01

Coactivation of antagonist muscles is readily observed early in motor learning, in interactions with unstable mechanical environments and in motor system pathologies. Here we present evidence that the nervous system uses coactivation control far more extensively and that patterns of cocontraction during movement are closely tied to the specific requirements of the task. We have examined the changes in cocontraction that follow dynamics learning in tasks that are thought to involve finely sculpted feedforward adjustments to motor commands. We find that, even following substantial training, cocontraction varies in a systematic way that depends on both movement direction and the strength of the external load. The proportion of total activity that is due to cocontraction nevertheless remains remarkably constant. Moreover, long after indices of motor learning and electromyographic measures have reached asymptotic levels, cocontraction still accounts for a significant proportion of total muscle activity in all phases of movement and in all load conditions. These results show that even following dynamics learning in predictable and stable environments, cocontraction forms a central part of the means by which the nervous system regulates movement.

Redes de aprendizaje, aprendizaje en red Learning Networks, Networked Learning

Directory of Open Access Journals (Sweden)

Peter Sloep

2011-10-01

Full Text Available Las redes de aprendizaje (Learning Networks son redes sociales en línea mediante las cuales los participantes comparten información y colaboran para crear conocimiento. De esta manera, estas redes enriquecen la experiencia de aprendizaje en cualquier contexto de aprendizaje, ya sea de educación formal (en escuelas o universidades o educación no-formal (formación profesional. Aunque el concepto de aprendizaje en red suscita el interés de diferentes actores del ámbito educativo, aún existen muchos interrogantes sobre cómo debe diseñarse el aprendizaje en red para facilitar adecuadamente la educación y la formación. El artículo toma este interrogante como punto de partida, y posteriormente aborda cuestiones como la dinámica de la evolución de las redes de aprendizaje, la importancia de fomentar la confianza entre los participantes y el papel central que desempeña el perfil de usuario en la construcción de la confianza, así como el apoyo entre compañeros. Además, se elabora el proceso de diseño de una red de aprendizaje, y se describe un ejemplo en el contexto universitario. Basándonos en la investigación que actualmente se lleva a cabo en nuestro propio centro y en otros lugares, el capítulo concluye con una visión del futuro de las redes de aprendizaje.Learning Networks are on-line social networks through which users share knowledge with each other and jointly develop new knowledge. This way, Learning Networks may enrich the experience of formal, school-based learning and form a viable setting for professional development. Although networked learning enjoys an increasing interest, many questions remain on how exactly learning in such networked contexts can contribute to successful education and training. Put differently, how should networked learning be designed best to facilitate education and training? Taking this as its point of departure, the chapter addresses such issues as the dynamic evolution of Learning Networks

EOL-1, the homolog of the mammalian Dom3Z, regulates olfactory learning in C. elegans

OpenAIRE

Zhang, J; Calarco, JA; Shen, Y; Zhang, Y

2014-01-01

Learning is an essential function of the nervous system. However, our understanding of molecular underpinnings of learning remains incomplete. Here, we characterize a conserved protein EOL-1 that regulates olfactory learning in Caenorhabditis elegans. A recessive allele of eol-1 (enhanced olfactory learning) learns better to adjust its olfactory preference for bacteria foods and eol-1 acts in the URX sensory neurons to regulate learning. The mammalian homolog of EOL-1, Dom3Z, which regulates ...

The Tablet for Second Language Vocabulary Learning: Keyboard, Stylus or Multiple Choice

Science.gov (United States)

Van Hove, Stephanie; Vanderhoven, Ellen; Cornillie, Frederik

2017-01-01

Mobile technologies are increasingly finding their way into classroom practice. While these technologies can create opportunities that may facilitate learning, including the learning of a second or foreign language (L2), the full potential of these new media often remains underexploited. A case in point concerns tablet applications for language…

Diprosopia in a cat.

Science.gov (United States)

Camón, J; Ruberte, J; Ordóñez, G

1990-05-01

A diprosopic cat is described. In the head, two snouts, three eyes and two pinnae were present. The mandible was single and immobile because labial skin of both upper lips and single lower lip was partly fused. Superimposition of upper and lower dental arches was impossible and the mouths remained permanently open. Two incomplete oral cavities were present and the two tongues were joined at their base. The brain was duplicated in part. In the cranium only occipital and temporal bones were normal, the basisphenoid was bifurcated and the remaining bones were duplicated. Embryological mechanisms are discussed.

Comparison of technology-based cooperative learning with technology-based individual learning in enhancing fundamental nursing proficiency.

Science.gov (United States)

Lin, Zu-Chun

2013-05-01

The aim of nursing education is to prepare students with critical thinking, high interests in profession and high proficiency in patient care. Cooperative learning promotes team work and encourages knowledge building upon discussion. It has been viewed as one of the most powerful learning methods. Technology has been considered an influential tool in teaching and learning. It assists students in gathering more information to solve the problems and master skills better. The purpose of this study was to compare the effect of technology-based cooperative learning with technology-based individual learning in nursing students' critical thinking in catheterization knowledge gaining, error discovering, skill acquisitions, and overall scores. This study used a pretest-posttest experimental design. Ninety-eight students were assigned randomly to one of two groups. Questionnaires and tests were collected at baseline and after completion of intervention. The results of this study showed that there was no significant difference in related catheterization skill performance. However, the remaining variables differed greatly between the two groups. CONCLUSIONS AND APPLICATIONS: This study's findings guide the researchers and instructors to use technology-based cooperative learning more appropriately. Future research should address the design of the course module and the availability of mobile devices to reach student-centered and learn on the move goals. Copyright © 2011 Elsevier Ltd. All rights reserved.

Dissociable Learning Processes Underlie Human Pain Conditioning.

Science.gov (United States)

Zhang, Suyi; Mano, Hiroaki; Ganesh, Gowrishankar; Robbins, Trevor; Seymour, Ben

2016-01-11

Pavlovian conditioning underlies many aspects of pain behavior, including fear and threat detection [1], escape and avoidance learning [2], and endogenous analgesia [3]. Although a central role for the amygdala is well established [4], both human and animal studies implicate other brain regions in learning, notably ventral striatum and cerebellum [5]. It remains unclear whether these regions make different contributions to a single aversive learning process or represent independent learning mechanisms that interact to generate the expression of pain-related behavior. We designed a human parallel aversive conditioning paradigm in which different Pavlovian visual cues probabilistically predicted thermal pain primarily to either the left or right arm and studied the acquisition of conditioned Pavlovian responses using combined physiological recordings and fMRI. Using computational modeling based on reinforcement learning theory, we found that conditioning involves two distinct types of learning process. First, a non-specific "preparatory" system learns aversive facial expressions and autonomic responses such as skin conductance. The associated learning signals-the learned associability and prediction error-were correlated with fMRI brain responses in amygdala-striatal regions, corresponding to the classic aversive (fear) learning circuit. Second, a specific lateralized system learns "consummatory" limb-withdrawal responses, detectable with electromyography of the arm to which pain is predicted. Its related learned associability was correlated with responses in ipsilateral cerebellar cortex, suggesting a novel computational role for the cerebellum in pain. In conclusion, our results show that the overall phenotype of conditioned pain behavior depends on two dissociable reinforcement learning circuits. Copyright © 2016 The Authors. Published by Elsevier Ltd.. All rights reserved.

Forecasting spot electricity prices : Deep learning approaches and empirical comparison of traditional algorithms

NARCIS (Netherlands)

Lago Garcia, J.; De Ridder, Fjo; De Schutter, B.H.K.

2018-01-01

In this paper, a novel modeling framework for forecasting electricity prices is proposed. While many predictive models have been already proposed to perform this task, the area of deep learning algorithms remains yet unexplored. To fill this scientific gap, we propose four different deep learning

Why copy others? Insights from the social learning strategies tournament.

Science.gov (United States)

Rendell, L; Boyd, R; Cownden, D; Enquist, M; Eriksson, K; Feldman, M W; Fogarty, L; Ghirlanda, S; Lillicrap, T; Laland, K N

2010-04-09

Social learning (learning through observation or interaction with other individuals) is widespread in nature and is central to the remarkable success of humanity, yet it remains unclear why copying is profitable and how to copy most effectively. To address these questions, we organized a computer tournament in which entrants submitted strategies specifying how to use social learning and its asocial alternative (for example, trial-and-error learning) to acquire adaptive behavior in a complex environment. Most current theory predicts the emergence of mixed strategies that rely on some combination of the two types of learning. In the tournament, however, strategies that relied heavily on social learning were found to be remarkably successful, even when asocial information was no more costly than social information. Social learning proved advantageous because individuals frequently demonstrated the highest-payoff behavior in their repertoire, inadvertently filtering information for copiers. The winning strategy (discountmachine) relied nearly exclusively on social learning and weighted information according to the time since acquisition.

Learning from south–south comparison: the education systems of ...

African Journals Online (AJOL)

Erna Kinsey

Graduate School of Education, Potchefstroom University, Private Bag X6001, Potchefstroom, ... The comparison with and learning from other countries are not done ..... the informal sector for 12%, and the remaining 29% were unemployed.

Forensic considerations when dealing with incinerated human dental remains.

Science.gov (United States)

Reesu, Gowri Vijay; Augustine, Jeyaseelan; Urs, Aadithya B

2015-01-01

Establishing the human dental identification process relies upon sufficient post-mortem data being recovered to allow for a meaningful comparison with ante-mortem records of the deceased person. Teeth are the most indestructible components of the human body and are structurally unique in their composition. They possess the highest resistance to most environmental effects like fire, desiccation, decomposition and prolonged immersion. In most natural as well as man-made disasters, teeth may provide the only means of positive identification of an otherwise unrecognizable body. It is imperative that dental evidence should not be destroyed through erroneous handling until appropriate radiographs, photographs, or impressions can be fabricated. Proper methods of physical stabilization of incinerated human dental remains should be followed. The maintenance of integrity of extremely fragile structures is crucial to the successful confirmation of identity. In such situations, the forensic dentist must stabilise these teeth before the fragile remains are transported to the mortuary to ensure preservation of possibly vital identification evidence. Thus, while dealing with any incinerated dental remains, a systematic approach must be followed through each stage of evaluation of incinerated dental remains to prevent the loss of potential dental evidence. This paper presents a composite review of various studies on incinerated human dental remains and discusses their impact on the process of human identification and suggests a step by step approach. Copyright © 2014 Elsevier Ltd and Faculty of Forensic and Legal Medicine. All rights reserved.

Approximation methods for efficient learning of Bayesian networks

CERN Document Server

Riggelsen, C

2008-01-01

This publication offers and investigates efficient Monte Carlo simulation methods in order to realize a Bayesian approach to approximate learning of Bayesian networks from both complete and incomplete data. For large amounts of incomplete data when Monte Carlo methods are inefficient, approximations are implemented, such that learning remains feasible, albeit non-Bayesian. The topics discussed are: basic concepts about probabilities, graph theory and conditional independence; Bayesian network learning from data; Monte Carlo simulation techniques; and, the concept of incomplete data. In order to provide a coherent treatment of matters, thereby helping the reader to gain a thorough understanding of the whole concept of learning Bayesian networks from (in)complete data, this publication combines in a clarifying way all the issues presented in the papers with previously unpublished work.

Reflections of health care professionals on e-learning resources for patient safety.

Science.gov (United States)

Walsh, Kieran

2018-01-01

There is a paucity of evidence on how health care professionals view e-learning as a means of education to achieve safer health care. To address this gap, the reflections of health care professionals who used the resources on BMJ Learning were captured and analyzed. Key themes emerged from the analysis. Health care professionals are keen to put their e-learning into action to achieve safer health care and to learn how to follow guidelines that will help them achieve safer health care. Learners wanted their learning to remain grounded in reality. Finally, many commented that it was difficult for their individual learning to have a real impact when the culture of the organization did not change.

SOME ASPECTS OF EARLY DEVELOPMENT OF THE THYMUS: EMBRYOLOGICAL BASIS FOR ECTOPIC THYMUS AND THYMOPHARYNGEAL DUCT CYST. Algunas observaciones acerca del temprano desarrollo del timo: bases embriológicas del timo ectópico y del quiste del conducto timofar

Directory of Open Access Journals (Sweden)

Ivan Varga

2016-03-01

Full Text Available Introducción. El objetivo principal de nuestro trabajo es el estudio histológico del desarrollo del timo humano entre la 5ª y la 8ª semana de gestación. Describimos varios términos embriológicos poco usados como: timo secundus, descensus thymi (la base embriológica para situar el timo en la garganta, ductus timicus (la base embriológica para el defecto innato llamado conducto timofaríngeo con posibilidad de formar un quiste. Material y método. Nuestras observaciones se basan en la investigación de 18 embriones humanos entre la 6ª y la 8ª semana de gestación. Resultados. La base del timo es común con la base de las glándulas paratiroideas. Es comparable con las bolsas faríngeas (saccus pharyngeus en los embriones largos de 8 a 9 mm. La proliferación endodermal del epitelio en el tercer foco faríngeo (focus faringeus 3 es muy visible. La parte craneal y la parte dorsal son la base de origen de las glándulas paratiroideas inferiores. La parte caudal y la parte ventral son la base para el timo. Hemos observado también la notable proliferación del epitelio en la segunda bolsa faríngea, llamado por algunos autores Timo secundus. En nuestra opinión, en el ser humano no se forma un timo funcional en este lugar y la proliferación del epitelio en la mayoría de los casos, se detiene pronto. Conclusión. En este trabajo ofrecemos una vista general sobre la importancia clínica del desarrollo del timo y la descripción de los defectos innatos más frecuentes del mismo. Introduction. The aim of our morphological study is to describe the development of human thymus from 5th up to 8th week after fertilization in the context of its phylogenesis. We explicate some of the “forgotten” embryological terms with respect to their functions in thymic development, such as “thymus secundus”, “descensus thymi” (an embryological basis for cervical thymus and “ductus thymicus” (an embryologic basis for a congenital anomaly called

Transfer Effect of Speech-sound Learning on Auditory-motor Processing of Perceived Vocal Pitch Errors.

Science.gov (United States)

Chen, Zhaocong; Wong, Francis C K; Jones, Jeffery A; Li, Weifeng; Liu, Peng; Chen, Xi; Liu, Hanjun

2015-08-17

Speech perception and production are intimately linked. There is evidence that speech motor learning results in changes to auditory processing of speech. Whether speech motor control benefits from perceptual learning in speech, however, remains unclear. This event-related potential study investigated whether speech-sound learning can modulate the processing of feedback errors during vocal pitch regulation. Mandarin speakers were trained to perceive five Thai lexical tones while learning to associate pictures with spoken words over 5 days. Before and after training, participants produced sustained vowel sounds while they heard their vocal pitch feedback unexpectedly perturbed. As compared to the pre-training session, the magnitude of vocal compensation significantly decreased for the control group, but remained consistent for the trained group at the post-training session. However, the trained group had smaller and faster N1 responses to pitch perturbations and exhibited enhanced P2 responses that correlated significantly with their learning performance. These findings indicate that the cortical processing of vocal pitch regulation can be shaped by learning new speech-sound associations, suggesting that perceptual learning in speech can produce transfer effects to facilitating the neural mechanisms underlying the online monitoring of auditory feedback regarding vocal production.

Scoping the future: a model for integrating learning environments

OpenAIRE

Honeychurch, Sarah; Barr, Niall

2013-01-01

The Virtual Learning Environment (VLE) has become synonymous with online learning in HE.However, with the rise of Web 2.0 technologies, social networking tools and cloud computing thearchitecture of the current VLEs is increasingly anachronistic. This paper suggests an alternative tothe traditional VLE: one which allows for flexibility and adaptation to the needs of individual teachers,while remaining resilient and providing students with a seamless experience. We present a prototypeof our vi...

Development of a remaining lifetime management system for NPPS

International Nuclear Information System (INIS)

Galvan, J.C.; Regano, M.; Hevia Ruperez, F.

1994-01-01

The interest evinced by Spain nuclear power plants in providing a tool to support remaining lifetime management led to UNESA's application to OCIDE in 1992, and the latter's approval, for financing the project to develop a Remaining Lifetime Evaluation System for LWR nuclear power plants. This project is currently being developed under UNESA leadership, and the collaboration of three Spanish engineering companies and a research centre. The paper will describe its objectives, activities, current status and prospects. The project is defined in two phases, the first consisting of the identification and analysis of the main ageing phenomena and their significant parameters and specification of the Remaining Lifetime Evaluation System (RLES), and the second implementation of a pilot application of the RLES to verify its effectiveness. (Author)

Spatial learning depends on both the addition and removal of new hippocampal neurons.

Directory of Open Access Journals (Sweden)

David Dupret

2007-08-01

Full Text Available The role of adult hippocampal neurogenesis in spatial learning remains a matter of debate. Here, we show that spatial learning modifies neurogenesis by inducing a cascade of events that resembles the selective stabilization process characterizing development. Learning promotes survival of relatively mature neurons, apoptosis of more immature cells, and finally, proliferation of neural precursors. These are three interrelated events mediating learning. Thus, blocking apoptosis impairs memory and inhibits learning-induced cell survival and cell proliferation. In conclusion, during learning, similar to the selective stabilization process, neuronal networks are sculpted by a tightly regulated selection and suppression of different populations of newly born neurons.

Worldwide Overview of Lessons Learned from Decommissioning Projects

International Nuclear Information System (INIS)

Laraia, Michele

2008-01-01

With an increasing number of radioactive facilities and reactors now reaching the end of their useful life and being taken out of service, there is a growing emphasis worldwide on the safe and efficient decommissioning of such plants. There is a wealth of experience already gained in decommissioning projects for all kinds of nuclear facilities. It is now possible to compare and discuss progress and accomplishments worldwide. In particular, rather than on the factual descriptions of projects, technologies and case histories, it is important to focus on lessons learned: in this way, the return of experience is felt to effectively contribute to progress. Key issues - inevitably based on a subjective ranking - are presented in this paper. Through the exchange of lessons learned, it is possible to achieve full awareness of the need for resources for and constraints of safe and cost-effective decommissioning. What remains now is the identification of specific, remaining issues that may hinder or delay the smooth progress of decommissioning. To this end, lessons learned provide the necessary background information; this paper tries to make extensive use of practical experience gained by the international community

Learned Interval Time Facilitates Associate Memory Retrieval

Science.gov (United States)

van de Ven, Vincent; Kochs, Sarah; Smulders, Fren; De Weerd, Peter

2017-01-01

The extent to which time is represented in memory remains underinvestigated. We designed a time paired associate task (TPAT) in which participants implicitly learned cue-time-target associations between cue-target pairs and specific cue-target intervals. During subsequent memory testing, participants showed increased accuracy of identifying…

Rule learning in autism: the role of reward type and social context.

Science.gov (United States)

Jones, E J H; Webb, S J; Estes, A; Dawson, G

2013-01-01

Learning abstract rules is central to social and cognitive development. Across two experiments, we used Delayed Non-Matching to Sample tasks to characterize the longitudinal development and nature of rule-learning impairments in children with Autism Spectrum Disorder (ASD). Results showed that children with ASD consistently experienced more difficulty learning an abstract rule from a discrete physical reward than children with DD. Rule learning was facilitated by the provision of more concrete reinforcement, suggesting an underlying difficulty in forming conceptual connections. Learning abstract rules about social stimuli remained challenging through late childhood, indicating the importance of testing executive functions in both social and non-social contexts.

A Reinforcement-Based Learning Paradigm Increases Anatomical Learning and Retention—A Neuroeducation Study

Science.gov (United States)

Anderson, Sarah J.; Hecker, Kent G.; Krigolson, Olave E.; Jamniczky, Heather A.

2018-01-01

In anatomy education, a key hurdle to engaging in higher-level discussion in the classroom is recognizing and understanding the extensive terminology used to identify and describe anatomical structures. Given the time-limited classroom environment, seeking methods to impart this foundational knowledge to students in an efficient manner is essential. Just-in-Time Teaching (JiTT) methods incorporate pre-class exercises (typically online) meant to establish foundational knowledge in novice learners so subsequent instructor-led sessions can focus on deeper, more complex concepts. Determining how best do we design and assess pre-class exercises requires a detailed examination of learning and retention in an applied educational context. Here we used electroencephalography (EEG) as a quantitative dependent variable to track learning and examine the efficacy of JiTT activities to teach anatomy. Specifically, we examined changes in the amplitude of the N250 and reward positivity event-related brain potential (ERP) components alongside behavioral performance as novice students participated in a series of computerized reinforcement-based learning modules to teach neuroanatomical structures. We found that as students learned to identify anatomical structures, the amplitude of the N250 increased and reward positivity amplitude decreased in response to positive feedback. Both on a retention and transfer exercise when learners successfully remembered and translated their knowledge to novel images, the amplitude of the reward positivity remained decreased compared to early learning. Our findings suggest ERPs can be used as a tool to track learning, retention, and transfer of knowledge and that employing the reinforcement learning paradigm is an effective educational approach for developing anatomical expertise. PMID:29467638

A Reinforcement-Based Learning Paradigm Increases Anatomical Learning and Retention—A Neuroeducation Study

Directory of Open Access Journals (Sweden)

Sarah J. Anderson

2018-02-01

Full Text Available In anatomy education, a key hurdle to engaging in higher-level discussion in the classroom is recognizing and understanding the extensive terminology used to identify and describe anatomical structures. Given the time-limited classroom environment, seeking methods to impart this foundational knowledge to students in an efficient manner is essential. Just-in-Time Teaching (JiTT methods incorporate pre-class exercises (typically online meant to establish foundational knowledge in novice learners so subsequent instructor-led sessions can focus on deeper, more complex concepts. Determining how best do we design and assess pre-class exercises requires a detailed examination of learning and retention in an applied educational context. Here we used electroencephalography (EEG as a quantitative dependent variable to track learning and examine the efficacy of JiTT activities to teach anatomy. Specifically, we examined changes in the amplitude of the N250 and reward positivity event-related brain potential (ERP components alongside behavioral performance as novice students participated in a series of computerized reinforcement-based learning modules to teach neuroanatomical structures. We found that as students learned to identify anatomical structures, the amplitude of the N250 increased and reward positivity amplitude decreased in response to positive feedback. Both on a retention and transfer exercise when learners successfully remembered and translated their knowledge to novel images, the amplitude of the reward positivity remained decreased compared to early learning. Our findings suggest ERPs can be used as a tool to track learning, retention, and transfer of knowledge and that employing the reinforcement learning paradigm is an effective educational approach for developing anatomical expertise.

Reflective Learning in a Chinese MBA Programme: Scale Assessment and Future Recommendations

Science.gov (United States)

Xiao, Qian; Zhu, Pinghui; Hsu, Maxwell K.; Zhuang, Weiling; Peltier, James

2016-01-01

The purpose of this study was twofold: (1) to use Chinese MBA students to validate the expanded reflective learning continuum and address the concerns raised in this regard in business education; (2) to determine whether the continuum concept holds true in a non-western culture and whether the reflective learning continuum remains a powerful force…

The Relationship between Workplace Climate, Motivation and Learning Approaches for Knowledge Workers

Science.gov (United States)

Vanthournout, Gert; Noyens, Dorien; Gijbels, David; Van den Bossche, Piet

2014-01-01

Workplace learning is becoming a central tenet for a large proportion of today's employees. This seems especially true for so-called knowledge workers. Today, it remains unclear how differences in the quality of workplace learning are affected by differences in perception of the workplace environment and the motivation of knowledge workers to…

Enigmatic human tails: A review of their history, embryology, classification, and clinical manifestations.

Science.gov (United States)

Tubbs, R Shane; Malefant, Jason; Loukas, Marios; Jerry Oakes, W; Oskouian, Rod J; Fries, Fabian N

2016-05-01

The presence of a human tail is a rare and intriguing phenomenon. While cases have been reported in the literature, confusion remains with respect to the proper classification, definition, and treatment methods. We review the literature concerning this anatomical derailment. We also consider the importance of excluding underlying congenital anomalies in these patients to prevent neurological deficits and other abnormal manifestations. © 2016 Wiley Periodicals, Inc.

Machine learning: novel bioinformatics approaches for combating antimicrobial resistance.

Science.gov (United States)

Macesic, Nenad; Polubriaginof, Fernanda; Tatonetti, Nicholas P

2017-12-01

Antimicrobial resistance (AMR) is a threat to global health and new approaches to combating AMR are needed. Use of machine learning in addressing AMR is in its infancy but has made promising steps. We reviewed the current literature on the use of machine learning for studying bacterial AMR. The advent of large-scale data sets provided by next-generation sequencing and electronic health records make applying machine learning to the study and treatment of AMR possible. To date, it has been used for antimicrobial susceptibility genotype/phenotype prediction, development of AMR clinical decision rules, novel antimicrobial agent discovery and antimicrobial therapy optimization. Application of machine learning to studying AMR is feasible but remains limited. Implementation of machine learning in clinical settings faces barriers to uptake with concerns regarding model interpretability and data quality.Future applications of machine learning to AMR are likely to be laboratory-based, such as antimicrobial susceptibility phenotype prediction.

Strength of Temporal White Matter Pathways Predicts Semantic Learning.

Science.gov (United States)

Ripollés, Pablo; Biel, Davina; Peñaloza, Claudia; Kaufmann, Jörn; Marco-Pallarés, Josep; Noesselt, Toemme; Rodríguez-Fornells, Antoni

2017-11-15

Learning the associations between words and meanings is a fundamental human ability. Although the language network is cortically well defined, the role of the white matter pathways supporting novel word-to-meaning mappings remains unclear. Here, by using contextual and cross-situational word learning, we tested whether learning the meaning of a new word is related to the integrity of the language-related white matter pathways in 40 adults (18 women). The arcuate, uncinate, inferior-fronto-occipital and inferior-longitudinal fasciculi were virtually dissected using manual and automatic deterministic fiber tracking. Critically, the automatic method allowed assessing the white matter microstructure along the tract. Results demonstrate that the microstructural properties of the left inferior-longitudinal fasciculus predict contextual learning, whereas the left uncinate was associated with cross-situational learning. In addition, we identified regions of special importance within these pathways: the posterior middle temporal gyrus, thought to serve as a lexical interface and specifically related to contextual learning; the anterior temporal lobe, known to be an amodal hub for semantic processing and related to cross-situational learning; and the white matter near the hippocampus, a structure fundamental for the initial stages of new-word learning and, remarkably, related to both types of word learning. No significant associations were found for the inferior-fronto-occipital fasciculus or the arcuate. While previous results suggest that learning new phonological word forms is mediated by the arcuate fasciculus, these findings show that the temporal pathways are the crucial neural substrate supporting one of the most striking human abilities: our capacity to identify correct associations between words and meanings under referential indeterminacy. SIGNIFICANCE STATEMENT The language-processing network is cortically (i.e., gray matter) well defined. However, the role of the

Remaining life assessment of a high pressure turbine rotor

International Nuclear Information System (INIS)

Nguyen, Ninh; Little, Alfie

2012-01-01

This paper describes finite element and fracture mechanics based modelling work that provides a useful tool for evaluation of the remaining life of a high pressure (HP) steam turbine rotor that had experienced thermal fatigue cracking. An axis-symmetrical model of a HP rotor was constructed. Steam temperature, pressure and rotor speed data from start ups and shut downs were used for the thermal and stress analysis. Operating history and inspection records were used to benchmark the damage experienced by the rotor. Fracture mechanics crack growth analysis was carried out to evaluate the remaining life of the rotor under themal cyclic loading conditions. The work confirmed that the fracture mechanics approach in conjunction with finite element modelling provides a useful tool for assessing the remaining life of high temperature components in power plants.

Postmortem Scavenging of Human Remains by Domestic Cats

Directory of Open Access Journals (Sweden)

Ananya Suntirukpong, M.D.

2017-11-01

Full Text Available Objective: Crime scene investigators, forensic medicine doctors and pathologists, and forensic anthropologists frequently encounter postmortem scavenging of human remains by household pets. Case presentation: The authors present a case report of a partially skeletonized adult male found dead after more than three months in his apartment in Thailand. The body was in an advanced stage of decomposition with nearly complete skeletonization of the head, neck, hands, and feet. The presence of maggots and necrophagous (flesh eating beetles on the body confirmed that insects had consumed much of the soft tissues. Examination of the hand and foot bones revealed canine tooth puncture marks. Evidence of chewing indicated that one or more of the decedent’s three house cats had fed on the body after death. Recognizing and identifying carnivore and rodent activity on the soft flesh and bones of human remains is important in interpreting and reconstructing postmortem damage. Thorough analysis may help explain why skeletal elements are missing, damaged, or out of anatomical position. Conclusion: This report presents a multi-disciplinary approach combining forensic anthropology and forensic medicine in examining and interpreting human remains.

Remaining Useful Life Estimation of Insulated Gate Biploar Transistors (IGBTs Based on a Novel Volterra k-Nearest Neighbor Optimally Pruned Extreme Learning Machine (VKOPP Model Using Degradation Data

Directory of Open Access Journals (Sweden)

Zhen Liu

2017-11-01

Full Text Available The insulated gate bipolar transistor (IGBT is a kind of excellent performance switching device used widely in power electronic systems. How to estimate the remaining useful life (RUL of an IGBT to ensure the safety and reliability of the power electronics system is currently a challenging issue in the field of IGBT reliability. The aim of this paper is to develop a prognostic technique for estimating IGBTs’ RUL. There is a need for an efficient prognostic algorithm that is able to support in-situ decision-making. In this paper, a novel prediction model with a complete structure based on optimally pruned extreme learning machine (OPELM and Volterra series is proposed to track the IGBT’s degradation trace and estimate its RUL; we refer to this model as Volterra k-nearest neighbor OPELM prediction (VKOPP model. This model uses the minimum entropy rate method and Volterra series to reconstruct phase space for IGBTs’ ageing samples, and a new weight update algorithm, which can effectively reduce the influence of the outliers and noises, is utilized to establish the VKOPP network; then a combination of the k-nearest neighbor method (KNN and least squares estimation (LSE method is used to calculate the output weights of OPELM and predict the RUL of the IGBT. The prognostic results show that the proposed approach can predict the RUL of IGBT modules with small error and achieve higher prediction precision and lower time cost than some classic prediction approaches.

The Effectiveness of Computers on Vocabulary Learning among Preschool Children: A Semiotic Approach

Science.gov (United States)

Basoz, Tutku; Can, Dilek Tüfekci

2016-01-01

Semiotics has recently achieved some prominence as a theoretical foundation for foreign language learning/teaching. Though there have been a number of research on the semiotics in foreign language learning, the practical use of semiotics in preschool classroom environment still remains unanswered. What is more, the effectiveness of computers on…

Putting an Ethical Lens on Learning Analytics

Science.gov (United States)

West, Deborah; Huijser, Henk; Heath, David

2016-01-01

As learning analytics activity has increased, a variety of ethical implications and considerations have emerged, though a significant research gap remains in explicitly investigating the views of key stakeholders, such as academic staff. This paper draws on ethics-related findings from an Australian study featuring two surveys, one of…

Lifelong learning in obstetrics and gynaecology: how theory can influence clinical practice.

Science.gov (United States)

Mukhopadhyay, S; Smith, S; Cresswell, J

2011-08-01

Lifelong learning refers to the systematic acquisition, renewal, updating and completion of knowledge. It is synonymous with the term 'self-directed learning'. This is a new educational strategy meant to consolidate knowledge in a fashion that is reproducible for a lifetime with successful application to both known and unknown clinical exercises. The development of lifelong learning is based on the principles of andragogy (autonomy and independence in one's learning activities), reflection and learning from experience. This paper deals with the development of these theories culminating in the advent of self-directed learning. Evidence to support experiential, reflective and self-directed learning is provided, including the use of rating scales. An example from obstetrics is used to highlight the application of these principles. There are barriers to adopting a new educational paradigm, however, lifelong learning remains an excellent tool for continuous professional development.

Investigating Problem-Based Learning Tutorship in Medical and Engineering Programs in Malaysia

Science.gov (United States)

Servant, Virginie F. C.; Dewar, Eleanor F. A.

2015-01-01

Although Malaysia was the first country in Asia to adopt problem-based learning (PBL), the impact that this has had on its tutors remains largely unexplored. This paper details a qualitative study of the changing perceptions of teaching roles in two groups of problem-based learning tutors in two institutional contexts--one in medicine located in…

Spike-Based Bayesian-Hebbian Learning of Temporal Sequences

DEFF Research Database (Denmark)

Tully, Philip J; Lindén, Henrik; Hennig, Matthias H

2016-01-01

Many cognitive and motor functions are enabled by the temporal representation and processing of stimuli, but it remains an open issue how neocortical microcircuits can reliably encode and replay such sequences of information. To better understand this, a modular attractor memory network is proposed...... in which meta-stable sequential attractor transitions are learned through changes to synaptic weights and intrinsic excitabilities via the spike-based Bayesian Confidence Propagation Neural Network (BCPNN) learning rule. We find that the formation of distributed memories, embodied by increased periods...

Explosives remain preferred methods for platform abandonment

International Nuclear Information System (INIS)

Pulsipher, A.; Daniel, W. IV; Kiesler, J.E.; Mackey, V. III

1996-01-01

Economics and safety concerns indicate that methods involving explosives remain the most practical and cost-effective means for abandoning oil and gas structures in the Gulf of Mexico. A decade has passed since 51 dead sea turtles, many endangered Kemp's Ridleys, washed ashore on the Texas coast shortly after explosives helped remove several offshore platforms. Although no relationship between the explosions and the dead turtles was ever established, in response to widespread public concern, the US Minerals Management Service (MMS) and National Marine Fisheries Service (NMFS) implemented regulations limiting the size and timing of explosive charges. Also, more importantly, they required that operators pay for observers to survey waters surrounding platforms scheduled for removal for 48 hr before any detonations. If observers spot sea turtles or marine mammals within the danger zone, the platform abandonment is delayed until the turtles leave or are removed. However, concern about the effects of explosives on marine life remains

Decomposition Technique for Remaining Useful Life Prediction

Science.gov (United States)

Saha, Bhaskar (Inventor); Goebel, Kai F. (Inventor); Saxena, Abhinav (Inventor); Celaya, Jose R. (Inventor)

2014-01-01

The prognostic tool disclosed here decomposes the problem of estimating the remaining useful life (RUL) of a component or sub-system into two separate regression problems: the feature-to-damage mapping and the operational conditions-to-damage-rate mapping. These maps are initially generated in off-line mode. One or more regression algorithms are used to generate each of these maps from measurements (and features derived from these), operational conditions, and ground truth information. This decomposition technique allows for the explicit quantification and management of different sources of uncertainty present in the process. Next, the maps are used in an on-line mode where run-time data (sensor measurements and operational conditions) are used in conjunction with the maps generated in off-line mode to estimate both current damage state as well as future damage accumulation. Remaining life is computed by subtracting the instance when the extrapolated damage reaches the failure threshold from the instance when the prediction is made.

Skill learning from kinesthetic feedback.

Science.gov (United States)

Pinzon, David; Vega, Roberto; Sanchez, Yerly Paola; Zheng, Bin

2017-10-01

It is important for a surgeon to perform surgical tasks under appropriate guidance from visual and kinesthetic feedback. However, our knowledge on kinesthetic (muscle) memory and its role in learning motor skills remains elementary. To discover the effect of exclusive kinesthetic training on kinesthetic memory in both performance and learning. In Phase 1, a total of twenty participants duplicated five 2 dimensional movements of increasing complexity via passive kinesthetic guidance, without visual or auditory stimuli. Five participants were asked to repeat the task in the Phase 2 over a period of three weeks, for a total of nine sessions. Subjects accurately recalled movement direction using kinesthetic memory, but recalling movement length was less precise. Over the nine training sessions, error occurrence dropped after the sixth session. Muscle memory constructs the foundation for kinesthetic training. Knowledge gained helps surgeons learn skills from kinesthetic information in the condition where visual feedback is limited. Copyright © 2016 Elsevier Inc. All rights reserved.

Learning fast accurate movements requires intact frontostriatal circuits

Directory of Open Access Journals (Sweden)

Britne eShabbott

2013-11-01

Full Text Available The basal ganglia are known to play a crucial role in movement execution, but their importance for motor skill learning remains unclear. Obstacles to our understanding include the lack of a universally accepted definition of motor skill learning (definition confound, and difficulties in distinguishing learning deficits from execution impairments (performance confound. We studied how healthy subjects and subjects with a basal ganglia disorder learn fast accurate reaching movements, and we addressed the definition and performance confounds by: 1 focusing on an operationally defined core element of motor skill learning (speed-accuracy learning, and 2 using normal variation in initial performance to separate movement execution impairment from motor learning abnormalities. We measured motor skill learning learning as performance improvement in a reaching task with a speed-accuracy trade-off. We compared the performance of subjects with Huntington’s disease (HD, a neurodegenerative basal ganglia disorder, to that of premanifest carriers of the HD mutation and of control subjects. The initial movements of HD subjects were less skilled (slower and/or less accurate than those of control subjects. To factor out these differences in initial execution, we modeled the relationship between learning and baseline performance in control subjects. Subjects with HD exhibited a clear learning impairment that was not explained by differences in initial performance. These results support a role for the basal ganglia in both movement execution and motor skill learning.

Machine learning vortices at the Kosterlitz-Thouless transition

Science.gov (United States)

Beach, Matthew J. S.; Golubeva, Anna; Melko, Roger G.

2018-01-01

Efficient and automated classification of phases from minimally processed data is one goal of machine learning in condensed-matter and statistical physics. Supervised algorithms trained on raw samples of microstates can successfully detect conventional phase transitions via learning a bulk feature such as an order parameter. In this paper, we investigate whether neural networks can learn to classify phases based on topological defects. We address this question on the two-dimensional classical XY model which exhibits a Kosterlitz-Thouless transition. We find significant feature engineering of the raw spin states is required to convincingly claim that features of the vortex configurations are responsible for learning the transition temperature. We further show a single-layer network does not correctly classify the phases of the XY model, while a convolutional network easily performs classification by learning the global magnetization. Finally, we design a deep network capable of learning vortices without feature engineering. We demonstrate the detection of vortices does not necessarily result in the best classification accuracy, especially for lattices of less than approximately 1000 spins. For larger systems, it remains a difficult task to learn vortices.

Preference learning for cognitive modeling: a case study on entertainment preferences

DEFF Research Database (Denmark)

Yannakakis, Georgios; Maragoudakis, Manolis; Hallam, John

2009-01-01

Learning from preferences, which provide means for expressing a subject's desires, constitutes an important topic in machine learning research. This paper presents a comparative study of four alternative instance preference learning algorithms (both linear and nonlinear). The case study...... investigated is to learn to predict the expressed entertainment preferences of children when playing physical games built on their personalized playing features (entertainment modeling). Two of the approaches are derived from the literature--the large-margin algorithm (LMA) and preference learning...... with Gaussian processes--while the remaining two are custom-designed approaches for the problem under investigation: meta-LMA and neuroevolution. Preference learning techniques are combined with feature set selection methods permitting the construction of effective preference models, given suitable individual...

Motivation and intelligence drive auditory perceptual learning.

Science.gov (United States)

Amitay, Sygal; Halliday, Lorna; Taylor, Jenny; Sohoglu, Ediz; Moore, David R

2010-03-23

Although feedback on performance is generally thought to promote perceptual learning, the role and necessity of feedback remain unclear. We investigated the effect of providing varying amounts of positive feedback while listeners attempted to discriminate between three identical tones on learning frequency discrimination. Using this novel procedure, the feedback was meaningless and random in relation to the listeners' responses, but the amount of feedback provided (or lack thereof) affected learning. We found that a group of listeners who received positive feedback on 10% of the trials improved their performance on the task (learned), while other groups provided either with excess (90%) or with no feedback did not learn. Superimposed on these group data, however, individual listeners showed other systematic changes of performance. In particular, those with lower non-verbal IQ who trained in the no feedback condition performed more poorly after training. This pattern of results cannot be accounted for by learning models that ascribe an external teacher role to feedback. We suggest, instead, that feedback is used to monitor performance on the task in relation to its perceived difficulty, and that listeners who learn without the benefit of feedback are adept at self-monitoring of performance, a trait that also supports better performance on non-verbal IQ tests. These results show that 'perceptual' learning is strongly influenced by top-down processes of motivation and intelligence.

Identification of learning mechanisms in a wild meerkat population.

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Will Hoppitt

Full Text Available Vigorous debates as to the evolutionary origins of culture remain unresolved due to an absence of methods for identifying learning mechanisms in natural populations. While laboratory experiments on captive animals have revealed evidence for a number of mechanisms, these may not necessarily reflect the processes typically operating in nature. We developed a novel method that allows social and asocial learning mechanisms to be determined in animal groups from the patterns of interaction with, and solving of, a task. We deployed it to analyse learning in groups of wild meerkats (Suricata suricatta presented with a novel foraging apparatus. We identify nine separate learning processes underlying the meerkats' foraging behaviour, in each case precisely quantifying their strength and duration, including local enhancement, emulation, and a hitherto unrecognized form of social learning, which we term 'observational perseverance'. Our analysis suggests a key factor underlying the stability of behavioural traditions is a high ratio of specific to generalized social learning effects. The approach has widespread potential as an ecologically valid tool to investigate learning mechanisms in natural groups of animals, including humans.

Teaching Shakespeare through blended learning

Directory of Open Access Journals (Sweden)

Lesley Hawkes

2018-03-01

Full Text Available This paper describes and discusses experimentation with the use of blended learning in teaching Shakespeare. Previous iterations of the subject in a traditional lecture and tutorial format had seen a decline in student attendance and a fall in student achievement at the higher grade levels. A further complicating issue was the range of expectations from the cohort, which comprised students from Creative Writing, Drama, and Education, a factor which also highlights the cross-disciplinary nature of teaching Shakespeare. A blended learning and lectorial format was employed to facilitate small group discussion of the plays in conjunction with a wider social and historical overview. Student feedback indicated that the changes to the delivery method were received positively, although some questions do remain concerning levels of student engagement and the specific disciplinary needs of student cohorts. The findings of the teaching of this subject will translate usefully to other fields and disciplines, especially as more and more subjects take up blended learning. The findings indicate that it is not enough to take up new technologies in the teaching of a unit. The learning environment must also be rethought and reconceptualised.

A Research Agenda for Geospatial Technologies and Learning

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Baker, Tom R.; Battersby, Sarah; Bednarz, Sarah W.; Bodzin, Alec M.; Kolvoord, Bob; Moore, Steven; Sinton, Diana; Uttal, David

2015-01-01

Knowledge around geospatial technologies and learning remains sparse, inconsistent, and overly anecdotal. Studies are needed that are better structured; more systematic and replicable; attentive to progress and findings in the cognate fields of science, technology, engineering, and math education; and coordinated for multidisciplinary approaches.…

Learn Office 2011 for Mac OS X

CERN Document Server

Hart-Davis, Guy

2011-01-01

Office for Mac remains the leading productivity suite for Mac, with Apple's iWork and the free OpenOffice.org trailing far behind. And now it's being updated with a cleaner interface and more compatibility with Exchange and SharePoint. Learn Office 2011 for Mac OS X offers a practical, hands-on approach to using Office 2011 applications to create and edit documents and get work done efficiently. You'll learn how to customize Office, design, create, and share documents, manipulate data in a spreadsheet, and create lively presentations. You'll also discover how to organize your email, contacts,

Consolidating the effects of waking and sleep on motor-sequence learning.

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Brawn, Timothy P; Fenn, Kimberly M; Nusbaum, Howard C; Margoliash, Daniel

2010-10-20

Sleep is widely believed to play a critical role in memory consolidation. Sleep-dependent consolidation has been studied extensively in humans using an explicit motor-sequence learning paradigm. In this task, performance has been reported to remain stable across wakefulness and improve significantly after sleep, making motor-sequence learning the definitive example of sleep-dependent enhancement. Recent work, however, has shown that enhancement disappears when the task is modified to reduce task-related inhibition that develops over a training session, thus questioning whether sleep actively consolidates motor learning. Here we use the same motor-sequence task to demonstrate sleep-dependent consolidation for motor-sequence learning and explain the discrepancies in results across studies. We show that when training begins in the morning, motor-sequence performance deteriorates across wakefulness and recovers after sleep, whereas performance remains stable across both sleep and subsequent waking with evening training. This pattern of results challenges an influential model of memory consolidation defined by a time-dependent stabilization phase and a sleep-dependent enhancement phase. Moreover, the present results support a new account of the behavioral effects of waking and sleep on explicit motor-sequence learning that is consistent across a wide range of tasks. These observations indicate that current theories of memory consolidation that have been formulated to explain sleep-dependent performance enhancements are insufficient to explain the range of behavioral changes associated with sleep.

Why Agricultural Educators Remain in the Classroom

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Crutchfield, Nina; Ritz, Rudy; Burris, Scott

2013-01-01

The purpose of this study was to identify and describe factors that are related to agricultural educator career retention and to explore the relationships between work engagement, work-life balance, occupational commitment, and personal and career factors as related to the decision to remain in the teaching profession. The target population for…

Applying an Experiential Learning Model to the Teaching of Gateway Strategy Board Games

Science.gov (United States)

Sato, Aiko; de Haan, Jonathan

2016-01-01

The board game hobby has rapidly grown and evolved in recent years, but most of the non-digital games lack tips and tutorials and remain difficult to learn and teach effectively. In this project, we integrated a popular hobbyist approach to teaching modern strategy games with classical experiential learning elements (i.e., demonstration,…

Clinical learning environments: place, artefacts and rhythm.

Science.gov (United States)

Sheehan, Dale; Jowsey, Tanisha; Parwaiz, Mariam; Birch, Mark; Seaton, Philippa; Shaw, Susan; Duggan, Alison; Wilkinson, Tim

2017-10-01

Health care practitioners learn through experience in clinical environments in which supervision is a key component, but how that learning occurs outside the supervision relationship remains largely unknown. This study explores the environmental factors that inform and support workplace learning within a clinical environment. An observational study drawing on ethnographic methods was undertaken in a general medicine ward. Observers paid attention to interactions among staff members that involved potential teaching and learning moments that occurred and were visible in the course of routine work. General purpose thematic analysis of field notes was undertaken. A total of 376 observations were undertaken and documented. The findings suggest that place (location of interaction), rhythm (regularity of activities occurring in the ward) and artefacts (objects and equipment) were strong influences on the interactions and exchanges that occurred. Each of these themes had inherent tensions that could promote or inhibit engagement and therefore learning opportunities. Although many learning opportunities were available, not all were taken up or recognised by the participants. We describe and make explicit how the natural environment of a medical ward and flow of work through patient care contribute to the learning architecture, and how this creates or inhibits opportunities for learning. Awareness of learning opportunities was often tacit and not explicit for either supervisor or learner. We identify strategies through which tensions inherent within space, artefacts and the rhythms of work can be resolved and learning opportunities maximised. © 2017 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

Educational Rationale Metadata for Learning Objects

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Tom Carey

2002-10-01

Full Text Available Instructors searching for learning objects in online repositories will be guided in their choices by the content of the object, the characteristics of the learners addressed, and the learning process embodied in the object. We report here on a feasibility study for metadata to record process-oriented information about instructional approaches for learning objects, though a set of Educational Rationale [ER] tags which would allow authors to describe the critical elements in their design intent. The prototype ER tags describe activities which have been demonstrated to be of value in learning, and authors select the activities whose support was critical in their design decisions. The prototype ER tag set consists descriptors of the instructional approach used in the design, plus optional sub-elements for Comments, Importance and Features which implement the design intent. The tag set was tested by creators of four learning object modules, three intended for post-secondary learners and one for K-12 students and their families. In each case the creators reported that the ER tag set allowed them to express succinctly the key instructional approaches embedded in their designs. These results confirmed the overall feasibility of the ER tag approach as a means of capturing design intent from creators of learning objects. Much work remains to be done before a usable ER tag set could be specified, including evaluating the impact of ER tags during design to improve instructional quality of learning objects.

Neural Basis of Reinforcement Learning and Decision Making

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Lee, Daeyeol; Seo, Hyojung; Jung, Min Whan

2012-01-01

Reinforcement learning is an adaptive process in which an animal utilizes its previous experience to improve the outcomes of future choices. Computational theories of reinforcement learning play a central role in the newly emerging areas of neuroeconomics and decision neuroscience. In this framework, actions are chosen according to their value functions, which describe how much future reward is expected from each action. Value functions can be adjusted not only through reward and penalty, but also by the animal’s knowledge of its current environment. Studies have revealed that a large proportion of the brain is involved in representing and updating value functions and using them to choose an action. However, how the nature of a behavioral task affects the neural mechanisms of reinforcement learning remains incompletely understood. Future studies should uncover the principles by which different computational elements of reinforcement learning are dynamically coordinated across the entire brain. PMID:22462543

Negative affect reduces performance in implicit sequence learning.

Directory of Open Access Journals (Sweden)

Junchen Shang

Full Text Available BACKGROUND: It is well documented that positive rather than negative moods encourage integrative processing of conscious information. However, the extent to which implicit or unconscious learning can be influenced by affective states remains unclear. METHODOLOGY/PRINCIPAL FINDINGS: A Serial Reaction Time (SRT task with sequence structures requiring integration over past trials was adopted to examine the effect of affective states on implicit learning. Music was used to induce and maintain positive and negative affective states. The present study showed that participants in negative rather than positive states learned less of the regularity. Moreover, the knowledge was shown by a Bayesian analysis to be largely unconscious as participants were poor at recognizing the regularity. CONCLUSIONS/SIGNIFICANCE: The results demonstrated that negative rather than positive affect inhibited implicit learning of complex structures. Our findings help to understand the effects of affective states on unconscious or implicit processing.

Commentary: Recommendations and remaining questions for health care leadership training programs.

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Stoller, James K

2013-01-01

Effective leadership is critical for optimizing cost, access, and quality in health care. Creating a pipeline of effective health care leaders requires developing leadership competencies that differ from the usual criteria of clinical and scientific excellence by which physicians have traditionally been promoted to leadership positions. Specific competencies that differentiate effective leaders from average leaders, especially emotional intelligence and its component abilities, are essential for effective leadership.Adopting a long-standing practice from successful corporations, some health care institutions, medical societies, and business schools now offer leadership programs that address these differentiating leadership competencies. The author draws on experience with such programs through the Cleveland Clinic Academy to provide recommendations for health care leadership training and to identify unanswered questions about such programs.The author recommends that such training should be broadly available to all health care leadership communities (i.e., nurses, administrators, and physicians). A progressive curriculum, starting with foundational concepts and extending to coaching and feedback opportunities through experiential learning, recognizes the challenge of becoming an effective leader and the long time line needed to do so. Linking leadership courses to continuing medical education and to graduate credit opportunities is appealing to participants. Other recommendations focus on the importance of current leaders' involvement in nominating emerging leaders for participation, embedding leadership development discussions in faculty's professional reviews, and blending discussion of frameworks and theory with practical, experiential lessons. The author identifies questions about the benefits of formal health care leadership training that remain to be answered.

Cross-situational word learning in aphasia.

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Peñaloza, Claudia; Mirman, Daniel; Cardona, Pedro; Juncadella, Montserrat; Martin, Nadine; Laine, Matti; Rodríguez-Fornells, Antoni

2017-08-01

Human learners can resolve referential ambiguity and discover the relationships between words and meanings through a cross-situational learning (CSL) strategy. Some people with aphasia (PWA) can learn word-referent pairings under referential uncertainty supported by online feedback. However, it remains unknown whether PWA can learn new words cross-situationally and if such learning ability is supported by statistical learning (SL) mechanisms. The present study examined whether PWA can learn novel word-referent mappings in a CSL task without feedback. We also studied whether CSL is related to SL in PWA and neurologically healthy individuals. We further examined whether aphasia severity, phonological processing and verbal short-term memory (STM) predict CSL in aphasia, and also whether individual differences in verbal STM modulate CSL in healthy older adults. Sixteen people with chronic aphasia underwent a CSL task that involved exposure to a series of individually ambiguous learning trials and a SL task that taps speech segmentation. Their learning ability was compared to 18 older controls and 39 young adults recruited for task validation. CSL in the aphasia group was below the older controls and young adults and took place at a slower rate. Importantly, we found a strong association between SL and CSL performance in all three groups. CSL was modulated by aphasia severity in the aphasia group, and by verbal STM capacity in the older controls. Our findings indicate that some PWA can preserve the ability to learn new word-referent associations cross-situationally. We suggest that both PWA and neurologically intact individuals may rely on SL mechanisms to achieve CSL and that verbal STM also influences CSL. These findings contribute to the ongoing debate on the cognitive mechanisms underlying this learning ability. Copyright © 2017 Elsevier Ltd. All rights reserved.

Evaluating Experiential Learning in the Business Context: Contributions to Group-Based and Cross-Functional Working

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Piercy, Niall

2013-01-01

The use of experiential learning techniques has become popular in business education. Experiential learning approaches offer major benefits for teaching contemporary management practices such as cross-functional and team-based working. However, there remains relatively little empirical data on the success of experiential pedagogies in supporting…

PENGEMBANGAN MULTIMEDIA PEMBELAJARAN EMBRIOGENESIS HEWAN UNTUK MENGOPTIMALKAN PEMAHAMAN KOGNITIF MAHASISWA

Directory of Open Access Journals (Sweden)

Siti Alimah

2012-10-01

Full Text Available Penelitian ini bertujuan untuk mengembangkan media pembelajaran yang efektif dan adaptabel yang dapat memberikan pemahaman optimal tentang embriogenesis hewan pada struktur kognitif mahasiswa dan menambah keragaman sumber belajar biologi. Hasil penelitian menunjukkan bahwa kualitas media pembelajaran yang dikembangkan memiliki kategori baik menurut ahli dan mahasiswa sehingga dapat disimpulkan bahwa media tersebut layak digunakan sebagai sumber belajar embriogenesis hewan.   This study aims to develop an interactive learning media program which is effective, efficient, and adaptable to support an optimal understanding of embryogenesis animal for the students’ cognitive structure and provide an alternative learning resource for biology field, especially for the subject of Animal Embryology. The result of research shows that the quality of the learning media is categorized as good by experts and students as the users. It means that the media being developed is feasible to be used as a learning media to study animal embryogenesis.

Yearning for Learning in Regional Retirement: Seeking to Satisfy This through the University of the Third Age

Science.gov (United States)

Ellis, Bronwyn J.

2006-01-01

Constant change necessitates lifelong learning for those in the workforce, if they are not to fall behind in the skills and knowledge needed as their occupations evolve. Learning new skills and knowledge remains a part of life for those no longer in paid employment. Not only is learning essential in order to keep up with changing needs and…

Cerebellar and prefrontal cortex contributions to adaptation, strategies, and reinforcement learning.

Science.gov (United States)

Taylor, Jordan A; Ivry, Richard B

2014-01-01

Traditionally, motor learning has been studied as an implicit learning process, one in which movement errors are used to improve performance in a continuous, gradual manner. The cerebellum figures prominently in this literature given well-established ideas about the role of this system in error-based learning and the production of automatized skills. Recent developments have brought into focus the relevance of multiple learning mechanisms for sensorimotor learning. These include processes involving repetition, reinforcement learning, and strategy utilization. We examine these developments, considering their implications for understanding cerebellar function and how this structure interacts with other neural systems to support motor learning. Converging lines of evidence from behavioral, computational, and neuropsychological studies suggest a fundamental distinction between processes that use error information to improve action execution or action selection. While the cerebellum is clearly linked to the former, its role in the latter remains an open question. © 2014 Elsevier B.V. All rights reserved.

Tracking student progress in a game-like physics learning environment with a Monte Carlo Bayesian knowledge tracing model

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Gweon, Gey-Hong; Lee, Hee-Sun; Dorsey, Chad; Tinker, Robert; Finzer, William; Damelin, Daniel

2015-03-01

In tracking student learning in on-line learning systems, the Bayesian knowledge tracing (BKT) model is a popular model. However, the model has well-known problems such as the identifiability problem or the empirical degeneracy problem. Understanding of these problems remain unclear and solutions to them remain subjective. Here, we analyze the log data from an online physics learning program with our new model, a Monte Carlo BKT model. With our new approach, we are able to perform a completely unbiased analysis, which can then be used for classifying student learning patterns and performances. Furthermore, a theoretical analysis of the BKT model and our computational work shed new light on the nature of the aforementioned problems. This material is based upon work supported by the National Science Foundation under Grant REC-1147621 and REC-1435470.

Integration of problem-based learning and innovative technology into a self-care course.

Science.gov (United States)

McFalls, Marsha

2013-08-12

To assess the integration of problem-based learning and technology into a self-care course. Problem-based learning (PBL) activities were developed and implemented in place of lectures in a self-care course. Students used technology, such as computer-generated virtual patients and iPads, during the PBL sessions. Students' scores on post-case quizzes were higher than on pre-case quizzes used to assess baseline knowledge. Student satisfaction with problem-based learning and the use of technology in the course remained consistent throughout the semester. Integrating problem-based learning and technology into a self-care course enabled students to become active learners.

Social learning of a brood parasite by its host

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Feeney, William E.; Langmore, Naomi E.

2013-01-01

Arms races between brood parasites and their hosts provide model systems for studying the evolutionary repercussions of species interactions. However, how naive hosts identify brood parasites as enemies remains poorly understood, despite its ecological and evolutionary significance. Here, we investigate whether young, cuckoo-naive superb fairy-wrens, Malurus cyaneus, can learn to recognize cuckoos as a threat through social transmission of information. Naive individuals were initially unresponsive to a cuckoo specimen, but after observing conspecifics mob a cuckoo, they made more whining and mobbing alarm calls, and spent more time physically mobbing the cuckoo. This is the first direct evidence that naive hosts can learn to identify brood parasites as enemies via social learning. PMID:23760171

On the Conditioning of Machine-Learning-Assisted Turbulence Modeling

Science.gov (United States)

Wu, Jinlong; Sun, Rui; Wang, Qiqi; Xiao, Heng

2017-11-01

Recently, several researchers have demonstrated that machine learning techniques can be used to improve the RANS modeled Reynolds stress by training on available database of high fidelity simulations. However, obtaining improved mean velocity field remains an unsolved challenge, restricting the predictive capability of current machine-learning-assisted turbulence modeling approaches. In this work we define a condition number to evaluate the model conditioning of data-driven turbulence modeling approaches, and propose a stability-oriented machine learning framework to model Reynolds stress. Two canonical flows, the flow in a square duct and the flow over periodic hills, are investigated to demonstrate the predictive capability of the proposed framework. The satisfactory prediction performance of mean velocity field for both flows demonstrates the predictive capability of the proposed framework for machine-learning-assisted turbulence modeling. With showing the capability of improving the prediction of mean flow field, the proposed stability-oriented machine learning framework bridges the gap between the existing machine-learning-assisted turbulence modeling approaches and the demand of predictive capability of turbulence models in real applications.

The University in the Learning Economy

DEFF Research Database (Denmark)

Lundvall, Bengt-Åke

In all parts of the world, universities are exposed to a growing pressure to change. This is caused by the emergence of new relationship between the economic dynamics and the production of knowledge as well as by policy and administrative initiatives finding their rationale in interpretations...... of these changes. In this paper an attempt is made to specify some of the new challenges, and suggest appropriate responses. Under the heading 'the learning economy' changes in the context of universities are identified. One important conclusion is that traditional modes of organisation, characterised by sharp......' most significant contribution to society and the economy will remain well-educated graduates with critical minds and good learning skills....

SPAN: spike pattern association neuron for learning spatio-temporal sequences

OpenAIRE

Mohemmed, A; Schliebs, S; Matsuda, S; Kasabov, N

2012-01-01

Spiking Neural Networks (SNN) were shown to be suitable tools for the processing of spatio-temporal information. However, due to their inherent complexity, the formulation of efficient supervised learning algorithms for SNN is difficult and remains an important problem in the research area. This article presents SPAN — a spiking neuron that is able to learn associations of arbitrary spike trains in a supervised fashion allowing the processing of spatio-temporal information encoded in the prec...

A Bayesian Framework for Remaining Useful Life Estimation

Data.gov (United States)

National Aeronautics and Space Administration — The estimation of remaining useful life (RUL) of a faulty component is at the center of system prognostics and health management. It gives operators a potent tool in...

Introverts, Extroverts, and Achievement in a Distance Learning Environment

Science.gov (United States)

Offir, Baruch; Bezalel, Rachel; Barth, Ingrid

2007-01-01

Although difficulties that characterize distance learning (DL) clearly have differential effects on different learners, links between barrier research and individual differences remain relatively unexplored. This study examined the relationship between cognitive style, based on Jung's (1971) theory, and achievement levels among 77 university…

Cellular and oscillatory substrates of fear extinction learning.

Science.gov (United States)

Davis, Patrick; Zaki, Yosif; Maguire, Jamie; Reijmers, Leon G

2017-11-01

The mammalian brain contains dedicated circuits for both the learned expression and suppression of fear. These circuits require precise coordination to facilitate the appropriate expression of fear behavior, but the mechanisms underlying this coordination remain unclear. Using a combination of chemogenetics, activity-based neuronal-ensemble labeling and in vivo electrophysiology, we found that fear extinction learning confers on parvalbumin-expressing (PV) interneurons in the basolateral amygdala (BLA) a dedicated role in the selective suppression of a previously encoded fear memory and BLA fear-encoding neurons. In addition, following extinction learning, PV interneurons enable a competing interaction between a 6-12 Hz oscillation and a fear-associated 3-6 Hz oscillation within the BLA. Loss of this competition increases a 3-6 Hz oscillatory signature, with BLA→medial prefrontal cortex directionality signaling the recurrence of fear expression. The discovery of cellular and oscillatory substrates of fear extinction learning that critically depend on BLA PV interneurons could inform therapies aimed at preventing the pathological recurrence of fear following extinction learning.

Learning French in Western Australia: A Hedonistic Journey

Directory of Open Access Journals (Sweden)

Celine DOUCET

2017-12-01

Full Text Available When learning a language, motivation and emotions are central to the learning process and have considerable importance in learning. In Australia, despite the growing economic impact of its Asian neighbours and the great physical distance to France, French remains one of the most taught languages in various educational settings at different levels, and it appeals to many Australians. This review focuses on the motivations of West Australian adult learners of French. The aim of this paper is to explore students’ motivation and emotions towards their learning of French in Western Australia, teachers’ perceptions of these feelings, and how they are reflected in their teaching practice. Applying a qualitative approach, fifty students and six teachers from two universities in Perth as well as the Alliance Française de Perth, completed questionnaires and participated in semi-structured interviews. This study shows that French is mostly learned for enjoyment, personal gratification and cultural appreciation, rather than for necessity or professional reasons. The analysis of the survey results clearly portrayed the intrinsic value most students perceived in learning French. Teachers are well aware of these positive emotions, and need to establish how best to harness this passion in their teaching practices in order to maximize learning outcomes.

Blackboxing: social learning strategies and cultural evolution.

Science.gov (United States)

Heyes, Cecilia

2016-05-05

Social learning strategies (SLSs) enable humans, non-human animals, and artificial agents to make adaptive decisions aboutwhenthey should copy other agents, andwhothey should copy. Behavioural ecologists and economists have discovered an impressive range of SLSs, and explored their likely impact on behavioural efficiency and reproductive fitness while using the 'phenotypic gambit'; ignoring, or remaining deliberately agnostic about, the nature and origins of the cognitive processes that implement SLSs. Here I argue that this 'blackboxing' of SLSs is no longer a viable scientific strategy. It has contributed, through the 'social learning strategies tournament', to the premature conclusion that social learning is generally better than asocial learning, and to a deep puzzle about the relationship between SLSs and cultural evolution. The puzzle can be solved by recognizing that whereas most SLSs are 'planetary'--they depend on domain-general cognitive processes--some SLSs, found only in humans, are 'cook-like'--they depend on explicit, metacognitive rules, such ascopy digital natives. These metacognitive SLSs contribute to cultural evolution by fostering the development of processes that enhance the exclusivity, specificity, and accuracy of social learning. © 2016 The Author(s).

Blackboxing: social learning strategies and cultural evolution

Science.gov (United States)

Heyes, Cecilia

2016-01-01

Social learning strategies (SLSs) enable humans, non-human animals, and artificial agents to make adaptive decisions about when they should copy other agents, and who they should copy. Behavioural ecologists and economists have discovered an impressive range of SLSs, and explored their likely impact on behavioural efficiency and reproductive fitness while using the ‘phenotypic gambit’; ignoring, or remaining deliberately agnostic about, the nature and origins of the cognitive processes that implement SLSs. Here I argue that this ‘blackboxing' of SLSs is no longer a viable scientific strategy. It has contributed, through the ‘social learning strategies tournament', to the premature conclusion that social learning is generally better than asocial learning, and to a deep puzzle about the relationship between SLSs and cultural evolution. The puzzle can be solved by recognizing that whereas most SLSs are ‘planetary'—they depend on domain-general cognitive processes—some SLSs, found only in humans, are ‘cook-like'—they depend on explicit, metacognitive rules, such as copy digital natives. These metacognitive SLSs contribute to cultural evolution by fostering the development of processes that enhance the exclusivity, specificity, and accuracy of social learning. PMID:27069046

Anatomical sciences: A foundation for a solid learning experience in dental technology and dental prosthetics.

Science.gov (United States)

Bakr, Mahmoud M; Thompson, C Mark; Massadiq, Magdalena

2017-07-01

Basic science courses are extremely important as a foundation for scaffolding knowledge and then applying it in future courses, clinical situations as well as in a professional career. Anatomical sciences, which include tooth morphology, oral histology, oral embryology, and head and neck anatomy form a core part of the preclinical courses in dental technology programs. In this article, the importance and relevance of anatomical sciences to dental personnel with no direct contact with patients (dental technicians) and limited discipline related contact with patients (dental prosthetists) is highlighted. Some light is shed on the role of anatomical sciences in the pedagogical framework and its significance in the educational process and interprofessional learning of dental technicians and prosthetists using oral biology as an example in the dental curriculum. To conclude, anatomical sciences allow dental technicians and prosthetists to a gain a better insight of how tissues function, leading to a better understanding of diagnosis, comprehensive treatment planning and referrals if needed. Patient communication and satisfaction also increases as a result of this deep understanding of oral tissues. Anatomical sciences bridge the gap between basic science, preclinical, and clinical courses, which leads to a holistic approach in patient management. Finally, treatment outcomes are positively affected due to the appreciation of the macro and micro structure of oral tissues. Anat Sci Educ 10: 395-404. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

Cognitive components underpinning the development of model-based learning.

Science.gov (United States)

Potter, Tracey C S; Bryce, Nessa V; Hartley, Catherine A

2017-06-01

Reinforcement learning theory distinguishes "model-free" learning, which fosters reflexive repetition of previously rewarded actions, from "model-based" learning, which recruits a mental model of the environment to flexibly select goal-directed actions. Whereas model-free learning is evident across development, recruitment of model-based learning appears to increase with age. However, the cognitive processes underlying the development of model-based learning remain poorly characterized. Here, we examined whether age-related differences in cognitive processes underlying the construction and flexible recruitment of mental models predict developmental increases in model-based choice. In a cohort of participants aged 9-25, we examined whether the abilities to infer sequential regularities in the environment ("statistical learning"), maintain information in an active state ("working memory") and integrate distant concepts to solve problems ("fluid reasoning") predicted age-related improvements in model-based choice. We found that age-related improvements in statistical learning performance did not mediate the relationship between age and model-based choice. Ceiling performance on our working memory assay prevented examination of its contribution to model-based learning. However, age-related improvements in fluid reasoning statistically mediated the developmental increase in the recruitment of a model-based strategy. These findings suggest that gradual development of fluid reasoning may be a critical component process underlying the emergence of model-based learning. Copyright © 2016 The Authors. Published by Elsevier Ltd.. All rights reserved.

Influence of the workplace on learning physical examination skills.

Science.gov (United States)

Duvivier, Robbert; Stalmeijer, Renée; van Dalen, Jan; van der Vleuten, Cees; Scherpbier, Albert

2014-03-28

Hospital clerkships are considered crucial for acquiring competencies such as diagnostic reasoning and clinical skills. The actual learning process in the hospital remains poorly understood. This study investigates how students learn clinical skills in workplaces and factors affecting this. Six focus group sessions with 32 students in Internal Medicine rotation (4-9 students per group; sessions 80-90 minutes). Verbatim transcripts were analysed by emerging themes and coded independently by three researchers followed by constant comparison and axial coding. Students report to learn the systematics of the physical examination, gain agility and become able to recognise pathological signs. The learning process combines working alongside others and working independently with increasing responsibility for patient care. Helpful behaviour includes making findings explicit through patient files or during observation, feedback by abnormal findings and taking initiative. Factors affecting the process negatively include lack of supervision, uncertainty about tasks and expectations, and social context such as hierarchy of learners and perceived learning environment. Although individual student experiences vary greatly between different hospitals, it seems that proactivity and participation are central drivers for learning. These results can improve the quality of existing programmes and help design new ways to learn physical examination skills.

Review of the Dinosaur Remains from the Middle Jurassic of Scotland, UK

Directory of Open Access Journals (Sweden)

Neil D. L. Clark

2018-02-01

Full Text Available Dinosaurs are rare from the Middle Jurassic worldwide. The Isle of Skye, is the only place in Scotland thus far to have produced dinosaur remains. These remains consist mainly of footprints, but also several bones and teeth. These Bajocian and Bathonian remains represent an important collection of a basal eusauropod, early examples of non-neosauropod and possible basal titanosauriform eusauropods, and theropod remains that may belong to an early coelurosaur and a possible megalosaurid, basal tyrannosauroid, or dromaeosaurid. The footprints from here also suggest a rich and diverse dinosaur fauna for which further better diagnosable remains are likely to be found.

Energy consumption analysis for various memristive networks under different learning strategies

Science.gov (United States)

Deng, Lei; Wang, Dong; Zhang, Ziyang; Tang, Pei; Li, Guoqi; Pei, Jing

2016-02-01

Recently, various memristive systems emerge to emulate the efficient computing paradigm of the brain cortex; whereas, how to make them energy efficient still remains unclear, especially from an overall perspective. Here, a systematical and bottom-up energy consumption analysis is demonstrated, including the memristor device level and the network learning level. We propose an energy estimating methodology when modulating the memristive synapses, which is simulated in three typical neural networks with different synaptic structures and learning strategies for both offline and online learning. These results provide an in-depth insight to create energy efficient brain-inspired neuromorphic devices in the future.

Metabolic learning and memory formation by the brain influence systemic metabolic homeostasis

Science.gov (United States)

Zhang, Yumin; Liu, Gang; Yan, Jingqi; Zhang, Yalin; Li, Bo; Cai, Dongsheng

2015-01-01

Metabolic homeostasis is regulated by the brain, whether this regulation involves learning and memory of metabolic information remains unexplored. Here we use a calorie-based, taste-independent learning/memory paradigm to show that Drosophila form metabolic memories that help balancing food choice with caloric intake; however, this metabolic learning or memory is lost under chronic high-calorie feeding. We show that loss of individual learning/memory-regulating genes causes a metabolic learning defect, leading to elevated trehalose and lipids levels. Importantly, this function of metabolic learning requires not only the mushroom body but the hypothalamus-like pars intercerebralis, while NF-κB activation in the pars intercerebralis mimics chronic overnutrition in that it causes metabolic learning impairment and disorders. Finally, we evaluate this concept of metabolic learning/memory in mice, suggesting the hypothalamus is involved in a form of nutritional learning and memory, which is critical for determining resistance or susceptibility to obesity. In conclusion, our data indicate the brain, and potentially the hypothalamus, direct metabolic learning and the formation of memories, which contribute to the control of systemic metabolic homeostasis. PMID:25848677

Exploring the Relationship between Dimensions of Organizational Learning and Firms' Financial and Knowledge Performance in the Korean Business Context

Science.gov (United States)

Cho, Insik

2009-01-01

Many scholars and practitioners have emphasized the importance of learning within and by organizations to respond to the fast changing world. As a result, organizational learning has become a necessity to remain competitive. Though the importance of organizational learning has been growing in response to the rapidly changing business context,…

In Support of Coaching Models of Management and Leadership: A Comparative Study of Empirically Derived Managerial Coaching/Facilitating Learning Behaviors

Science.gov (United States)

Hamlin, Bob; Ellinger, Andrea D.; Beattie, Rona S.

2004-01-01

The concept of managers assuming developmental roles such as coaches and learning facilitators has gained considerable attention in recent years as organizations seek to leverage learning by creating infrastructures that foster employee learning and development. Despite the increased focus on coaching, the literature base remains atheoretical.…

Gain and loss learning differentially contribute to life financial outcomes.

Directory of Open Access Journals (Sweden)

Brian Knutson

Full Text Available Emerging findings imply that distinct neurobehavioral systems process gains and losses. This study investigated whether individual differences in gain learning and loss learning might contribute to different life financial outcomes (i.e., assets versus debt. In a community sample of healthy adults (n = 75, rapid learners had smaller debt-to-asset ratios overall. More specific analyses, however, revealed that those who learned rapidly about gains had more assets, while those who learned rapidly about losses had less debt. These distinct associations remained strong even after controlling for potential cognitive (e.g., intelligence, memory, and risk preferences and socioeconomic (e.g., age, sex, ethnicity, income, education confounds. Self-reported measures of assets and debt were additionally validated with credit report data in a subset of subjects. These findings support the notion that different gain and loss learning systems may exert a cumulative influence on distinct life financial outcomes.

MARX EMBRYOLOGY OF SOCIETY

NARCIS (Netherlands)

WOUTERS, A

This article presents a new interpretation of Marx's dialectical method. Marx conceived dialectics as a method for constructing a model of society. The way this model is developed is analogous to the way organisms develop according to the German embryologist Karl Ernst von Baer, and, indeed, Marx's

Remaining life diagnosis method and device for nuclear reactor

International Nuclear Information System (INIS)

Yamamoto, Michiyoshi.

1996-01-01

A neutron flux measuring means is inserted from the outside of a reactor pressure vessel during reactor operation to forecast neutron-degradation of materials of incore structural components in the vicinity of portions to be measured based on the measured values, and the remaining life of the reactor is diagnosed by the forecast degraded state. In this case, the neutron fluxes to be measured are desirably fast and/or medium neutron fluxes. As the positions where the measuring means is to be inserted, for example, the vicinity of the structural components at the periphery of the fuel assembly is selected. Aging degradation characteristics of the structural components are determined by using the aging degradation data for the structural materials. The remaining life is analyzed based on obtained aging degradation characteristics and stress evaluation data of the incore structural components at portions to be measured. Neutron irradiation amount of structural components at predetermined positions can be recognized accurately, and appropriate countermeasures can be taken depending on the forecast remaining life thereby enabling to improve the reliability of the reactor. (N.H.)

Industry remains stuck in a transitional mode

International Nuclear Information System (INIS)

Garb, F.A.

1991-01-01

The near future for industry remains foggy for several obvious reasons. The shake-up of the Soviet Union and how the pieces will reform remains unclear. How successful efforts are to privatize government oil company operations around the world has yet to be determined. A long sought peace in the Middle East seems to be inching closer, but will this continue? If it does continue, what impact will it have on world energy policy? Will American companies, which are now transferring their attention to foreign E and P, also maintain an interest in domestic activities? Is the U.S. economy really on the upswing? We are told that the worst of the recession is over, but try telling this to thousands of workers in the oil patch who are being released monthly by the big players in domestic operations. This paper reports that 1992 should be a better year than 1991, if measured in opportunity. There are more exploration and acquisition options available, both domestically and internationally, than there have been in years. Probably more opportunities exist than there are players-certainly more than can be funded with current financial resources

DESIGN STUDY: INTEGER SUBTRACTION OPERATION TEACHING LEARNING USING MULTIMEDIA IN PRIMARY SCHOOL

Directory of Open Access Journals (Sweden)

Rendi Muhammad Aris

2016-12-01

Full Text Available This study aims to develop a learning trajectory to help students understand concept of subtraction of integers using multimedia in the fourth grade. This study is thematic integrative learning in Curriculum 2013 PMRI based. The method used is design research consists of three stages; preparing for the experiment, design experiment, retrospective analysis. The studied was conducted on 20 students of grade four SDN 1 Muara Batun, OKI. The activities of students in this study consisted of six learning trajectories. The first activity asks the students to classify heroism and non-heroism acts, summarize, and classify integers and non-integer. The second activity asks the students to answer the questions in the film given. The third activity asks students to count the remaining gravel in the film. The fourth activity asks students to count remaining spent money in the film. The fifth activity invites students to play rubber seeds in the bag. The last activity asks students to answer the questions in the student worksheet. The media used along the learning activities are a ruler, rubber seed, student worksheet, money, gravel, and film. The results indicate that the learning trajectory using multimedia help students understand the concept of integer subtraction integer. Keywords: Subtraction Integer, PMRI, Multimedia DOI: http://dx.doi.org/10.22342/jme.8.1.3233.95-102

Data-driven remaining useful life prognosis techniques stochastic models, methods and applications

CERN Document Server

Si, Xiao-Sheng; Hu, Chang-Hua

2017-01-01

This book introduces data-driven remaining useful life prognosis techniques, and shows how to utilize the condition monitoring data to predict the remaining useful life of stochastic degrading systems and to schedule maintenance and logistics plans. It is also the first book that describes the basic data-driven remaining useful life prognosis theory systematically and in detail. The emphasis of the book is on the stochastic models, methods and applications employed in remaining useful life prognosis. It includes a wealth of degradation monitoring experiment data, practical prognosis methods for remaining useful life in various cases, and a series of applications incorporated into prognostic information in decision-making, such as maintenance-related decisions and ordering spare parts. It also highlights the latest advances in data-driven remaining useful life prognosis techniques, especially in the contexts of adaptive prognosis for linear stochastic degrading systems, nonlinear degradation modeling based pro...

Library 101: Why, How, and Lessons Learned

Science.gov (United States)

Porter, Michael; King, David Lee

2010-01-01

This article describes how and why the Library 101 Project was created and the lessons that the developers learned out of this project. The Library 101 is a project that challenges librarians to revise the paradigm of "basic" library services in order to remain relevant in this technology-driven world. It was developed by Michael Porter,…

Characteristics of workplace-based learning across higher health sciences education

DEFF Research Database (Denmark)

Mørcke, Anne Mette; Christensen, Mette Krogh; Henriksen, Jette

the considerable differences found across the three educations concerning supervisors’ roles and expectations of students’ ability to master competences, as well as the differences in opportunities for independent learning activities at the workplaces. This might be rooted in the different traditions underpinning......Characteristics of workplace-based learning across higher health sciences education Background Workplace-based learning is a traditional part of health sciences educations and we find a rich literature on some of the core features. However, a number of questions remain and we contribute...... by exploring the characteristics of the learning activities at workplaces and students’ and supervisors’ roles during clerkships across educations. Summary of work We performed a short-term ethnographic study in medicine, nursing and sports science. Data was collected during nine days observing skills training...

Functional connectivity changes in second language vocabulary learning.

Science.gov (United States)

Ghazi Saidi, Ladan; Perlbarg, Vincent; Marrelec, Guillaume; Pélégrini-Issac, Mélani; Benali, Habib; Ansaldo, Ana-Inés

2013-01-01

Functional connectivity changes in the language network (Price, 2010), and in a control network involved in second language (L2) processing (Abutalebi & Green, 2007) were examined in a group of Persian (L1) speakers learning French (L2) words. Measures of network integration that characterize the global integrative state of a network (Marrelec, Bellec et al., 2008) were gathered, in the shallow and consolidation phases of L2 vocabulary learning. Functional connectivity remained unchanged across learning phases for L1, whereas total, between- and within-network integration levels decreased as proficiency for L2 increased. The results of this study provide the first functional connectivity evidence regarding the dynamic role of the language processing and cognitive control networks in L2 learning (Abutalebi, Cappa, & Perani, 2005; Altarriba & Heredia, 2008; Leonard et al., 2011; Parker-Jones et al., 2011). Thus, increased proficiency results in a higher degree of automaticity and lower cognitive effort (Segalowitz & Hulstijn, 2005). Copyright © 2012 Elsevier Inc. All rights reserved.

Multimodal designs for learning in contexts of diversity

Directory of Open Access Journals (Sweden)

Arlene Archer

2014-12-01

Full Text Available This paper aims to identify multimodal designs for learning in diverse and developing contexts, where access to resources remains vastly unequal. Using case studies from South African education, the paper explores ways of surfacing the range of students’ resources which are often not noticed or valued in formal educational settings. The studies showcased here demonstrate how ethnographic and textually-based approaches can be combined. Opening up the semiotic space of the classroom through multimodal designs for learning is important for finding innovative ways of addressing access, diversity, and past inequalities. This is of relevance not only to South Africa, but a range of global contexts. The paper argues that multimodal designs for learning can involve interrogating the relation between ‘tradition’ and ‘modernity’; harnessing students’ creative practices as resources for pedagogy; developing metalanguages for critical reflection; creating less regulated pedagogical spaces in order to enable useful teaching and learning practices.

Neuromorphic function learning with carbon nanotube based synapses

International Nuclear Information System (INIS)

Gacem, Karim; Filoramo, Arianna; Derycke, Vincent; Retrouvey, Jean-Marie; Chabi, Djaafar; Zhao, Weisheng; Klein, Jacques-Olivier

2013-01-01

The principle of using nanoscale memory devices as artificial synapses in neuromorphic circuits is recognized as a promising way to build ground-breaking circuit architectures tolerant to defects and variability. Yet, actual experimental demonstrations of the neural network type of circuits based on non-conventional/non-CMOS memory devices and displaying function learning capabilities remain very scarce. We show here that carbon-nanotube-based memory elements can be used as artificial synapses, combined with conventional neurons and trained to perform functions through the application of a supervised learning algorithm. The same ensemble of eight devices can notably be trained multiple times to code successively any three-input linearly separable Boolean logic function despite device-to-device variability. This work thus represents one of the very few demonstrations of actual function learning with synapses based on nanoscale building blocks. The potential of such an approach for the parallel learning of multiple and more complex functions is also evaluated. (paper)

Work-related factors influencing home care nurse intent to remain employed.

Science.gov (United States)

Tourangeau, Ann E; Patterson, Erin; Saari, Margaret; Thomson, Heather; Cranley, Lisa

Health care is shifting out of hospitals into community settings. In Ontario, Canada, home care organizations continue to experience challenges recruiting and retaining nurses. However, factors influencing home care nurse retention that can be modified remain largely unexplored. Several groups of factors have been identified as influencing home care nurse intent to remain employed including job characteristics, work structures, relationships and communication, work environment, responses to work, and conditions of employment. The aim of this study was to test and refine a model that identifies which factors are related to home care nurse intentions to remain employed for the next 5 years with their current home care employer organization. A cross-sectional survey design was implemented to test and refine a hypothesized model of home care nurse intent to remain employed. Logistic regression was used to determine which factors influence home care nurse intent to remain employed. Home care nurse intent to remain employed for the next 5 years was associated with increasing age, higher nurse-evaluated quality of care, having greater variety of patients, experiencing greater meaningfulness of work, having greater income stability, having greater continuity of client care, experiencing more positive relationships with supervisors, experiencing higher work-life balance, and being more satisfied with salary and benefits. Home care organizations can promote home care nurse intent to remain employed by (a) ensuring nurses have adequate training and resources to provide quality client care, (b) improving employment conditions to increase income stability and satisfaction with pay and benefits, (c) ensuring manageable workloads to facilitate improved work-life balance, and (d) ensuring leaders are accessible and competent.

Toward a Generative Model of the Teaching-Learning Process.

Science.gov (United States)

McMullen, David W.

Until the rise of cognitive psychology, models of the teaching-learning process (TLP) stressed external rather than internal variables. Models remained general descriptions until control theory introduced explicit system analyses. Cybernetic models emphasize feedback and adaptivity but give little attention to creativity. Research on artificial…

Red Assembly: the work remains

Directory of Open Access Journals (Sweden)

Leslie Witz

installed. What to do at this limit, at the transgressive encounter between saying yes and no to history, remains the challenge. It is the very challenge of what insistently remains.

Factors that influence cooperation in networks for innovation and learning

NARCIS (Netherlands)

Sie, Rory; Bitter-Rijpkema, Marlies; Stoyanov, Slavi; Sloep, Peter

2018-01-01

Networked cooperation fails if the available partnerships remain opaque. A literature review and Delphi study uncovered the elements of a fruitful partnership. They relate to personality, diversity, cooperation, and management. Innovation networks and learning networks share the same cooperative

Applying machine learning to predict patient-specific current CD4 ...

African Journals Online (AJOL)

Apple apple

This work shows the application of machine learning to predict current CD4 cell count of an HIV- .... Pre-processing ... remaining data elements of the PR and RT datasets. ... technique based on the structure of the human brain's neuron.

Probabilistic learning and inference in schizophrenia.

Science.gov (United States)

Averbeck, Bruno B; Evans, Simon; Chouhan, Viraj; Bristow, Eleanor; Shergill, Sukhwinder S

2011-04-01

Patients with schizophrenia make decisions on the basis of less evidence when required to collect information to make an inference, a behavior often called jumping to conclusions. The underlying basis for this behavior remains controversial. We examined the cognitive processes underpinning this finding by testing subjects on the beads task, which has been used previously to elicit jumping to conclusions behavior, and a stochastic sequence learning task, with a similar decision theoretic structure. During the sequence learning task, subjects had to learn a sequence of button presses, while receiving a noisy feedback on their choices. We fit a Bayesian decision making model to the sequence task and compared model parameters to the choice behavior in the beads task in both patients and healthy subjects. We found that patients did show a jumping to conclusions style; and those who picked early in the beads task tended to learn less from positive feedback in the sequence task. This favours the likelihood of patients selecting early because they have a low threshold for making decisions, and that they make choices on the basis of relatively little evidence. Published by Elsevier B.V.

Probabilistic learning and inference in schizophrenia

Science.gov (United States)

Averbeck, Bruno B.; Evans, Simon; Chouhan, Viraj; Bristow, Eleanor; Shergill, Sukhwinder S.

2010-01-01

Patients with schizophrenia make decisions on the basis of less evidence when required to collect information to make an inference, a behavior often called jumping to conclusions. The underlying basis for this behaviour remains controversial. We examined the cognitive processes underpinning this finding by testing subjects on the beads task, which has been used previously to elicit jumping to conclusions behaviour, and a stochastic sequence learning task, with a similar decision theoretic structure. During the sequence learning task, subjects had to learn a sequence of button presses, while receiving noisy feedback on their choices. We fit a Bayesian decision making model to the sequence task and compared model parameters to the choice behavior in the beads task in both patients and healthy subjects. We found that patients did show a jumping to conclusions style; and those who picked early in the beads task tended to learn less from positive feedback in the sequence task. This favours the likelihood of patients selecting early because they have a low threshold for making decisions, and that they make choices on the basis of relatively little evidence. PMID:20810252

Online faculty development for creating E-learning materials.

Science.gov (United States)

Niebuhr, Virginia; Niebuhr, Bruce; Trumble, Julie; Urbani, Mary Jo

2014-01-01

Faculty who want to develop e-learning materials face pedagogical challenges of transforming instruction for the online environment, especially as many have never experienced online learning themselves. They face technical challenges of learning new software and time challenges of not all being able to be in the same place at the same time to learn these new skills. The objective of the Any Day Any Place Teaching (ADAPT) faculty development program was to create an online experience in which faculty could learn to produce e-learning materials. The ADAPT curriculum included units on instructional design, copyright principles and peer review, all for the online environment, and units on specific software tools. Participants experienced asynchronous and synchronous methods, including a learning management system, PC-based videoconferencing, online discussions, desktop sharing, an online toolbox and optional face-to-face labs. Project outcomes were e-learning materials developed and participants' evaluations of the experience. Likert scale responses for five instructional units (quantitative) were analyzed for distance from neutral using one-sample t-tests. Interview data (qualitative) were analyzed with assurance of data trustworthiness and thematic analysis techniques. Participants were 27 interprofessional faculty. They evaluated the program instruction as easy to access, engaging and logically presented. They reported increased confidence in new skills and increased awareness of copyright issues, yet continued to have time management challenges and remained uncomfortable about peer review. They produced 22 new instructional materials. Online faculty development methods are helpful for faculty learning to create e-learning materials. Recommendations are made to increase the success of such a faculty development program.

Classics revisited

DEFF Research Database (Denmark)

Carter, A M

2017-01-01

BACKGROUND: Dietrich Starck (1908-2001) was a German embryologist who wrote extensive reviews on comparative placentation. FINDINGS: Starck's embryology textbook and his comprehensive review of comparative embryology and placentation give excellent insights into the foundational literature...

Adjusted Framework of M-Learning in Blended Learning System for Mathematics Study Field of Junior High School Level VII

Science.gov (United States)

Sugiyanta, Lipur; Sukardjo, Moch.

2018-04-01

The 2013 curriculum requires teachers to be more productive, creative, and innovative in encouraging students to be more independent by strengthening attitudes, skills and knowledge. Teachers are given the options to create lesson plan according to the environment and conditions of their students. At the junior level, Core Competence (KI) and Basic Competence (KD) have been completely designed. In addition, there had already guidebooks, both for teacher manuals (Master’s Books) and for learners (Student Books). The lesson plan and guidebooks which already exist are intended only for learning in the classroom/in-school. Many alternative classrooms and alternatives learning models opened up using educational technology. The advance of educational technology opened opportunity for combination of class interaction using mobile learning applications. Mobile learning has rapidly evolved in education for the last ten years and many initiatives have been conducted worldwide. However, few of these efforts have produced any lasting outcomes. It is evident that mobile education applications are complex and hence, will not become sustainable. Long-term sustainability remains a risk. Long-term sustainability usually was resulted from continuous adaptation to changing conditions [4]. Frameworks are therefore required to avoid sustainability pitfalls. The implementation should start from simple environment then gradually become complex through adaptation steps. Therefore, our paper developed the framework of mobile learning (m-learning) adaptation for grade 7th (junior high school). The environment setup was blended mobile learning (not full mobile learning) and emphasize on Algebra. The research is done by R&D method (research and development). Results of the framework includes requirements and adaptation steps. The adjusted m-learning framework is designed to be a guidance for teachers to adopt m-learning to support blended learning environments. During mock-up prototype, the

Vocal Learning in Grey Parrots: A Brief Review of Perception, Production, and Cross-Species Comparisons

Science.gov (United States)

Pepperberg, Irene M.

2010-01-01

This chapter briefly reviews what is known-and what remains to be understood--about Grey parrot vocal learning. I review Greys' physical capacities--issues of auditory perception and production--then discuss how these capacities are used in vocal learning and can be recruited for referential communication with humans. I discuss cross-species…

Parallel, but Dissociable, Processing in Discrete Corticostriatal Inputs Encodes Skill Learning.

Science.gov (United States)

Kupferschmidt, David A; Juczewski, Konrad; Cui, Guohong; Johnson, Kari A; Lovinger, David M

2017-10-11

Changes in cortical and striatal function underlie the transition from novel actions to refined motor skills. How discrete, anatomically defined corticostriatal projections function in vivo to encode skill learning remains unclear. Using novel fiber photometry approaches to assess real-time activity of associative inputs from medial prefrontal cortex to dorsomedial striatum and sensorimotor inputs from motor cortex to dorsolateral striatum, we show that associative and sensorimotor inputs co-engage early in action learning and disengage in a dissociable manner as actions are refined. Disengagement of associative, but not sensorimotor, inputs predicts individual differences in subsequent skill learning. Divergent somatic and presynaptic engagement in both projections during early action learning suggests potential learning-related in vivo modulation of presynaptic corticostriatal function. These findings reveal parallel processing within associative and sensorimotor circuits that challenges and refines existing views of corticostriatal function and expose neuronal projection- and compartment-specific activity dynamics that encode and predict action learning. Published by Elsevier Inc.

An analysis of the alleged skeletal remains of Carin Göring.

Directory of Open Access Journals (Sweden)

Anna Kjellström

Full Text Available In 1991, treasure hunters found skeletal remains in an area close to the destroyed country residence of former Nazi leader Hermann Göring in northeastern Berlin. The remains, which were believed to belong to Carin Göring, who was buried at the site, were examined to determine whether it was possible to make a positive identification. The anthropological analysis showed that the remains come from an adult woman. The DNA analysis of several bone elements showed female sex, and a reference sample from Carin's son revealed mtDNA sequences identical to the remains. The profile has one nucleotide difference from the Cambridge reference sequence (rCRS, the common variant 263G. A database search resulted in a frequency of this mtDNA sequence of about 10% out of more than 7,000 European haplotypes. The mtDNA sequence found in the ulna, the cranium and the reference sample is, thus, very common among Europeans. Therefore, nuclear DNA analysis was attempted. The remains as well as a sample from Carin's son were successfully analysed for the three nuclear markers TH01, D7S820 and D8S1179. The nuclear DNA analysis of the two samples revealed one shared allele for each of the three markers, supporting a mother and son relationship. This genetic information together with anthropological and historical files provides an additional piece of circumstantial evidence in our efforts to identify the remains of Carin Göring.

Does hypertension remain after kidney transplantation?

Directory of Open Access Journals (Sweden)

Gholamreza Pourmand

2015-05-01

Full Text Available Hypertension is a common complication of kidney transplantation with the prevalence of 80%. Studies in adults have shown a high prevalence of hypertension (HTN in the first three months of transplantation while this rate is reduced to 50- 60% at the end of the first year. HTN remains as a major risk factor for cardiovascular diseases, lower graft survival rates and poor function of transplanted kidney in adults and children. In this retrospective study, medical records of 400 kidney transplantation patients of Sina Hospital were evaluated. Patients were followed monthly for the 1st year, every two months in the 2nd year and every three months after that. In this study 244 (61% patients were male. Mean ± SD age of recipients was 39.3 ± 13.8 years. In most patients (40.8% the cause of end-stage renal disease (ESRD was unknown followed by HTN (26.3%. A total of 166 (41.5% patients had been hypertensive before transplantation and 234 (58.5% had normal blood pressure. Among these 234 individuals, 94 (40.2% developed post-transplantation HTN. On the other hand, among 166 pre-transplant hypertensive patients, 86 patients (56.8% remained hypertensive after transplantation. Totally 180 (45% patients had post-transplantation HTN and 220 patients (55% didn't develop HTN. Based on the findings, the incidence of post-transplantation hypertension is high, and kidney transplantation does not lead to remission of hypertension. On the other hand, hypertension is one of the main causes of ESRD. Thus, early screening of hypertension can prevent kidney damage and reduce further problems in renal transplant recipients.

Learning How to Learn

DEFF Research Database (Denmark)

Lauridsen, Karen M.; Lauridsen, Ole

Ole Lauridsen, Aarhus School of Business and Social Sciences, Aarhus University, Denmark Karen M. Lauridsen, Aarhus School of Business and Social Sciences, Aarhus University, Denmark Learning Styles in Higher Education – Learning How to Learn Applying learning styles (LS) in higher education...... by Constructivist learning theory and current basic knowledge of how the brain learns. The LS concept will thus be placed in a broader learning theoretical context as a strong learning and teaching tool. Participants will be offered the opportunity to have their own LS preferences established before...... teaching leads to positive results and enhanced student learning. However, learning styles should not only be considered a didactic matter for the teacher, but also a tool for the individual students to improve their learning capabilities – not least in contexts where information is not necessarily...

Examining the Mediating Effect of Learning Strategies on the Relationship between Students' History Interest and Achievement

Science.gov (United States)

Dan, Yongjun; Todd, Reese

2014-01-01

Research into the effect of interest consistently indicated that interest positively related to students' achievement; however, the mechanism through which it affected the learning result remained an open question. This study intended to examine how learning strategies mediated the relationship between interest and achievement in the domain of…

Dopamine selectively remediates 'model-based' reward learning: a computational approach.

Science.gov (United States)

Sharp, Madeleine E; Foerde, Karin; Daw, Nathaniel D; Shohamy, Daphna

2016-02-01

Patients with loss of dopamine due to Parkinson's disease are impaired at learning from reward. However, it remains unknown precisely which aspect of learning is impaired. In particular, learning from reward, or reinforcement learning, can be driven by two distinct computational processes. One involves habitual stamping-in of stimulus-response associations, hypothesized to arise computationally from 'model-free' learning. The other, 'model-based' learning, involves learning a model of the world that is believed to support goal-directed behaviour. Much work has pointed to a role for dopamine in model-free learning. But recent work suggests model-based learning may also involve dopamine modulation, raising the possibility that model-based learning may contribute to the learning impairment in Parkinson's disease. To directly test this, we used a two-step reward-learning task which dissociates model-free versus model-based learning. We evaluated learning in patients with Parkinson's disease tested ON versus OFF their dopamine replacement medication and in healthy controls. Surprisingly, we found no effect of disease or medication on model-free learning. Instead, we found that patients tested OFF medication showed a marked impairment in model-based learning, and that this impairment was remediated by dopaminergic medication. Moreover, model-based learning was positively correlated with a separate measure of working memory performance, raising the possibility of common neural substrates. Our results suggest that some learning deficits in Parkinson's disease may be related to an inability to pursue reward based on complete representations of the environment. © The Author (2015). Published by Oxford University Press on behalf of the Guarantors of Brain. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

And the Dead Remain Behind

Directory of Open Access Journals (Sweden)

Peter Read

2013-08-01

Full Text Available In most cultures the dead and their living relatives are held in a dialogic relationship. The dead have made it clear, while living, what they expect from their descendants. The living, for their part, wish to honour the tombs of their ancestors; at the least, to keep the graves of the recent dead from disrepair. Despite the strictures, the living can fail their responsibilities, for example, by migration to foreign countries. The peripatetic Chinese are one of the few cultures able to overcome the dilemma of the wanderer or the exile. With the help of a priest, an Australian Chinese migrant may summon the soul of an ancestor from an Asian grave to a Melbourne temple, where the spirit, though removed from its earthly vessel, will rest and remain at peace. Amongst cultures in which such practices are not culturally appropriate, to fail to honour the family dead can be exquisitely painful. Violence is the cause of most failure.

Molecular genetic identification of skeletal remains of apartheid ...

African Journals Online (AJOL)

The Truth and Reconciliation Commission made significant progress in examining abuses committed during the apartheid era in South Africa. Despite information revealed by the commission, a large number of individuals remained missing when the commission closed its proceedings. This provided the impetus for the ...

Palmar, Patellar, and Pedal Human Remains from Pavlov

Czech Academy of Sciences Publication Activity Database

Trinkaus, E.; Wojtal, P.; Wilczyński, J.; Sázelová, Sandra; Svoboda, Jiří

2017-01-01

Roč. 2017, June (2017), s. 73-101 ISSN 1545-0031 Institutional support: RVO:68081758 Keywords : Gravettian * human remains * isolated bones * anatomically modern humans * Upper Paleolithic Subject RIV: AC - Archeology, Anthropology, Ethnology OBOR OECD: Archaeology http://paleoanthro.org/media/journal/content/PA20170073.pdf

Specialized hybrid learners resolve Rogers' paradox about the adaptive value of social learning.

Science.gov (United States)

Kharratzadeh, Milad; Montrey, Marcel; Metz, Alex; Shultz, Thomas R

2017-02-07

Culture is considered an evolutionary adaptation that enhances reproductive fitness. A common explanation is that social learning, the learning mechanism underlying cultural transmission, enhances mean fitness by avoiding the costs of individual learning. This explanation was famously contradicted by Rogers (1988), who used a simple mathematical model to show that cheap social learning can invade a population without raising its mean fitness. He concluded that some crucial factor remained unaccounted for, which would reverse this surprising result. Here we extend this model to include a more complex environment and limited resources, where individuals cannot reliably learn everything about the environment on their own. Under such conditions, cheap social learning evolves and enhances mean fitness, via hybrid learners capable of specializing their individual learning. We then show that while spatial or social constraints hinder the evolution of hybrid learners, a novel social learning strategy, complementary copying, can mitigate these effects. Copyright © 2016 Elsevier Ltd. All rights reserved.

Memory reactivation during rest supports upcoming learning of related content

Science.gov (United States)

Schlichting, Margaret L.; Preston, Alison R.

2014-01-01

Although a number of studies have highlighted the importance of offline processes for memory, how these mechanisms influence future learning remains unknown. Participants with established memories for a set of initial face–object associations were scanned during passive rest and during encoding of new related and unrelated pairs of objects. Spontaneous reactivation of established memories and enhanced hippocampal–neocortical functional connectivity during rest was related to better subsequent learning, specifically of related content. Moreover, the degree of functional coupling during rest was predictive of neural engagement during the new learning experience itself. These results suggest that through rest-phase reactivation and hippocampal–neocortical interactions, existing memories may come to facilitate encoding during subsequent related episodes. PMID:25331890

Blended learning: emerging best practices in allied health workforce development.

Science.gov (United States)

Brandt, Barbara F; Quake-Rapp, Cindee; Shanedling, Janet; Spannaus-Martin, Donna; Martin, Peggy

2010-01-01

To remain dynamic and viable, academic institutions preparing the future workforce need to convert to a more accessible and convenient pathway for students. The need for responsiveness is especially true when considering strategies to prepare an allied health workforce in areas of shortages and to meet the needs of the underserved. A blended or hybrid learning model that strategically uses web-based and face-to-face teaching/learning methods is an innovative and strategic way that promotes learner-centered higher education and facilitates a higher learning experience. A model and emerging best practices for implementation are presented from our experience at the Center for Allied Health Programs at the University of Minnesota.

Memory reactivation during rest supports upcoming learning of related content.

Science.gov (United States)

Schlichting, Margaret L; Preston, Alison R

2014-11-04

Although a number of studies have highlighted the importance of offline processes for memory, how these mechanisms influence future learning remains unknown. Participants with established memories for a set of initial face-object associations were scanned during passive rest and during encoding of new related and unrelated pairs of objects. Spontaneous reactivation of established memories and enhanced hippocampal-neocortical functional connectivity during rest was related to better subsequent learning, specifically of related content. Moreover, the degree of functional coupling during rest was predictive of neural engagement during the new learning experience itself. These results suggest that through rest-phase reactivation and hippocampal-neocortical interactions, existing memories may come to facilitate encoding during subsequent related episodes.

Learning Spatiotemporally Encoded Pattern Transformations in Structured Spiking Neural Networks.

Science.gov (United States)

Gardner, Brian; Sporea, Ioana; Grüning, André

2015-12-01

Information encoding in the nervous system is supported through the precise spike timings of neurons; however, an understanding of the underlying processes by which such representations are formed in the first place remains an open question. Here we examine how multilayered networks of spiking neurons can learn to encode for input patterns using a fully temporal coding scheme. To this end, we introduce a new supervised learning rule, MultilayerSpiker, that can train spiking networks containing hidden layer neurons to perform transformations between spatiotemporal input and output spike patterns. The performance of the proposed learning rule is demonstrated in terms of the number of pattern mappings it can learn, the complexity of network structures it can be used on, and its classification accuracy when using multispike-based encodings. In particular, the learning rule displays robustness against input noise and can generalize well on an example data set. Our approach contributes to both a systematic understanding of how computations might take place in the nervous system and a learning rule that displays strong technical capability.

Robotics to enable older adults to remain living at home.

Science.gov (United States)

Pearce, Alan J; Adair, Brooke; Miller, Kimberly; Ozanne, Elizabeth; Said, Catherine; Santamaria, Nick; Morris, Meg E

2012-01-01

Given the rapidly ageing population, interest is growing in robots to enable older people to remain living at home. We conducted a systematic review and critical evaluation of the scientific literature, from 1990 to the present, on the use of robots in aged care. The key research questions were as follows: (1) what is the range of robotic devices available to enable older people to remain mobile, independent, and safe? and, (2) what is the evidence demonstrating that robotic devices are effective in enabling independent living in community dwelling older people? Following database searches for relevant literature an initial yield of 161 articles was obtained. Titles and abstracts of articles were then reviewed by 2 independent people to determine suitability for inclusion. Forty-two articles met the criteria for question 1. Of these, 4 articles met the criteria for question 2. Results showed that robotics is currently available to assist older healthy people and people with disabilities to remain independent and to monitor their safety and social connectedness. Most studies were conducted in laboratories and hospital clinics. Currently limited evidence demonstrates that robots can be used to enable people to remain living at home, although this is an emerging smart technology that is rapidly evolving.

Robotics to Enable Older Adults to Remain Living at Home

Directory of Open Access Journals (Sweden)

Alan J. Pearce

2012-01-01

Full Text Available Given the rapidly ageing population, interest is growing in robots to enable older people to remain living at home. We conducted a systematic review and critical evaluation of the scientific literature, from 1990 to the present, on the use of robots in aged care. The key research questions were as follows: (1 what is the range of robotic devices available to enable older people to remain mobile, independent, and safe? and, (2 what is the evidence demonstrating that robotic devices are effective in enabling independent living in community dwelling older people? Following database searches for relevant literature an initial yield of 161 articles was obtained. Titles and abstracts of articles were then reviewed by 2 independent people to determine suitability for inclusion. Forty-two articles met the criteria for question 1. Of these, 4 articles met the criteria for question 2. Results showed that robotics is currently available to assist older healthy people and people with disabilities to remain independent and to monitor their safety and social connectedness. Most studies were conducted in laboratories and hospital clinics. Currently limited evidence demonstrates that robots can be used to enable people to remain living at home, although this is an emerging smart technology that is rapidly evolving.

Early-Life Stress Triggers Juvenile Zebra Finches to Switch Social Learning Strategies.

Science.gov (United States)

Farine, Damien R; Spencer, Karen A; Boogert, Neeltje J

2015-08-17

Stress during early life can cause disease and cognitive impairment in humans and non-humans alike. However, stress and other environmental factors can also program developmental pathways. We investigate whether differential exposure to developmental stress can drive divergent social learning strategies between siblings. In many species, juveniles acquire essential foraging skills by copying others: they can copy peers (horizontal social learning), learn from their parents (vertical social learning), or learn from other adults (oblique social learning). However, whether juveniles' learning strategies are condition dependent largely remains a mystery. We found that juvenile zebra finches living in flocks socially learned novel foraging skills exclusively from adults. By experimentally manipulating developmental stress, we further show that social learning targets are phenotypically plastic. While control juveniles learned foraging skills from their parents, their siblings, exposed as nestlings to experimentally elevated stress hormone levels, learned exclusively from unrelated adults. Thus, early-life conditions triggered individuals to switch strategies from vertical to oblique social learning. This switch could arise from stress-induced differences in developmental rate, cognitive and physical state, or the use of stress as an environmental cue. Acquisition of alternative social learning strategies may impact juveniles' fit to their environment and ultimately change their developmental trajectories. Copyright © 2015 The Authors. Published by Elsevier Ltd.. All rights reserved.

Team-Based Learning in a Subsection of a Veterinary Course as Compared to Standard Lectures

Science.gov (United States)

Malone, Erin; Spieth, Amie

2012-01-01

Team-Based Learning (TBL) maximizes class time for student practice in complex problems using peer learning in an instructor-guided format. Generally entire courses are structured using the comprehensive guidelines of TBL. We used TBL in a subsection of a veterinary course to determine if it remained effective in this format. One section of the…

Peripheral vision benefits spatial learning by guiding eye movements.

Science.gov (United States)

Yamamoto, Naohide; Philbeck, John W

2013-01-01

The loss of peripheral vision impairs spatial learning and navigation. However, the mechanisms underlying these impairments remain poorly understood. One advantage of having peripheral vision is that objects in an environment are easily detected and readily foveated via eye movements. The present study examined this potential benefit of peripheral vision by investigating whether competent performance in spatial learning requires effective eye movements. In Experiment 1, participants learned room-sized spatial layouts with or without restriction on direct eye movements to objects. Eye movements were restricted by having participants view the objects through small apertures in front of their eyes. Results showed that impeding effective eye movements made subsequent retrieval of spatial memory slower and less accurate. The small apertures also occluded much of the environmental surroundings, but the importance of this kind of occlusion was ruled out in Experiment 2 by showing that participants exhibited intact learning of the same spatial layouts when luminescent objects were viewed in an otherwise dark room. Together, these findings suggest that one of the roles of peripheral vision in spatial learning is to guide eye movements, highlighting the importance of spatial information derived from eye movements for learning environmental layouts.

The Role of Feedback Contingency in Perceptual Category Learning

Science.gov (United States)

Ashby, F. Gregory; Vucovich, Lauren E.

2016-01-01

Feedback is highly contingent on behavior if it eventually becomes easy to predict, and weakly contingent on behavior if it remains difficult or impossible to predict even after learning is complete. Many studies have demonstrated that humans and nonhuman animals are highly sensitive to feedback contingency, but no known studies have examined how feedback contingency affects category learning, and current theories assign little or no importance to this variable. Two experiments examined the effects of contingency degradation on rule-based and information-integration category learning. In rule-based tasks, optimal accuracy is possible with a simple explicit rule, whereas optimal accuracy in information-integration tasks requires integrating information from two or more incommensurable perceptual dimensions. In both experiments, participants each learned rule-based or information-integration categories under either high or low levels of feedback contingency. The exact same stimuli were used in all four conditions and optimal accuracy was identical in every condition. Learning was good in both high-contingency conditions, but most participants showed little or no evidence of learning in either low-contingency condition. Possible causes of these effects are discussed, as well as their theoretical implications. PMID:27149393

The Learning Styles Myth is Thriving in Higher Education

Science.gov (United States)

Newton, Philip M.

2015-01-01

The existence of ‘Learning Styles’ is a common ‘neuromyth’, and their use in all forms of education has been thoroughly and repeatedly discredited in the research literature. However, anecdotal evidence suggests that their use remains widespread. This perspective article is an attempt to understand if and why the myth of Learning Styles persists. I have done this by analyzing the current research literature to capture the picture that an educator would encounter were they to search for “Learning Styles” with the intent of determining whether the research evidence supported their use. The overwhelming majority (89%) of recent research papers, listed in the ERIC and PubMed research databases, implicitly or directly endorse the use of Learning Styles in Higher Education. These papers are dominated by the VAK and Kolb Learning Styles inventories. These presence of these papers in the pedagogical literature demonstrates that an educator, attempting to take an evidence-based approach to education, would be presented with a strong yet misleading message that the use of Learning Styles is endorsed by the current research literature. This has potentially negative consequences for students and for the field of education research. PMID:26696947

Learning Style as a Predictor of First-Time NCLEX-RN Success: Implications for Nurse Educators.

Science.gov (United States)

Lown, Susan G; Hawkins, Lee Ann

Improving NCLEX-RN® pass rates remains a priority for nursing programs. Many programs collect learning style inventory data, yet few studies have looked at relationships between these data and NCLEX-RN pass/fail rates. Learning style preferences (visual, auditory, tactile, individual, group) and NCLEX pass/fail results were examined for 532 undergraduates in a Midwestern university. A significant correlation between preference for group learning and failure of the NCLEX was found (χ = 5.99, P = .05).

Dinosaur remains from the type Maastrichtian: An update

NARCIS (Netherlands)

Weishampel, David B.; Mulder, Eric W A; Dortangs, Rudi W.; Jagt, John W M; Jianu, Coralia Maria; Kuypers, Marcel M M; Peeters, Hans H G; Schulp, Anne S.

1999-01-01

Isolated cranial and post-cranial remains of hadrosaurid dinosaurs have been collected from various outcrops in the type area of the Maastrichtian stage during the last few years. In the present contribution, dentary and maxillary teeth are recorded from the area for the first time. Post-cranial

A Place for Informal Learning in Teaching about Religion: The Story of an Experienced Non-Muslim Teacher and Her Learning about Islam

Science.gov (United States)

Aown, Najwa M.

2011-01-01

Teacher learning about religion has remained an under-researched topic in spite of the professional accountability placed on teachers to teach about religion in a constitutionally permissible and pedagogically sound way. Using data collected from interviews, the purpose of this study is to describe and examine how and what an experienced…

Psychosocial modulators of motor learning in Parkinson’s disease

Directory of Open Access Journals (Sweden)

Petra eZemankova

2016-02-01

Full Text Available Using the remarkable overlap between brain circuits affected in Parkinson’s disease (PD and those underlying motor sequence learning, we may improve the effectiveness of motor rehabilitation interventions by identifying motor learning facilitators in PD. For instance, additional sensory stimulation and task cueing enhanced motor learning in people with PD, whereas exercising using musical rhythms or console computer games improved gait and balance, and reduced some motor symptoms, in addition to increasing task enjoyment. Yet, despite these advances, important knowledge gaps remain. Most studies investigating motor learning in PD used laboratory-specific tasks and equipment, with little resemblance to real life situations. Thus, it is unknown whether similar results could be achieved in more ecological setups and whether individual’s task engagement could further improve motor learning capacity. Moreover, the role of social interaction in motor skill learning process has not yet been investigated in PD and the role of mind-set and self-regulatory mechanisms have been sporadically examined. Here we review evidence suggesting that these psychosocial factors may be important modulators of motor learning in PD. We propose their incorporation in future research, given that it could lead to development of improved non-pharmacological interventions aimed to preserve or restore motor function in PD.

Influence of the workplace on learning physical examination skills

Science.gov (United States)

2014-01-01

Background Hospital clerkships are considered crucial for acquiring competencies such as diagnostic reasoning and clinical skills. The actual learning process in the hospital remains poorly understood. This study investigates how students learn clinical skills in workplaces and factors affecting this. Methods Six focus group sessions with 32 students in Internal Medicine rotation (4–9 students per group; sessions 80–90 minutes). Verbatim transcripts were analysed by emerging themes and coded independently by three researchers followed by constant comparison and axial coding. Results Students report to learn the systematics of the physical examination, gain agility and become able to recognise pathological signs. The learning process combines working alongside others and working independently with increasing responsibility for patient care. Helpful behaviour includes making findings explicit through patient files or during observation, feedback by abnormal findings and taking initiative. Factors affecting the process negatively include lack of supervision, uncertainty about tasks and expectations, and social context such as hierarchy of learners and perceived learning environment. Conclusion Although individual student experiences vary greatly between different hospitals, it seems that proactivity and participation are central drivers for learning. These results can improve the quality of existing programmes and help design new ways to learn physical examination skills. PMID:24678562

Decontamination and management of human remains following incidents of hazardous chemical release.

Science.gov (United States)

Hauschild, Veronique D; Watson, Annetta; Bock, Robert

2012-01-01

To provide specific guidance and resources for systematic and orderly decontamination of human remains resulting from a chemical terrorist attack or accidental chemical release. A detailed review and health-based decision criteria protocol is summarized. Protocol basis and logic are derived from analyses of compound-specific toxicological data and chemical/physical characteristics. Guidance is suitable for civilian or military settings where human remains potentially contaminated with hazardous chemicals may be present, such as sites of transportation accidents, terrorist operations, or medical examiner processing points. Guidance is developed from data-characterizing controlled experiments with laboratory animals, fabrics, and materiel. Logic and specific procedures for decontamination and management of remains, protection of mortuary affairs personnel, and decision criteria to determine when remains are sufficiently decontaminated are presented. Established procedures as well as existing materiel and available equipment for decontamination and verification provide reasonable means to mitigate chemical hazards from chemically exposed remains. Unique scenarios such as those involving supralethal concentrations of certain liquid chemical warfare agents may prove difficult to decontaminate but can be resolved in a timely manner by application of the characterized systematic approaches. Decision criteria and protocols to "clear" decontaminated remains for transport and processing are also provided. Once appropriate decontamination and verification have been accomplished, normal procedures for management of remains and release can be followed.

76 FR 14057 - Notice of Inventory Completion: University of Wyoming, Anthropology Department, Human Remains...

Science.gov (United States)

2011-03-15

...: University of Wyoming, Anthropology Department, Human Remains Repository, Laramie, WY AGENCY: National Park... Anthropology Department, Human Remains Repository, Laramie, WY. The human remains and associated funerary... the human remains was made by University of Wyoming, Anthropology Department, Human Remains Repository...

The Role of Departmental Leadership for Professional Learning Communities

Science.gov (United States)

Vanblaere, Bénédicte; Devos, Geert

2018-01-01

Purpose: Department heads play a pivotal role in the functioning of departments in secondary schools. However, quantitative research about the role of departmental leadership for the development of professional learning communities (PLCs) in subject departments in secondary schools remains scarce. As PLCs are seen as promising contexts for…

Metabolic learning and memory formation by the brain influence systemic metabolic homeostasis.

Science.gov (United States)

Zhang, Yumin; Liu, Gang; Yan, Jingqi; Zhang, Yalin; Li, Bo; Cai, Dongsheng

2015-04-07

Metabolic homeostasis is regulated by the brain, but whether this regulation involves learning and memory of metabolic information remains unexplored. Here we use a calorie-based, taste-independent learning/memory paradigm to show that Drosophila form metabolic memories that help in balancing food choice with caloric intake; however, this metabolic learning or memory is lost under chronic high-calorie feeding. We show that loss of individual learning/memory-regulating genes causes a metabolic learning defect, leading to elevated trehalose and lipid levels. Importantly, this function of metabolic learning requires not only the mushroom body but also the hypothalamus-like pars intercerebralis, while NF-κB activation in the pars intercerebralis mimics chronic overnutrition in that it causes metabolic learning impairment and disorders. Finally, we evaluate this concept of metabolic learning/memory in mice, suggesting that the hypothalamus is involved in a form of nutritional learning and memory, which is critical for determining resistance or susceptibility to obesity. In conclusion, our data indicate that the brain, and potentially the hypothalamus, direct metabolic learning and the formation of memories, which contribute to the control of systemic metabolic homeostasis.

Learning to Learn.

Science.gov (United States)

Weiss, Helen; Weiss, Martin

1988-01-01

The article reviews theories of learning (e.g., stimulus-response, trial and error, operant conditioning, cognitive), considers the role of motivation, and summarizes nine research-supported rules of effective learning. Suggestions are applied to teaching learning strategies to learning-disabled students. (DB)

Learned helplessness and learned prevalence: exploring the causal relations among perceived controllability, reward prevalence, and exploration.

Science.gov (United States)

Teodorescu, Kinneret; Erev, Ido

2014-10-01

Exposure to uncontrollable outcomes has been found to trigger learned helplessness, a state in which the agent, because of lack of exploration, fails to take advantage of regained control. Although the implications of this phenomenon have been widely studied, its underlying cause remains undetermined. One can learn not to explore because the environment is uncontrollable, because the average reinforcement for exploring is low, or because rewards for exploring are rare. In the current research, we tested a simple experimental paradigm that contrasts the predictions of these three contributors and offers a unified psychological mechanism that underlies the observed phenomena. Our results demonstrate that learned helplessness is not correlated with either the perceived controllability of one's environment or the average reward, which suggests that reward prevalence is a better predictor of exploratory behavior than the other two factors. A simple computational model in which exploration decisions were based on small samples of past experiences captured the empirical phenomena while also providing a cognitive basis for feelings of uncontrollability. © The Author(s) 2014.

Pharmacists' perceptions of facilitators and barriers to lifelong learning.

Science.gov (United States)

Hanson, Alan L; Bruskiewitz, Ruth H; Demuth, James E

2007-08-15

To reevaluate facilitators of and barriers to pharmacists' participation in lifelong learning previously examined in a 1990 study. A survey instrument was mailed to 274 pharmacists who volunteered to participate based on a prior random sample survey. Data based on perceptions of facilitators and barriers to lifelong learning, as well as self-perception as a lifelong learner, were analyzed and compared to a similar 1990 survey. The response rate for the survey was 88%. The top 3 facilitators and barriers to lifelong learning from the 2003 and the 1990 samples were: (1) personal desire to learn; (2) requirement to maintain professional licensure; and (3) enjoyment/relaxation provided by learning as change of pace from the "routine." The top 3 barriers were: (1) job constraints; (2) scheduling (location, distance, time) of group learning activities; and (3) family constraints (eg, spouse, children, personal). Respondents' broad self-perception as lifelong learners continued to be highly positive overall, but remained less positive relative to more specific lifelong learning skills such as the ability to identify learning objectives as well as to evaluate learning outcomes. Little has changed in the last decade relative to how pharmacists view themselves as lifelong learners, as well as what they perceive as facilitators and barriers to lifelong learning. To address factors identified as facilitators and barriers, continuing education (CE) providers should focus on pharmacists' time constraints, whether due to employment, family responsibilities, or time invested in the educational activity itself, and pharmacists' internal motivations to learn (personal desire, enjoyment), as well as external forces such as mandatory CE for relicensure.

Adaptive learning in a compartmental model of visual cortex—how feedback enables stable category learning and refinement

Science.gov (United States)

Layher, Georg; Schrodt, Fabian; Butz, Martin V.; Neumann, Heiko

2014-01-01

The categorization of real world objects is often reflected in the similarity of their visual appearances. Such categories of objects do not necessarily form disjunct sets of objects, neither semantically nor visually. The relationship between categories can often be described in terms of a hierarchical structure. For instance, tigers and leopards build two separate mammalian categories, both of which are subcategories of the category Felidae. In the last decades, the unsupervised learning of categories of visual input stimuli has been addressed by numerous approaches in machine learning as well as in computational neuroscience. However, the question of what kind of mechanisms might be involved in the process of subcategory learning, or category refinement, remains a topic of active investigation. We propose a recurrent computational network architecture for the unsupervised learning of categorial and subcategorial visual input representations. During learning, the connection strengths of bottom-up weights from input to higher-level category representations are adapted according to the input activity distribution. In a similar manner, top-down weights learn to encode the characteristics of a specific stimulus category. Feedforward and feedback learning in combination realize an associative memory mechanism, enabling the selective top-down propagation of a category's feedback weight distribution. We suggest that the difference between the expected input encoded in the projective field of a category node and the current input pattern controls the amplification of feedforward-driven representations. Large enough differences trigger the recruitment of new representational resources and the establishment of additional (sub-) category representations. We demonstrate the temporal evolution of such learning and show how the proposed combination of an associative memory with a modulatory feedback integration successfully establishes category and subcategory representations

Adaptive learning in a compartmental model of visual cortex - how feedback enables stable category learning and refinement

Directory of Open Access Journals (Sweden)

Georg eLayher

2014-12-01

Full Text Available The categorization of real world objects is often reflected in the similarity of their visual appearances. Such categories of objects do not necessarily form disjunct sets of objects, neither semantically nor visually. The relationship between categories can often be described in terms of a hierarchical structure. For instance, tigers and leopards build two separate mammalian categories, but both belong to the category of felines. In other words, tigers and leopards are subcategories of the category Felidae. In the last decades, the unsupervised learning of categories of visual input stimuli has been addressed by numerous approaches in machine learning as well as in the computational neurosciences. However, the question of what kind of mechanisms might be involved in the process of subcategory learning, or category refinement, remains a topic of active investigation. We propose a recurrent computational network architecture for the unsupervised learning of categorial and subcategorial visual input representations. During learning, the connection strengths of bottom-up weights from input to higher-level category representations are adapted according to the input activity distribution. In a similar manner, top-down weights learn to encode the characteristics of a specific stimulus category. Feedforward and feedback learning in combination realize an associative memory mechanism, enabling the selective top-down propagation of a category's feedback weight distribution. We suggest that the difference between the expected input encoded in the projective field of a category node and the current input pattern controls the amplification of feedforward-driven representations. Large enough differences trigger the recruitment of new representational resources and the establishment of (sub- category representations. We demonstrate the temporal evolution of such learning and show how the approach successully establishes category and subcategory

The Role of the Visual Arts in Enhancing the Learning Process

Science.gov (United States)

Tyler, Christopher W.; Likova, Lora T.

2011-01-01

With all the wealth of scientific activities, there remains a certain stigma associated with careers in science, as a result of the inevitable concentration on narrow specializations that are inaccessible to general understanding. Enhancement of the process of scientific learning remains a challenge, particularly in the school setting. While direct explanation seems the best approach to expedite learning any specific subject, it is well known that the ability to deeply absorb facts and concepts is greatly enhanced by placing them in a broader context of relevance to the issues of everyday life and to the larger goals of improvement of the quality of life and advancement to a more evolved society as a whole. If the sciences can be associated with areas of artistic endeavor, they may be viewed as more accessible and favorable topics of study. There is consequently an urgent need for research in the relationship between learning and experience in the arts because both art education and scientific literacy remain at an inadequate level even in economically advanced countries. The focus of this review is the concept that inspiration is an integral aspect of the artistic experience, both for the artist and for the viewer of the artwork. As an integrative response, inspiration involves not only higher cortical circuitry but its integration with the deep brain structures such as limbic system and medial frontal structures, which are understood to mediate the experience of emotions, motivational rewards, and the appreciation of the esthetic values of the impinging stimuli. In this sense, inspiration can turn almost any occupation in life into an avocation, a source of satisfaction in achieving life goals. Conversely, when inspiration is lacking, the motivation to learn, adapt, and prosper is impeded. Thus, inspiration may be viewed as a potent aspect of human experience in linking art and science. PMID:22347854

Quality, the Enhancement of a University's Teaching and Learning and the Role of Quality Officers

Science.gov (United States)

Hodgson, Kath; Whalley, Gordon

2006-01-01

There has been, and remains, much criticism of the external monitoring of the quality of universities' learning and teaching by bodies such as the QAA largely on the grounds that it is essentially a bureaucratic collection of data that does little, if anything, to help in improving or enhancing the learning and teaching. In this article, while…

Blister rust in North America: What we have not learned in the past 100 years

Science.gov (United States)

Eugene P. Van Arsdel; Brian W. Geils

2011-01-01

Introduction of Cronartium ribicola (white pine blister rust) greatly motivated development of tree disease control and research in America. Although foresters and pathologists have learned much in the past 100 years, more remains to learn. The most important lesson is that fear of blister rust has reduced pine regeneration more than the disease itself. Based on six...

Methodology for Extraction of Remaining Sodium of Used Sodium Containers

International Nuclear Information System (INIS)

Jung, Minhwan; Kim, Jongman; Cho, Youngil; Jeong, Jiyoung

2014-01-01

Sodium used as a coolant in the SFR (Sodium-cooled Fast Reactor) reacts easily with most elements due to its high reactivity. If sodium at high temperature leaks outside of a system boundary and makes contact with oxygen, it starts to burn and toxic aerosols are produced. In addition, it generates flammable hydrogen gas through a reaction with water. Hydrogen gas can be explosive within the range of 4.75 vol%. Therefore, the sodium should be handled carefully in accordance with standard procedures even though there is a small amount of target sodium remainings inside the containers and drums used for experiment. After the experiment, all sodium experimental apparatuses should be dismantled carefully through a series of draining, residual sodium extraction, and cleaning if they are no longer reused. In this work, a system for the extraction of the remaining sodium of used sodium drums has been developed and an operation procedure for the system has been established. In this work, a methodology for the extraction of remaining sodium out of the used sodium container has been developed as one of the sodium facility maintenance works. The sodium extraction system for remaining sodium of the used drums was designed and tested successfully. This work will contribute to an establishment of sodium handling technology for PGSFR. (Prototype Gen-IV Sodium-cooled Fast Reactor)

Social learning in cooperative dilemmas.

Science.gov (United States)

Lamba, Shakti

2014-07-22

Helping is a cornerstone of social organization and commonplace in human societies. A major challenge for the evolutionary sciences is to explain how cooperation is maintained in large populations with high levels of migration, conditions under which cooperators can be exploited by selfish individuals. Cultural group selection models posit that such large-scale cooperation evolves via selection acting on populations among which behavioural variation is maintained by the cultural transmission of cooperative norms. These models assume that individuals acquire cooperative strategies via social learning. This assumption remains empirically untested. Here, I test this by investigating whether individuals employ conformist or payoff-biased learning in public goods games conducted in 14 villages of a forager-horticulturist society, the Pahari Korwa of India. Individuals did not show a clear tendency to conform or to be payoff-biased and are highly variable in their use of social learning. This variation is partly explained by both individual and village characteristics. The tendency to conform decreases and to be payoff-biased increases as the value of the modal contribution increases. These findings suggest that the use of social learning in cooperative dilemmas is contingent on individuals' circumstances and environments, and question the existence of stably transmitted cultural norms of cooperation. © 2014 The Author(s) Published by the Royal Society. All rights reserved.

Renewable electricity generation in India—A learning rate analysis

International Nuclear Information System (INIS)

Partridge, Ian

2013-01-01

The cost of electricity generation using renewable technologies is widely assumed to be higher than the cost for conventional generation technologies, but likely to fall with growing experience of the technologies concerned. This paper tests the second part of that statement using learning rate analysis, based on large samples of wind and small hydro projects in India, and projects likely changes in these costs through 2020. It is the first study of learning rates for renewable generation technologies in India, and only the second in any developing country—it provides valuable input to the development of Indian energy policy and will be relevant to policy makers in other developing countries. The paper considers some potential problems with learning rate analysis raised by Nordhaus (2009. The Perils of the Learning Model for Modeling Endogenous Technological Change. National Bureau of Economic Research Working Paper Series No. 14638). By taking account of these issues, it is possible both to improve the models used for making cost projections and to examine the potential impact of remaining forecasting problems. - Highlights: • The first learning rate analysis of wind generation costs in India. • Only the second learning rate analysis for wind in any developing country. • Reviews missing variable and related issues in learning rate analysis. • Finds a 17.7% learning rate for wind generation costs in India. • Finds no significant learning effect for small hydro

Robotics to Enable Older Adults to Remain Living at Home

OpenAIRE

Pearce, Alan J.; Adair, Brooke; Miller, Kimberly; Ozanne, Elizabeth; Said, Catherine; Santamaria, Nick; Morris, Meg E.

2012-01-01

Given the rapidly ageing population, interest is growing in robots to enable older people to remain living at home. We conducted a systematic review and critical evaluation of the scientific literature, from 1990 to the present, on the use of robots in aged care. The key research questions were as follows: (1) what is the range of robotic devices available to enable older people to remain mobile, independent, and safe? and, (2) what is the evidence demonstrating that robotic devices are effec...

Mummified remains from the Archaeological Museum in Zagreb, Croatia - Reviewing peculiarities and limitations of human and non-human radiological identification and analysis in mummified remains.

Science.gov (United States)

Petaros, Anja; Janković, Ivor; Cavalli, Fabio; Ivanac, Gordana; Brkljačić, Boris; Čavka, Mislav

2015-10-01

Forensic protocols and medico-legal techniques are increasingly being employed in investigations of museological material. The final findings of such investigations may reveal interesting facts on historical figures, customs and habits, as well as provide meaningful data for forensic use. Herein we present a case review where forensic experts were requested to identify taxonomic affinities, stage of preservation and provide skeletal analysis of mummified non-human archaeological remains, and verify whether two mummified hands are human or not. The manuscript offers a short review on the process and particularities of radiological species identification, the impact of post-mortem changes in the analysis and imaging of mummified remains as well as the macroscopical interpretation of trauma, pathology and authenticity in mummified remains, which can all turn useful when dealing with forensic cases. Copyright © 2015 Elsevier Ltd and Faculty of Forensic and Legal Medicine. All rights reserved.

A Meta-Analysis of Working Memory Deficits in Children with Learning Difficulties: Is There a Difference between Verbal Domain and Numerical Domain?

Science.gov (United States)

Peng, Peng; Fuchs, Douglas

2016-01-01

Children with learning difficulties suffer from working memory (WM) deficits. Yet the specificity of deficits associated with different types of learning difficulties remains unclear. Further research can contribute to our understanding of the nature of WM and the relationship between it and learning difficulties. The current meta-analysis…

Olfactory bulb encoding during learning under anaesthesia

Directory of Open Access Journals (Sweden)

Alister U Nicol

2014-06-01

Full Text Available Neural plasticity changes within the olfactory bulb are important for olfactory learning, although how neural encoding changes support new associations with specific odours and whether they can be investigated under anaesthesia, remain unclear. Using the social transmission of food preference olfactory learning paradigm in mice in conjunction with in vivo microdialysis sampling we have shown firstly that a learned preference for a scented food odour smelled on the breath of a demonstrator animal occurs under isofluorane anaesthesia. Furthermore, subsequent exposure to this cued odour under anaesthesia promotes the same pattern of increased release of glutamate and GABA in the olfactory bulb as previously found in conscious animals following olfactory learning, and evoked GABA release was positively correlated with the amount of scented food eaten. In a second experiment, multiarray (24 electrodes electrophysiological recordings were made from olfactory bulb mitral cells under isofluorane anaesthesia before, during and after a novel scented food odour was paired with carbon disulfide. Results showed significant increases in overall firing frequency to the cued-odour during and after learning and decreases in response to an uncued odour. Analysis of patterns of changes in individual neurons revealed that a substantial proportion (>50% of them significantly changed their response profiles during and after learning with most of those previously inhibited becoming excited. A large number of cells exhibiting no response to the odours prior to learning were either excited or inhibited afterwards. With the uncued odour many previously responsive cells became unresponsive or inhibited. Learning associated changes only occurred in the posterior part of the olfactory bulb. Thus olfactory learning under anaesthesia promotes extensive, but spatially distinct, changes in mitral cell networks to both cued and uncued odours as well as in evoked glutamate and

Influences of Formal Learning, Personal Learning Orientation, and Supportive Learning Environment on Informal Learning

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Choi, Woojae; Jacobs, Ronald L.

2011-01-01

While workplace learning includes formal and informal learning, the relationship between the two has been overlooked, because they have been viewed as separate entities. This study investigated the effects of formal learning, personal learning orientation, and supportive learning environment on informal learning among 203 middle managers in Korean…

Exercise, learned helplessness, and the stress-resistant brain.

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Greenwood, Benjamin N; Fleshner, Monika

2008-01-01

Exercise can prevent the development of stress-related mood disorders, such as depression and anxiety. The underlying neurobiological mechanisms of this effect, however, remain unknown. Recently, researchers have used animal models to begin to elucidate the potential mechanisms underlying the protective effects of physical activity. Using the behavioral consequences of uncontrollable stress or "learned helplessness" as an animal analog of depression- and anxiety-like behaviors in rats, we are investigating factors that could be important for the antidepressant and anxiolytic properties of exercise (i.e., wheel running). The current review focuses on the following: (1) the effect of exercise on the behavioral consequences of uncontrollable stress and the implications of these effects on the specificity of the "learned helplessness" animal model; (2) the neurocircuitry of learned helplessness and the role of serotonin; and (3) exercise-associated neural adaptations and neural plasticity that may contribute to the stress-resistant brain. Identifying the mechanisms by which exercise prevents learned helplessness could shed light on the complex neurobiology of depression and anxiety and potentially lead to novel strategies for the prevention of stress-related mood disorders.

New Fellows and Honorary Fellow

Indian Academy of Sciences (India)

... Refresher Courses · Symposia · Live Streaming. Home; Fellowship. Fellow Profile. Elected: 1948 Section: Animal Sciences. Seshaiya, Rebala Venkata M.A., FNA. Date of birth: 8 February 1898. Date of death: 28 February 1973. Specialization: Cytology, Classical Embryology, Chemical Embryology, Anatomy, Physiology, ...

Career Motivation in Newly Licensed Registered Nurses: What Makes Them Remain

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Banks, Zarata Mann; Bailey, Jessica H.

2010-01-01

Despite vast research on newly licensed registered nurses (RNs), we don't know why some newly licensed registered nurses remain in their current jobs and others leave the nursing profession early in their career. Job satisfaction, the most significant factor emerging from the literature, plays a significant role in nurses' decisions to remain in…

A Signal for the Need to Restructure the Learning Process.

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Breivik, Patricia Senn

1991-01-01

Although the U.S. will not disintegrate tomorrow if information literacy and resource-based learning remain underfunded, today's disadvantaged groups will fall further behind, as a new "information elite" emerges. The American Library Association's 1989 information literacy report is one step toward creating a national agenda for…

Fossil human remains from Bolomor Cave (Valencia, Spain).

Science.gov (United States)

Arsuaga, Juan Luis; Fernández Peris, Josep; Gracia-Téllez, Ana; Quam, Rolf; Carretero, José Miguel; Barciela González, Virginia; Blasco, Ruth; Cuartero, Felipe; Sañudo, Pablo

2012-05-01

Systematic excavations carried out since 1989 at Bolomor Cave have led to the recovery of four Pleistocene human fossil remains, consisting of a fibular fragment, two isolated teeth, and a nearly complete adult parietal bone. All of these specimens date to the late Middle and early Late Pleistocene (MIS 7-5e). The fibular fragment shows thick cortical bone, an archaic feature found in non-modern (i.e. non-Homo sapiens) members of the genus Homo. Among the dental remains, the lack of a midtrigonid crest in the M(1) represents a departure from the morphology reported for the majority of Neandertal specimens, while the large dimensions and pronounced shoveling of the marginal ridges in the C(1) are similar to other European Middle and late Pleistocene fossils. The parietal bone is very thick, with dimensions that generally fall above Neandertal fossils and resemble more closely the Middle Pleistocene Atapuerca (SH) adult specimens. Based on the presence of archaic features, all the fossils from Bolomor are attributed to the Neandertal evolutionary lineage. Copyright © 2012 Elsevier Ltd. All rights reserved.

EDUCATING ENGINEERS FOR/IN SUSTAINABLE DEVELOPMENT? WHAT WE KNEW, WHAT WE LEARNED, AND WHAT WE SHOULD LEARN

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Karel F Mulder

2010-01-01

Full Text Available In the past decade, several engineering universities, mainly in Europe, but also in Australia, North America, and Japan, have been addressing the issue of sustainable development. Engineering education in sustainable development has been discussed at many occasions. What questions have been addressed, what answers have been provided, and what are the main remaining topics for research into engineering education in sustainable development? What should engineers learn regarding sustainable development? How to trigger institutional change within engineering schools: top-down or bottom-up? How to trigger cultural change, how to win the hearts and souls of the faculty? Curriculum change: starting new programs or changing existing ones? The contribution of active learning and project based learning? The role of external stakeholders, external cooperation? How to measure sustainable development learning effects? Practice what you preach: how to green the campus, diminish resource consumption and sustainabilise procurement? How to teach normative content in an academic context? The paper, based mainly on the European literature on EESD of the last decade, discusses the answers that were provided and present an agenda for further research in EESD (This paper has mainly a European perspective. An overview of sustainable development engineering education in the USA can be found in [80].

Functional Specialization within the Striatum along Both the Dorsal/Ventral and Anterior/Posterior Axes during Associative Learning via Reward and Punishment

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Mattfeld, Aaron T.; Gluck, Mark A.; Stark, Craig E. L.

2011-01-01

The goal of the present study was to elucidate the role of the human striatum in learning via reward and punishment during an associative learning task. Previous studies have identified the striatum as a critical component in the neural circuitry of reward-related learning. It remains unclear, however, under what task conditions, and to what…

How do medium naturalness and personality traits shape academic achievement and perceived learning? An experimental study of face-to-face and synchronous e-learning

Directory of Open Access Journals (Sweden)

Ina Blau

2017-07-01

Full Text Available This controlled experiment examined how academic achievement and cognitive, emotional and social aspects of perceived learning are affected by the level of medium naturalness (face-to-face, one-way and two-way videoconferencing and by learners’ personality traits (extroversion–introversion and emotional stability–neuroticism. The Media Naturalness Theory explains the degree of medium naturalness by comparing its characteristics to face-to-face communication, considered to be the most natural form of communication. A total of 76 participants were randomly assigned to three experimental conditions: face-to-face, one-way and two-way videoconferencing. E-learning conditions were conducted through Zoom videoconferencing, which enables natural and spontaneous communication. Findings shed light on the trade-off involved in media naturalness: one-way videoconferencing, the less natural learning condition, enhanced the cognitive aspect of perceived learning but compromised the emotional and social aspects. Regarding the impact of personality, neurotic students tended to enjoy and succeed more in face-to-face learning, whereas emotionally stable students enjoyed and succeeded in all of the learning conditions. Extroverts tended to enjoy more natural learning environments but had lower achievements in these conditions. In accordance with the ‘poor get richer’ principle, introverts enjoyed environments with a low level of medium naturalness. However, they remained focused and had higher achievements in the face-to-face learning.

On random age and remaining lifetime for populations of items

DEFF Research Database (Denmark)

Finkelstein, M.; Vaupel, J.

2015-01-01

We consider items that are incepted into operation having already a random (initial) age and define the corresponding remaining lifetime. We show that these lifetimes are identically distributed when the age distribution is equal to the equilibrium distribution of the renewal theory. Then we...... develop the population studies approach to the problem and generalize the setting in terms of stationary and stable populations of items. We obtain new stochastic comparisons for the corresponding population ages and remaining lifetimes that can be useful in applications. Copyright (c) 2014 John Wiley...

Leading the Proverbial Thirsty Horse to Water: ESL Learners’ Experience with Language Learning Contracts

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Normah Ismail

2012-12-01

Full Text Available There is agreement among language educators that the process of language teaching and learning should aim to develop autonomous language learners. While the advantages of autonomy seem to be quite obvious, fostering autonomy in practice can prove to be difficult for some language learners. This paper describes the use of learning contracts as a strategy for enhancing learner autonomy among a group of ESL learners in a Malaysian university. Through learners’ account of their experiences with the contracts, the study concludes that the learning contract has potential use for language learning and that learners’ positive learning experience remains the key to the success of any endeavour seeking to promote learner autonomy. The paper ends with some implications for teachers and learners who wish to use the contracts as a strategy for language teaching and learning.

Bridging Cognitive And Neural Aspects Of Classroom Learning

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Posner, Michael I.

2009-11-01

A major achievement of the first twenty years of neuroimaging is to reveal the brain networks that underlie fundamental aspects of attention, memory and expertise. We examine some principles underlying the activation of these networks. These networks represent key constraints for the design of teaching. Individual differences in these networks reflect a combination of genes and experiences. While acquiring expertise is easier for some than others the importance of effort in its acquisition is a basic principle. Networks are strengthened through exercise, but maintaining interest that produces sustained attention is key to making exercises successful. The state of the brain prior to learning may also represent an important constraint on successful learning and some interventions designed to investigate the role of attention state in learning are discussed. Teaching remains a creative act between instructor and student, but an understanding of brain mechanisms might improve opportunity for success for both participants.

Congenital anomalies in the teratological collection of Museum Vrolik in Amsterdam, The Netherlands. II: Skeletal dysplasias

NARCIS (Netherlands)

Oostra, R. J.; Baljet, B.; Dijkstra, P. F.; Hennekam, R. C.

1998-01-01

The Museum Vrolik collection of the Department of Anatomy and Embryology of the University of Amsterdam, founded by Gerardus Vrolik (1775-1859) and his son Willem Vrolik (1801-1863), consists of more than five thousand specimens of human and animal anatomy, embryology, pathology, and congenital

Place preference and vocal learning rely on distinct reinforcers in songbirds.

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Murdoch, Don; Chen, Ruidong; Goldberg, Jesse H

2018-04-30

In reinforcement learning (RL) agents are typically tasked with maximizing a single objective function such as reward. But it remains poorly understood how agents might pursue distinct objectives at once. In machines, multiobjective RL can be achieved by dividing a single agent into multiple sub-agents, each of which is shaped by agent-specific reinforcement, but it remains unknown if animals adopt this strategy. Here we use songbirds to test if navigation and singing, two behaviors with distinct objectives, can be differentially reinforced. We demonstrate that strobe flashes aversively condition place preference but not song syllables. Brief noise bursts aversively condition song syllables but positively reinforce place preference. Thus distinct behavior-generating systems, or agencies, within a single animal can be shaped by correspondingly distinct reinforcement signals. Our findings suggest that spatially segregated vocal circuits can solve a credit assignment problem associated with multiobjective learning.

Autism and the mirror neuron system: insights from learning and teaching.

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Vivanti, Giacomo; Rogers, Sally J

2014-01-01

Individuals with autism have difficulties in social learning domains which typically involve mirror neuron system (MNS) activation. However, the precise role of the MNS in the development of autism and its relevance to treatment remain unclear. In this paper, we argue that three distinct aspects of social learning are critical for advancing knowledge in this area: (i) the mechanisms that allow for the implicit mapping of and learning from others' behaviour, (ii) the motivation to attend to and model conspecifics and (iii) the flexible and selective use of social learning. These factors are key targets of the Early Start Denver Model, an autism treatment approach which emphasizes social imitation, dyadic engagement, verbal and non-verbal communication and affect sharing. Analysis of the developmental processes and treatment-related changes in these different aspects of social learning in autism can shed light on the nature of the neuropsychological mechanisms underlying social learning and positive treatment outcomes in autism. This knowledge in turn may assist in developing more successful pedagogic approaches to autism spectrum disorder. Thus, intervention research can inform the debate on relations among neuropsychology of social learning, the role of the MNS, and educational practice in autism.

Autism and the mirror neuron system: insights from learning and teaching

Science.gov (United States)

Vivanti, Giacomo; Rogers, Sally J.

2014-01-01

Individuals with autism have difficulties in social learning domains which typically involve mirror neuron system (MNS) activation. However, the precise role of the MNS in the development of autism and its relevance to treatment remain unclear. In this paper, we argue that three distinct aspects of social learning are critical for advancing knowledge in this area: (i) the mechanisms that allow for the implicit mapping of and learning from others' behaviour, (ii) the motivation to attend to and model conspecifics and (iii) the flexible and selective use of social learning. These factors are key targets of the Early Start Denver Model, an autism treatment approach which emphasizes social imitation, dyadic engagement, verbal and non-verbal communication and affect sharing. Analysis of the developmental processes and treatment-related changes in these different aspects of social learning in autism can shed light on the nature of the neuropsychological mechanisms underlying social learning and positive treatment outcomes in autism. This knowledge in turn may assist in developing more successful pedagogic approaches to autism spectrum disorder. Thus, intervention research can inform the debate on relations among neuropsychology of social learning, the role of the MNS, and educational practice in autism. PMID:24778379

Mineral remains of early life on Earth? On Mars?

Science.gov (United States)

Iberall, Robbins E.; Iberall, A.S.

1991-01-01

The oldest sedimentary rocks on Earth, the 3.8-Ga Isua Iron-Formation in southwestern Greenland, are metamorphosed past the point where organic-walled fossils would remain. Acid residues and thin sections of these rocks reveal ferric microstructures that have filamentous, hollow rod, and spherical shapes not characteristic of crystalline minerals. Instead, they resemble ferric-coated remains of bacteria. Because there are no earlier sedimentary rocks to study on Earth, it may be necessary to expand the search elsewhere in the solar system for clues to any biotic precursors or other types of early life. A study of morphologies of iron oxide minerals collected in the southern highlands during a Mars sample return mission may therefore help to fill in important gaps in the history of Earth's earliest biosphere. -from Authors

Observational Learning in Mice Can Be Prevented by Medial Prefrontal Cortex Stimulation and Enhanced by Nucleus Accumbens Stimulation

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Jurado-Parras, M. Teresa; Gruart, Agnes; Delgado-Garcia, Jose M.

2012-01-01

The neural structures involved in ongoing appetitive and/or observational learning behaviors remain largely unknown. Operant conditioning and observational learning were evoked and recorded in a modified Skinner box provided with an on-line video recording system. Mice improved their acquisition of a simple operant conditioning task by…

The Relationship between an Online Synchronous Learning Environment and Knowledge Acquisition Skills and Traits: The Blackboard Collaborate Experience

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Politis, John; Politis, Denis

2016-01-01

Online learning is becoming more attractive to perspective students because it offers them greater accessibility, convenience and flexibility to study at a reduced cost. While these benefits may attract prospective learners to embark on an online learning environment there remains little empirical evidence relating the skills and traits of…

How relevant is social interaction in second language learning?

Directory of Open Access Journals (Sweden)

Laura eVerga

2013-09-01

Full Text Available Verbal language is the most widespread mode of human communication, and an intrinsically social activity. This claim is strengthen by evidence emerging from different fields, which clearly indicate that social interaction influences human communication, and more specifically, language learning. Indeed, research conducted with infants and children shows that interaction with a caregiver is necessary to acquire language. Further evidence on the influence of sociality on language comes from social and linguistic pathologies, in which deficits in social and linguistic abilities are tightly intertwined, as it is the case for Autism, for example. However, studies on adult second language learning have been mostly focused on individualistic approaches, partly because of methodological constraints especially of imaging methods. The question as to whether social interaction should be considered as a critical factor impacting upon adult language learning still remains underspecified. Here, we review evidence in support of the view that sociality plays a significant role in communication and language learning, in an attempt to emphasize factors that could facilitate this process in adult language learning. We suggest that sociality should be considered as a potentially influential factor in adult language learning and that future studies in this domain should explicitly target this factor.

How relevant is social interaction in second language learning?

Science.gov (United States)

Verga, Laura; Kotz, Sonja A

2013-09-03

Verbal language is the most widespread mode of human communication, and an intrinsically social activity. This claim is strengthened by evidence emerging from different fields, which clearly indicates that social interaction influences human communication, and more specifically, language learning. Indeed, research conducted with infants and children shows that interaction with a caregiver is necessary to acquire language. Further evidence on the influence of sociality on language comes from social and linguistic pathologies, in which deficits in social and linguistic abilities are tightly intertwined, as is the case for Autism, for example. However, studies on adult second language (L2) learning have been mostly focused on individualistic approaches, partly because of methodological constraints, especially of imaging methods. The question as to whether social interaction should be considered as a critical factor impacting upon adult language learning still remains underspecified. Here, we review evidence in support of the view that sociality plays a significant role in communication and language learning, in an attempt to emphasize factors that could facilitate this process in adult language learning. We suggest that sociality should be considered as a potentially influential factor in adult language learning and that future studies in this domain should explicitly target this factor.

Radiologic Findings of Reversed Intestinal Rotation in Adults: 3 Cases Report

International Nuclear Information System (INIS)

Baek, Hyeon Seok; Cho, Jae Ho; Chang, Jay Chun; Kim, Jae Woon; Kim, Kum Rae; Park, Won Kyu; Kim, Jong Yeol

2009-01-01

Most anomalies of intestinal rotation are detected during the postneonatal period. In adults, the diagnosis and treatment of patients with a congenital anomaly of the midgut can be difficult because of their extremely rarity. Based on embryology, anomalies of intestinal rotation can be divided into non-rotation, reversed rotation and malrotation. Reversed rotation of the midgut is the rarest of all anomalies of intestinal rotation. Although this anomaly is rare, it can be diagnosed by a detailed knowledge of embryology and anatomy. We report three adult patients with reversed intestinal rotation and review the embryology, clinical presentation and radiographic findings of this disorder

A Study on Generic Representation of Skeletal Remains Replication of Prehistoric Burial

Directory of Open Access Journals (Sweden)

C.-W. Shao

2015-08-01

Full Text Available Generic representation of skeletal remains from burials consists of three dimensions which include physical anthropologists, replication technicians, and promotional educators. For the reason that archaeological excavation is irreversible and disruptive, detail documentation and replication technologies are surely needed for many purposes. Unearthed bones during the process of 3D digital scanning need to go through reverse procedure, 3D scanning, digital model superimposition, rapid prototyping, mould making, and the integrated errors generated from the presentation of colours and textures are important issues for the presentation of replicate skeleton remains among professional decisions conducted by physical anthropologists, subjective determination of makers, and the expectations of viewers. This study presents several cases and examines current issues on display and replication technologies for human skeletal remains of prehistoric burials. This study documented detail colour changes of human skeleton over time for the reference of reproduction. The tolerance errors of quantification and required technical qualification is acquired according to the precision of 3D scanning, the specification requirement of rapid prototyping machine, and the mould making process should following the professional requirement for physical anthropological study. Additionally, the colorimeter is adopted to record and analyse the “colour change” of the human skeletal remains from wet to dry condition. Then, the “colure change” is used to evaluate the “real” surface texture and colour presentation of human skeletal remains, and to limit the artistic presentation among the human skeletal remains reproduction. The“Lingdao man No.1”, is a well preserved burial of early Neolithic period (8300 B.P. excavated from Liangdao-Daowei site, Matsu, Taiwan , as the replicating object for this study. In this study, we examined the reproduction procedures step by

Humanoids Learning to Walk: A Natural CPG-Actor-Critic Architecture.

Science.gov (United States)

Li, Cai; Lowe, Robert; Ziemke, Tom

2013-01-01

The identification of learning mechanisms for locomotion has been the subject of much research for some time but many challenges remain. Dynamic systems theory (DST) offers a novel approach to humanoid learning through environmental interaction. Reinforcement learning (RL) has offered a promising method to adaptively link the dynamic system to the environment it interacts with via a reward-based value system. In this paper, we propose a model that integrates the above perspectives and applies it to the case of a humanoid (NAO) robot learning to walk the ability of which emerges from its value-based interaction with the environment. In the model, a simplified central pattern generator (CPG) architecture inspired by neuroscientific research and DST is integrated with an actor-critic approach to RL (cpg-actor-critic). In the cpg-actor-critic architecture, least-square-temporal-difference based learning converges to the optimal solution quickly by using natural gradient learning and balancing exploration and exploitation. Futhermore, rather than using a traditional (designer-specified) reward it uses a dynamic value function as a stability indicator that adapts to the environment. The results obtained are analyzed using a novel DST-based embodied cognition approach. Learning to walk, from this perspective, is a process of integrating levels of sensorimotor activity and value.

Visual memory and learning in extremely low-birth-weight/extremely preterm adolescents compared with controls: a geographic study.

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Molloy, Carly S; Wilson-Ching, Michelle; Doyle, Lex W; Anderson, Vicki A; Anderson, Peter J

2014-04-01

Contemporary data on visual memory and learning in survivors born extremely preterm (EP; Visual learning and memory data were available for 221 (74.2%) EP/ELBW subjects and 159 (60.7%) controls. EP/ELBW adolescents exhibited significantly poorer performance across visual memory and learning variables compared with controls. Visual learning and delayed visual memory were particularly problematic and remained so after controlling for visual-motor integration and visual perception and excluding adolescents with neurosensory disability, and/or IQ visual memory and learning outcomes compared with controls, which cannot be entirely explained by poor visual perceptual or visual constructional skills or intellectual impairment.

The role of the visual arts in the enhancing the learning process.

Science.gov (United States)

Tyler, Christopher W; Likova, Lora T

2012-01-01

With all the wealth of scientific activities, there remains a certain stigma associated with careers in science, as a result of the inevitable concentration on narrow specializations that are inaccessible to general understanding. Enhancement of the process of scientific learning remains a challenge, particularly in the school setting. While direct explanation seems the best approach to expedite learning any specific subject, it is well known that the ability to deeply absorb facts and concepts is greatly enhanced by placing them in a broader context of relevance to the issues of everyday life and to the larger goals of improvement of the quality of life and advancement to a more evolved society as a whole. If the sciences can be associated with areas of artistic endeavor, they may be viewed as more accessible and favorable topics of study. There is consequently an urgent need for research in the relationship between learning and experience in the arts because both art education and scientific literacy remain at an inadequate level even in economically advanced countries. The focus of this review is the concept that inspiration is an integral aspect of the artistic experience, both for the artist and for the viewer of the artwork. As an integrative response, inspiration involves not only higher cortical circuitry but its integration with the deep brain structures such as limbic system and medial frontal structures, which are understood to mediate the experience of emotions, motivational rewards, and the appreciation of the esthetic values of the impinging stimuli. In this sense, inspiration can turn almost any occupation in life into an avocation, a source of satisfaction in achieving life goals. Conversely, when inspiration is lacking, the motivation to learn, adapt, and prosper is impeded. Thus, inspiration may be viewed as a potent aspect of human experience in linking art and science.

The Lessons of Non-Formal Learning for Urban Youth

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Thompson, Carol C.

2012-01-01

Non-formal learning for urban youth has a long history in the United States; it remains a source of innovation. This essay draws on literature about organizations that use community ties to encourage cognitive development and identity formation. It then describes how one youth organization in Camden, New Jersey uses presentations to the community…

Shotgun microbial profiling of fossil remains

DEFF Research Database (Denmark)

Der Sarkissian, Clio; Ermini, Luca; Jónsson, Hákon

2014-01-01

the specimen of interest, but instead reflect environmental organisms that colonized the specimen after death. Here, we characterize the microbial diversity recovered from seven c. 200- to 13 000-year-old horse bones collected from northern Siberia. We use a robust, taxonomy-based assignment approach...... to identify the microorganisms present in ancient DNA extracts and quantify their relative abundance. Our results suggest that molecular preservation niches exist within ancient samples that can potentially be used to characterize the environments from which the remains are recovered. In addition, microbial...... community profiling of the seven specimens revealed site-specific environmental signatures. These microbial communities appear to comprise mainly organisms that colonized the fossils recently. Our approach significantly extends the amount of useful data that can be recovered from ancient specimens using...

Qualitative aspects of learning, recall, and recognition in dementia

Directory of Open Access Journals (Sweden)

Ranjith Neelima

2010-01-01

Full Text Available Objective: To determine whether learning and serial position effect (SPE differs qualitatively and quantitatively among different types of dementia and between dementia patients and controls; we also wished to find out whether interference affects it. Materials and Methods: We administered the Malayalam version of the Rey Auditory Verbal Learning Test (RAVLT to 30 cognitively unimpaired controls and 80 dementia patients [30 with Alzheimer′s disease (AD, 30 with vascular dementia (VaD, and 20 with frontotemporal dementia (FTD] with mild severity on the Clinical Dementia Rating Scale. Results: All groups were comparable on education and age, except the FTD group, who were younger. Qualitatively, the learning pattern and SPE (with primacy and recency being superior to intermediate was retained in the AD, VaD, and control groups. On SPE in free recall, recency was superior to intermediate in the FTD group (P < 0.01 using Bonferroni correction. On recognition, the AD and VaD groups had more misses (P < 0.01, while the FTD group had more false positives (P < 0.01. Conclusion: Quantitative learning is affected by dementia. The pattern of qualitative learning remains unaltered in dementia in the early stages.

Learning abilities and disabilities: generalist genes in early adolescence.

Science.gov (United States)

Davis, Oliver S P; Haworth, Claire M A; Plomin, Robert

2009-01-01

The new view of cognitive neuropsychology that considers not just case studies of rare severe disorders but also common disorders, as well as normal variation and quantitative traits, is more amenable to recent advances in molecular genetics, such as genome-wide association studies, and advances in quantitative genetics, such as multivariate genetic analysis. A surprising finding emerging from multivariate quantitative genetic studies across diverse learning abilities is that most genetic influences are shared: they are "generalist", rather than "specialist". We exploited widespread access to inexpensive and fast Internet connections in the United Kingdom to assess over 5000 pairs of 12-year-old twins from the Twins Early Development Study (TEDS) on four distinct batteries: reading, mathematics, general cognitive ability (g) and, for the first time, language. Genetic correlations remain high among all of the measured abilities, with language as highly correlated genetically with g as reading and mathematics. Despite developmental upheaval, generalist genes remain important into early adolescence, suggesting optimal strategies for molecular genetic studies seeking to identify the genes of small effect that influence learning abilities and disabilities.

Learning to cooperate is essential for progress in physics

Science.gov (United States)

Dickau, Jonathan J.

2012-06-01

At the 10th Frontiers of Fundamental Physics symposium, Gerard't Hooft stated that, for some of the advances we hope to see in Physics during the future, there must be a great deal of cooperation between physicists from different disciplines, as well as mathematicians, programmers, technologists, and others. This requires us to evolve a new mindset; however, as so much of our past progress has come out of a fiercely competitive process - especially since a critical review of our ideas about reality remains essential to making clear progress and checking our progress. We must also address the fact that some frameworks appear incompatible, as with relativity and quantum mechanics, whose unification remains distant despite years of attempts to find a quantum gravity theory. I explore the idea that playful exploration, using both left-brained and right-brained approaches to learning, allows us to resolve conflicting ideas by taking advantage of innate human developmental and learning strategies and brain structure. It may thus foster the kind of interdisciplinary cooperation we are hoping to see.

Twenty years of the Italian Fanconi Anemia Registry: where we stand and what remains to be learned.

Science.gov (United States)

Risitano, Antonio M; Marotta, Serena; Calzone, Rita; Grimaldi, Francesco; Zatterale, Adriana

2016-03-01

The natural history of Fanconi anemia remains hard to establish because of its rarity and its heterogeneous clinical presentation; since 1994, the Italian Fanconi Anemia Registry has collected clinical, epidemiological and genetic data of Italian Fanconi Anemia patients. This registry includes 180 patients with a confirmed diagnosis of Fanconi anemia who have either been enrolled prospectively, at diagnosis, or later on. After enrollment, follow-up data were periodically collected to assess the clinical course, possible complications and long-term survival; the median follow up was 15.6 years. The main goal of the study was to describe the natural history of Fanconi anemia, focusing on the following variables: family history, disease presentation, development of hematological manifestations, development of malignancies, occurrence of hematopoietic stem cell transplantation and survival. Typical morphological and/or hematological abnormalities and/or growth retardation were the most common manifestations at diagnosis; the majority of patients (77%) exhibited hematological abnormalities at the initial presentation, and almost all (96%) eventually developed hematological manifestations. More than half of the patients (57%) underwent a bone-marrow transplant. The occurrence of cancer was quite rare at diagnosis, whereas the cumulative incidence of malignancies at 10, 20 and 30 years was 5%, 8% and 22%, respectively, for hematological cancers and 1%, 15% and 32%, respectively, for solid tumors. Overall survival at 10, 20 and 30 years were 88%, 56% and 37%, respectively; the main causes of death were cancer, complications of the hematological presentation and complications of transplantation. These data clearly confirm the detrimental outcome of Fanconi anemia, with no major improvement in the past decades. Copyright© Ferrata Storti Foundation.

USING CONDITION MONITORING TO PREDICT REMAINING LIFE OF ELECTRIC CABLES

International Nuclear Information System (INIS)

LOFARO, R.; SOO, P.; VILLARAN, M.; GROVE, E.

2001-01-01

Electric cables are passive components used extensively throughout nuclear power stations to perform numerous safety and non-safety functions. It is known that the polymers commonly used to insulate the conductors on these cables can degrade with time; the rate of degradation being dependent on the severity of the conditions in which the cables operate. Cables do not receive routine maintenance and, since it can be very costly, they are not replaced on a regular basis. Therefore, to ensure their continued functional performance, it would be beneficial if condition monitoring techniques could be used to estimate the remaining useful life of these components. A great deal of research has been performed on various condition monitoring techniques for use on electric cables. In a research program sponsored by the U.S. Nuclear Regulatory Commission, several promising techniques were evaluated and found to provide trendable information on the condition of low-voltage electric cables. These techniques may be useful for predicting remaining life if well defined limiting values for the aging properties being measured can be determined. However, each technique has advantages and limitations that must be addressed in order to use it effectively, and the necessary limiting values are not always easy to obtain. This paper discusses how condition monitoring measurements can be used to predict the remaining useful life of electric cables. The attributes of an appropriate condition monitoring technique are presented, and the process to be used in estimating the remaining useful life of a cable is discussed along with the difficulties that must be addressed

Neanderthal infant and adult infracranial remains from Marillac (Charente, France).

Science.gov (United States)

Dolores Garralda, María; Maureille, Bruno; Vandermeersch, Bernard

2014-09-01

At the site of Marillac, near the Ligonne River in Marillac-le-Franc (Charente, France), a remarkable stratigraphic sequence has yielded a wealth of archaeological information, palaeoenvironmental data, as well as faunal and human remains. Marillac must have been a sinkhole used by Neanderthal groups as a hunting camp during MIS 4 (TL date 57,600 ± 4,600BP), where Quina Mousterian lithics and fragmented bones of reindeer predominate. This article describes three infracranial skeleton fragments. Two of them are from adults and consist of the incomplete shafts of a right radius (Marillac 24) and a left fibula (Marillac 26). The third fragment is the diaphysis of the right femur of an immature individual (Marillac 25), the size and shape of which resembles those from Teshik-Tash and could be assigned to a child of a similar age. The three fossils have been compared with the remains of other Neanderthals or anatomically Modern Humans (AMH). Furthermore, the comparison of the infantile femora, Marillac 25 and Teshik-Tash, with the remains of several European children from the early Middle Ages clearly demonstrates the robustness and rounded shape of both Neanderthal diaphyses. Evidence of peri-mortem manipulations have been identified on all three bones, with spiral fractures, percussion pits and, in the case of the radius and femur, unquestionable cutmarks made with flint implements, probably during defleshing. Traces of periostosis appear on the fibula fragment and on the immature femoral diaphysis, although their aetiology remains unknown. Copyright © 2014 Wiley Periodicals, Inc.

A β Damages Learning and Memory in Alzheimer's Disease Rats with Kidney-Yang Deficiency

OpenAIRE

Qi, Dongmei; Qiao, Yongfa; Zhang, Xin; Yu, Huijuan; Cheng, Bin; Qiao, Haifa

2012-01-01

Previous studies demonstrated that Alzheimer's disease was considered as the consequence produced by deficiency of Kidney essence. However, the mechanism underlying the symptoms also remains elusive. Here we report that spatial learning and memory, escape, and swimming capacities were damaged significantly in Kidney-yang deficiency rats. Indeed, both hippocampal A β 40 and 42 increases in Kidney-yang deficiency contribute to the learning and memory impairments. Specifically, damage of synapti...

The other-race effect in face learning: Using naturalistic images to investigate face ethnicity effects in a learning paradigm.

Science.gov (United States)

Hayward, William G; Favelle, Simone K; Oxner, Matt; Chu, Ming Hon; Lam, Sze Man

2017-05-01

The other-race effect in face identification has been reported in many situations and by many different ethnicities, yet it remains poorly understood. One reason for this lack of clarity may be a limitation in the methodologies that have been used to test it. Experiments typically use an old-new recognition task to demonstrate the existence of the other-race effect, but such tasks are susceptible to different social and perceptual influences, particularly in terms of the extent to which all faces are equally individuated at study. In this paper we report an experiment in which we used a face learning methodology to measure the other-race effect. We obtained naturalistic photographs of Chinese and Caucasian individuals, which allowed us to test the ability of participants to generalize their learning to new ecologically valid exemplars of a face identity. We show a strong own-race advantage in face learning, such that participants required many fewer trials to learn names of own-race individuals than those of other-race individuals and were better able to identify learned own-race individuals in novel naturalistic stimuli. Since our methodology requires individuation of all faces, and generalization over large image changes, our finding of an other-race effect can be attributed to a specific deficit in the sensitivity of perceptual and memory processes to other-race faces.

mCLEV-R: Design and Evaluation of an Interactive and Collaborative M-Learning Application

Directory of Open Access Journals (Sweden)

Teresa Monahan

2007-06-01

Full Text Available Continuous enhancements in computer technology and the current widespread computer literacy among the public have resulted in a new generation of students that expect increasingly more from their e-learning experiences. To keep up with such expectations, e-learning systems have gone through a radical change from the initial text-based environments to more stimulating multimedia systems. E-learning functionalities are now also being extended to mobile platforms in order to be more available and convenient for users. Many mobile learning applications have now been developed and they too are becoming more advanced. However, providing truly collaborative and interactive mobile learning tools still remains a challenge. In this paper, we present a desktop e-learning system called CLEV-R and in particular a component of the system that we have developed for mobile devices. This mobile component explores the possibility of providing collaboration tools for mobile learners while also presenting the learning experience through an engaging 3D environment.

Comparison of decomposition rates between autopsied and non-autopsied human remains.

Science.gov (United States)

Bates, Lennon N; Wescott, Daniel J

2016-04-01

Penetrating trauma has been cited as a significant factor in the rate of decomposition. Therefore, penetrating trauma may have an effect on estimations of time-since-death in medicolegal investigations and on research examining decomposition rates and processes when autopsied human bodies are used. The goal of this study was to determine if there are differences in the rate of decomposition between autopsied and non-autopsied human remains in the same environment. The purpose is to shed light on how large incisions, such as those from a thorocoabdominal autopsy, effect time-since-death estimations and research on the rate of decomposition that use both autopsied and non-autopsied human remains. In this study, 59 non-autopsied and 24 autopsied bodies were studied. The number of accumulated degree days required to reach each decomposition stage was then compared between autopsied and non-autopsied remains. Additionally, both types of bodies were examined for seasonal differences in decomposition rates. As temperature affects the rate of decomposition, this study also compared the internal body temperatures of autopsied and non-autopsied remains to see if differences between the two may be leading to differential decomposition. For this portion of this study, eight non-autopsied and five autopsied bodies were investigated. Internal temperature was collected once a day for two weeks. The results showed that differences in the decomposition rate between autopsied and non-autopsied remains was not statistically significant, though the average ADD needed to reach each stage of decomposition was slightly lower for autopsied bodies than non-autopsied bodies. There was also no significant difference between autopsied and non-autopsied bodies in the rate of decomposition by season or in internal temperature. Therefore, this study suggests that it is unnecessary to separate autopsied and non-autopsied remains when studying gross stages of human decomposition in Central Texas

The orchestration of life, Part 1: the music of the genes | Kidson ...

African Journals Online (AJOL)

A new synthesis between genetics, embryology and music is explored in this article. Words, lyrics, molecular biology, embryology, art and composition have been intermingled with the intention of creating atmosphere, while at the same time being informative and maintaining the accuracy of scientific knowledge and musical ...

Congenital anomalies in the teratological collection of Museum Vrolik in Amsterdam, The Netherlands. IV: closure defects of the neural tube

NARCIS (Netherlands)

Oostra, R. J.; Baljet, B.; Hennekam, R. C.

1998-01-01

The Museum Vrolik collection of the Department of Anatomy and Embryology of the University of Amsterdam, founded by Gerardus Vrolik (1775-1859) and his son Willem Vrolik (1801-1863), consists of more than 5,000 specimens of human and animal anatomy, embryology, pathology, and congenital anomalies.

Congenital anomalies in the teratological collection of Museum Vrolik in Amsterdam, The Netherlands. V: conjoined and acardiac twins

NARCIS (Netherlands)

Oostra, R. J.; Baljet, B.; Verbeeten, B. W.; Hennekam, R. C.

1998-01-01

The Museum Vrolik collection of the Department of Anatomy and Embryology of the Academic Medical Center, University of Amsterdam, founded by Gerardus Vrolik (1775-1859) and his son Willem Vrolik (1801-1863), consists of more than 5,000 specimens of human and animal anatomy, embryology, pathology,

Congenital anomalies in the teratological collection of Museum Vrolik in Amsterdam, The Netherlands. III: primary field defects, sequences, and other complex anomalies

NARCIS (Netherlands)

Oostra, R. J.; Baljet, B.; Verbeeten, B. W.; Hennekam, R. C.

1998-01-01

The Museum Vrolik collection of the Department of Anatomy and Embryology of the Academic Medical Center, University of Amsterdam, founded by Gerardus Vrolik (1775-1859) and his son Willem Vrolik (1801-1863), consists of more than 5,000 specimens of human and animal anatomy, embryology, pathology,

Remaining useful life estimation based on discriminating shapelet extraction

International Nuclear Information System (INIS)

Malinowski, Simon; Chebel-Morello, Brigitte; Zerhouni, Noureddine

2015-01-01

In the Prognostics and Health Management domain, estimating the remaining useful life (RUL) of critical machinery is a challenging task. Various research topics including data acquisition, fusion, diagnostics and prognostics are involved in this domain. This paper presents an approach, based on shapelet extraction, to estimate the RUL of equipment. This approach extracts, in an offline step, discriminative rul-shapelets from an history of run-to-failure data. These rul-shapelets are patterns that are selected for their correlation with the remaining useful life of the equipment. In other words, every selected rul-shapelet conveys its own information about the RUL of the equipment. In an online step, these rul-shapelets are compared to testing units and the ones that match these units are used to estimate their RULs. Therefore, RUL estimation is based on patterns that have been selected for their high correlation with the RUL. This approach is different from classical similarity-based approaches that attempt to match complete testing units (or only late instants of testing units) with training ones to estimate the RUL. The performance of our approach is evaluated on a case study on the remaining useful life estimation of turbofan engines and performance is compared with other similarity-based approaches. - Highlights: • A data-driven RUL estimation technique based on pattern extraction is proposed. • Patterns are extracted for their correlation with the RUL. • The proposed method shows good performance compared to other techniques

A new classification system for congenital laryngeal cysts.

Science.gov (United States)

Forte, Vito; Fuoco, Gabriel; James, Adrian

2004-06-01

A new classification system for congenital laryngeal cysts based on the extent of the cyst and on the embryologic tissue of origin is proposed. Retrospective chart review. The charts of 20 patients with either congenital or acquired laryngeal cysts that were treated surgically between 1987 and 2002 at the Hospital for Sick Children, Toronto were retrospectively reviewed. Clinical presentation, radiologic findings, surgical management, histopathology, and outcome were recorded. A new classification system is proposed to better appreciate the origin of these cysts and to guide in their successful surgical management. Fourteen of the supraglottic and subglottic simple mucous retention cysts posed no diagnostic or therapeutic challenge and were treated successfully by a single endoscopic excision or marsupialization. The remaining six patients with congenital cysts in the study were deemed more complex, and all required open surgical procedures for cure. On the basis of the analysis of the data of these patients, a new classification of congenital laryngeal cysts is proposed. Type I cysts are confined to the larynx, the cyst wall composed of endodermal elements only, and can be managed endoscopically. Type II cysts extend beyond the confines of the larynx and require an external approach. The Type II cysts are further subclassified histologically on the basis of the embryologic tissue of origin: IIa, composed of endoderm only and IIb, containing endodermal and mesodermal elements (epithelium and cartilage) in the wall of the cyst. A new classification system for congenital laryngeal cysts is proposed on the basis of the extent of the cyst and the embryologic tissue of origin. This classification can help guide the surgeon with initial management and help us better understand the origin of these cysts.

On the evolutionary relationship between chondrocytes and osteoblasts

Directory of Open Access Journals (Sweden)

Patsy eGomez-Picos

2015-09-01

Full Text Available Vertebrates are the only animals that produce bone, but the molecular genetic basis for this evolutionary novelty remains obscure. Here, we synthesize information from traditional evolutionary and modern molecular genetic studies in order to generate a working hypothesis on the evolution of the gene regulatory network (GRN underlying bone formation. To make this argument, we focus on three skeletal tissues that comprise the majority of the vertebrate skeleton: immature cartilage, mature cartilage, and bone. Immature cartilage is produced during early stages of cartilage differentiation and can persist into adulthood, whereas mature cartilage undergoes additional stages of differentiation, including hypertrophy and mineralization. Functionally, histologically, and embryologically, these three skeletal tissues are very similar, yet unique, suggesting that one might have evolved from another. Traditional studies of the fossil record, comparative anatomy and embryology demonstrate clearly that immature cartilage evolved before mature cartilage or bone. Modern molecular approaches show that the GRNs regulating differentiation of these three skeletal cell fates are similar, yet unique, just like the functional and histological features of the tissues themselves. Intriguingly, the Sox9 GRN driving cartilage formation appears to be dominant to the Runx2 GRN of bone. Emphasizing an embryological and evolutionary transcriptomic view, we hypothesize that the Runx2 GRN underlying bone formation was co-opted from mature cartilage. We discuss how modern molecular genetic experiments, such as comparative transcriptomics, can test this hypothesis directly, meanwhile permitting levels of constraint and adaptation to be evaluated quantitatively. Therefore, comparative transcriptomics may revolutionize understanding of not only the clade-specific evolution of skeletal cells, but also the generation of evolutionary novelties, providing a modern paradigm for the

Learning of pitch and time structures in an artificial grammar setting.

Science.gov (United States)

Prince, Jon B; Stevens, Catherine J; Jones, Mari Riess; Tillmann, Barbara

2018-04-12

Despite the empirical evidence for the power of the cognitive capacity of implicit learning of structures and regularities in several modalities and materials, it remains controversial whether implicit learning extends to the learning of temporal structures and regularities. We investigated whether (a) an artificial grammar can be learned equally well when expressed in duration sequences as when expressed in pitch sequences, (b) learning of the artificial grammar in either duration or pitch (as the primary dimension) sequences can be influenced by the properties of the secondary dimension (invariant vs. randomized), and (c) learning can be boosted when the artificial grammar is expressed in both pitch and duration. After an exposure phase with grammatical sequences, learning in a subsequent test phase was assessed in a grammaticality judgment task. Participants in both the pitch and duration conditions showed incidental (not fully implicit) learning of the artificial grammar when the secondary dimension was invariant, but randomizing the pitch sequence prevented learning of the artificial grammar in duration sequences. Expressing the artificial grammar in both pitch and duration resulted in disproportionately better performance, suggesting an interaction between the learning of pitch and temporal structure. The findings are relevant to research investigating the learning of temporal structures and the learning of structures presented simultaneously in 2 dimensions (e.g., space and time, space and objects). By investigating learning, the findings provide further insight into the potential specificity of pitch and time processing, and their integrated versus independent processing, as previously debated in music cognition research. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Concept Model For Designing Engaging And Motivating Games For Learning - The Smiley-Model

DEFF Research Database (Denmark)

Weitze, Charlotte Lærke; Ørngreen, Rikke

2012-01-01

The desire to use learning games in education is increasing, but the development of games for learning is still a growing field. Research shows that it remains difficult to develop learning games that are both instructive and engaging, although it is precisely the presence of these two elements...... that is believed to be an advantage when using learning games in education. In this paper the Smiley-model is presented (figure 1). The model describes which parameters and elements are important when designing a learning game. The present research is a result of a case-based action research study for designing...... a music learning game that teaches children to play piano using sheet music, and at the same time is fun and engaging. Although the model was originally developed for and through music, it has a more generic nature, and may be relevant for other fields as well. The Smiley-model is a condensed version...

Vicarious Fear Learning Depends on Empathic Appraisals and Trait Empathy.

Science.gov (United States)

Olsson, Andreas; McMahon, Kibby; Papenberg, Goran; Zaki, Jamil; Bolger, Niall; Ochsner, Kevin N

2016-01-01

Empathy and vicarious learning of fear are increasingly understood as separate phenomena, but the interaction between the two remains poorly understood. We investigated how social (vicarious) fear learning is affected by empathic appraisals by asking participants to either enhance or decrease their empathic responses to another individual (the demonstrator), who received electric shocks paired with a predictive conditioned stimulus. A third group of participants received no appraisal instructions and responded naturally to the demonstrator. During a later test, participants who had enhanced their empathy evinced the strongest vicarious fear learning as measured by skin conductance responses to the conditioned stimulus in the absence of the demonstrator. Moreover, this effect was augmented in observers high in trait empathy. Our results suggest that a demonstrator's expression can serve as a "social" unconditioned stimulus (US), similar to a personally experienced US in Pavlovian fear conditioning, and that learning from a social US depends on both empathic appraisals and the observers' stable traits. © The Author(s) 2015.

Associative learning changes cross-modal representations in the gustatory cortex.

Science.gov (United States)

Vincis, Roberto; Fontanini, Alfredo

2016-08-30

A growing body of literature has demonstrated that primary sensory cortices are not exclusively unimodal, but can respond to stimuli of different sensory modalities. However, several questions concerning the neural representation of cross-modal stimuli remain open. Indeed, it is poorly understood if cross-modal stimuli evoke unique or overlapping representations in a primary sensory cortex and whether learning can modulate these representations. Here we recorded single unit responses to auditory, visual, somatosensory, and olfactory stimuli in the gustatory cortex (GC) of alert rats before and after associative learning. We found that, in untrained rats, the majority of GC neurons were modulated by a single modality. Upon learning, both prevalence of cross-modal responsive neurons and their breadth of tuning increased, leading to a greater overlap of representations. Altogether, our results show that the gustatory cortex represents cross-modal stimuli according to their sensory identity, and that learning changes the overlap of cross-modal representations.

Hand gestures support word learning in patients with hippocampal amnesia.

Science.gov (United States)

Hilverman, Caitlin; Cook, Susan Wagner; Duff, Melissa C

2018-06-01

Co-speech hand gesture facilitates learning and memory, yet the cognitive and neural mechanisms supporting this remain unclear. One possibility is that motor information in gesture may engage procedural memory representations. Alternatively, iconic information from gesture may contribute to declarative memory representations mediated by the hippocampus. To investigate these alternatives, we examined gesture's effects on word learning in patients with hippocampal damage and declarative memory impairment, with intact procedural memory, and in healthy and in brain-damaged comparison groups. Participants learned novel label-object pairings while producing gesture, observing gesture, or observing without gesture. After a delay, recall and object identification were assessed. Unsurprisingly, amnesic patients were unable to recall the labels at test. However, they correctly identified objects at above chance levels, but only if they produced a gesture at encoding. Comparison groups performed well above chance at both recall and object identification regardless of gesture. These findings suggest that gesture production may support word learning by engaging nondeclarative (procedural) memory. © 2018 Wiley Periodicals, Inc.

Readiness of Adults to Learn Using E-Learning, M-Learning and T-Learning Technologies

Science.gov (United States)

Vilkonis, Rytis; Bakanoviene, Tatjana; Turskiene, Sigita

2013-01-01

The article presents results of the empirical research revealing readiness of adults to participate in the lifelong learning process using e-learning, m-learning and t-learning technologies. The research has been carried out in the framework of the international project eBig3 aiming at development a new distance learning platform blending virtual…

Developmental biology, the stem cell of biological disciplines.

Science.gov (United States)

Gilbert, Scott F

2017-12-01

Developmental biology (including embryology) is proposed as "the stem cell of biological disciplines." Genetics, cell biology, oncology, immunology, evolutionary mechanisms, neurobiology, and systems biology each has its ancestry in developmental biology. Moreover, developmental biology continues to roll on, budding off more disciplines, while retaining its own identity. While its descendant disciplines differentiate into sciences with a restricted set of paradigms, examples, and techniques, developmental biology remains vigorous, pluripotent, and relatively undifferentiated. In many disciplines, especially in evolutionary biology and oncology, the developmental perspective is being reasserted as an important research program.

Learning to Make Sense: What Works in Entrepreneurial Education?

Science.gov (United States)

Higgins, David; Elliott, Chris

2011-01-01

Purpose: The paper aims to explore the changing influences and relevance of passive and experiential methods of learning within what can be described as a new era of entrepreneurial education. What still largely remains unaddressed in the literature is how are entrepreneur's best educated and developed in a manner which can have a direct impact on…

E-learning, dual-task, and cognitive load: The anatomy of a failed experiment.

Science.gov (United States)

Van Nuland, Sonya E; Rogers, Kem A

2016-01-01

The rising popularity of commercial anatomy e-learning tools has been sustained, in part, due to increased annual enrollment and a reduction in laboratory hours across educational institutions. While e-learning tools continue to gain popularity, the research methodologies used to investigate their impact on learning remain imprecise. As new user interfaces are introduced, it is critical to understand how functionality can influence the load placed on a student's memory resources, also known as cognitive load. To study cognitive load, a dual-task paradigm wherein a learner performs two tasks simultaneously is often used, however, its application within educational research remains uncommon. Using previous paradigms as a guide, a dual-task methodology was developed to assess the cognitive load imposed by two commercial anatomical e-learning tools. Results indicate that the standard dual-task paradigm, as described in the literature, is insensitive to the cognitive load disparities across e-learning tool interfaces. Confounding variables included automation of responses, task performance tradeoff, and poor understanding of primary task cognitive load requirements, leading to unreliable quantitative results. By modifying the secondary task from a basic visual response to a more cognitively demanding task, such as a modified Stroop test, the automation of secondary task responses can be reduced. Furthermore, by recording baseline measures for the primary task as well as the secondary task, it is possible for task performance tradeoff to be detected. Lastly, it is imperative that the cognitive load of the primary task be designed such that it does not overwhelm the individual's ability to learn new material. © 2015 American Association of Anatomists.

Benefits for Voice Learning Caused by Concurrent Faces Develop over Time.

Science.gov (United States)

Zäske, Romi; Mühl, Constanze; Schweinberger, Stefan R

2015-01-01

Recognition of personally familiar voices benefits from the concurrent presentation of the corresponding speakers' faces. This effect of audiovisual integration is most pronounced for voices combined with dynamic articulating faces. However, it is unclear if learning unfamiliar voices also benefits from audiovisual face-voice integration or, alternatively, is hampered by attentional capture of faces, i.e., "face-overshadowing". In six study-test cycles we compared the recognition of newly-learned voices following unimodal voice learning vs. bimodal face-voice learning with either static (Exp. 1) or dynamic articulating faces (Exp. 2). Voice recognition accuracies significantly increased for bimodal learning across study-test cycles while remaining stable for unimodal learning, as reflected in numerical costs of bimodal relative to unimodal voice learning in the first two study-test cycles and benefits in the last two cycles. This was independent of whether faces were static images (Exp. 1) or dynamic videos (Exp. 2). In both experiments, slower reaction times to voices previously studied with faces compared to voices only may result from visual search for faces during memory retrieval. A general decrease of reaction times across study-test cycles suggests facilitated recognition with more speaker repetitions. Overall, our data suggest two simultaneous and opposing mechanisms during bimodal face-voice learning: while attentional capture of faces may initially impede voice learning, audiovisual integration may facilitate it thereafter.

Highly efficient DNA extraction method from skeletal remains

Directory of Open Access Journals (Sweden)

Irena Zupanič Pajnič

2011-03-01

Full Text Available Background: This paper precisely describes the method of DNA extraction developed to acquire high quality DNA from the Second World War skeletal remains. The same method is also used for molecular genetic identification of unknown decomposed bodies in routine forensic casework where only bones and teeth are suitable for DNA typing. We analysed 109 bones and two teeth from WWII mass graves in Slovenia. Methods: We cleaned the bones and teeth, removed surface contaminants and ground the bones into powder, using liquid nitrogen . Prior to isolating the DNA in parallel using the BioRobot EZ1 (Qiagen, the powder was decalcified for three days. The nuclear DNA of the samples were quantified by real-time PCR method. We acquired autosomal genetic profiles and Y-chromosome haplotypes of the bones and teeth with PCR amplification of microsatellites, and mtDNA haplotypes 99. For the purpose of traceability in the event of contamination, we prepared elimination data bases including genetic profiles of the nuclear and mtDNA of all persons who have been in touch with the skeletal remains in any way. Results: We extracted up to 55 ng DNA/g of the teeth, up to 100 ng DNA/g of the femurs, up to 30 ng DNA/g of the tibias and up to 0.5 ng DNA/g of the humerus. The typing of autosomal and YSTR loci was successful in all of the teeth, in 98 % dekalof the femurs, and in 75 % to 81 % of the tibias and humerus. The typing of mtDNA was successful in all of the teeth, and in 96 % to 98 % of the bones. Conclusions: We managed to obtain nuclear DNA for successful STR typing from skeletal remains that were over 60 years old . The method of DNA extraction described here has proved to be highly efficient. We obtained 0.8 to 100 ng DNA/g of teeth or bones and complete genetic profiles of autosomal DNA, Y-STR haplotypes, and mtDNA haplotypes from only 0.5g bone and teeth samples.

"SINCE I MUST PLEASE THOSE BELOW": HUMAN SKELETAL REMAINS RESEARCH AND THE LAW.

Science.gov (United States)

Holland, Thomas D

2015-01-01

The ethics of non-invasive scientific research on human skeletal remains are poorly articulated and lack a single, definitive analogue in western law. Laws governing invasive research on human fleshed remains, as well as bio-ethical principles established for research on living subjects, provide effective models for the establishment of ethical guidelines for non-invasive research on human skeletal remains. Specifically, non-invasive analysis of human remains is permissible provided that the analysis and collection of resulting data (1) are accomplished with respect for the dignity of the individual, (2) do not violate the last-known desire of the deceased, (3) do not adversely impact the right of the next of kin to perform a ceremonious and decent disposal of the remains, and (4) do not unduly or maliciously violate the privacy interests of the next of kin.

Strange bedfellows: the Bundestag’s free vote on pre-implantation genetic diagnosis (PGD reveals how Germany’s restrictive bioethics legislation is shaped by a Christian Democratic/New Left issue-coalition

Directory of Open Access Journals (Sweden)

Kai Arzheimer

2015-08-01

Full Text Available Germany’s bioethical legislation presents a puzzle: given structural factors, the country should be at the forefront of reproductive medicine, but its embryology regime remains one of the strictest in Western Europe. Past research has linked this fact to an unusual coalition of Christian and New Left groups, which both draw a connection from modern embryology to eugenics under the Nazis. In this article, the workings of this alleged alliance are demonstrated at the micro-level for the first time. The behaviour of individual MPs in a crucial free vote on pre-implantation genetic diagnosis (PGD is modelled using data on their political, sectoral and religious affiliations. Identifying as a Catholic and membership in Christian organisations are strong predictors of resistance to PGD. Even more importantly, net of religious and professional ties, affiliation with either the Christian Democrats or the left-libertarian Green party is closely linked to restrictive bioethical preferences. The modest liberalisation in 2011 was contingent on external factors and the overwhelming support of the historically unusually large FDP delegation. With the FDP no longer represented in parliament and the Christian Democratic/New Left issue coalition even stronger than before, further liberalisation is unlikely.

Researching the Pieces of a Puzzle: The Use of a Jigsaw Learning Approach in the Delivery of Undergraduate Gymnastics

Science.gov (United States)

O'Leary, Nicholas; Griggs, Gerald

2010-01-01

There have been strengthening recommendations that physical education (PE) should make a wider contribution to learning beyond that of psychomotor development. Cooperative learning models show considerable potential for study in PE but as yet these remain unexplored. This article reports upon an undergraduate gymnastics programme delivered using a…

The New Learning Ecology of One-to-One Computing Environments: Preparing Teachers for Shifting Dynamics and Relationships

Science.gov (United States)

Spires, Hiller A.; Oliver, Kevin; Corn, Jenifer

2012-01-01

Despite growing research and evaluation results on one-to-one computing environments, how these environments affect learning in schools remains underexamined. The purpose of this article is twofold: (a) to use a theoretical lens, namely a new learning ecology, to frame the dynamic changes as well as challenges that are introduced by a one-to-one…

Just Checking In: The Effect of an Office Hour Meeting and Learning Reflection in an Introductory Statistics Course

Science.gov (United States)

McGrath, April L.

2014-01-01

Office hours provide time outside of class for students to consult with instructors about course material, progress, and evaluation. Yet office hours, at times, remain an untapped source of academic support. The current study examined whether office hour attendance in combination with a learning reflection would help students learn material in an…

Using a model of human visual perception to improve deep learning.

Science.gov (United States)

Stettler, Michael; Francis, Gregory

2018-04-17

Deep learning algorithms achieve human-level (or better) performance on many tasks, but there still remain situations where humans learn better or faster. With regard to classification of images, we argue that some of those situations are because the human visual system represents information in a format that promotes good training and classification. To demonstrate this idea, we show how occluding objects can impair performance of a deep learning system that is trained to classify digits in the MNIST database. We describe a human inspired segmentation and interpolation algorithm that attempts to reconstruct occluded parts of an image, and we show that using this reconstruction algorithm to pre-process occluded images promotes training and classification performance. Copyright © 2018 Elsevier Ltd. All rights reserved.

A leadership framework to support the use of e-learning resources.

Science.gov (United States)

McCutcheon, Karen

2014-06-01

Recognition needs to be given to emerging postgraduate nursing students' status of 'consumer', and the challenge for nurse education is to remain relevant and competitive in a consumer-led market. An e-learning model has been suggested as a competitive and contemporary way forward for student consumers, but successful introduction of this requires leadership and strong organisational management systems. This article applies the NHS leadership framework to nurse education in relation to implementation of e-learning and describes and interprets each element for application in higher education settings. By applying a leadership framework that acknowledges the skills and abilities of staff and encourages the formation of collaborative partnerships in the wider university community, educators can begin to develop skills and confidence in teaching using e-learning resources.

The Development of Personality and Lifelong Learning

Directory of Open Access Journals (Sweden)

Irena Lesar

2000-12-01

Full Text Available Despite the introduction of improved educational strategies, the concept of life-long learning remains unfulfilled in a number of areas. Experts believe that even the best designed programs do not achieve their goals. What is the problem? It seems that a great deal depends on each individual student who must be not only capable of learning but also willing to approach learning in a permanent fashion . The author believes that to achieve the goal of life-long learning an enormous amount of energy must be devoted to the institutionalised forms of regular education to which each individual is exposed over the course of many years. Right at the beginning, teachers as educators must recognize the child as a »person in formation « and create a kind of » ped agogical eros« which facilitates not only mental development but also the development of personality (emotional, motivational etc.. The teacher's concept of teaching and learning is therefore of the utmost importance because it influences the pupil's attitude toward education. The style of teaching and the teacher's role in the educational process is extremely significant. Within standard educational formats, these various influences should be addressed and improved. The method of every teacher gradually evolves. Instead of the »substitutive method of teaching« - which is popular in Slovenia- teachers could progressively embrace a more »process-oriented way of teaching« which enables teacher and pupil to share responsibility for preparing class work, implementing and balancing learning, evaluating achievements and maintaining motivation and concentration.

Learning and memory in zebrafish (Danio rerio).

Science.gov (United States)

Gerlai, R

2016-01-01

Learning and memory are defining features of our own species inherently important to our daily lives and to who we are. Without our memories we cease to exist as a person. Without our ability to learn individuals and collectively our society would cease to function. Diseases of the mind still remain incurable. The interest in understanding of the mechanisms of learning and memory is thus well founded. Given the complexity of such mechanisms, concerted efforts have been made to study them under controlled laboratory conditions, ie, with laboratory model organisms. The zebrafish, although new in this field, is one such model organism. The rapidly developing forward- and reverse genetic methods designed for the zebrafish and the increasing use of pharmacological tools along with numerous neurobiology techniques make this species perhaps the best model for the analysis of the mechanisms of complex central nervous system characteristics. The fact that it is an evolutionarily ancient and simpler vertebrate, but at the same time it possesses numerous conserved features across multiple levels of biological organization makes this species an excellent tool for the analysis of the mechanisms of learning and memory. The bottleneck lies in our understanding of its cognitive and mnemonic features, the topic of this chapter. The current paper builds on a chapter published in the previous edition and continues to focus on associative learning, but now it extends the discussion to other forms of learning and to recent discoveries on memory-related features and findings obtained both in adults and larval zebrafish. Copyright © 2016 Elsevier Inc. All rights reserved.

Head pose estimation algorithm based on deep learning

Science.gov (United States)

Cao, Yuanming; Liu, Yijun

2017-05-01

Head pose estimation has been widely used in the field of artificial intelligence, pattern recognition and intelligent human-computer interaction and so on. Good head pose estimation algorithm should deal with light, noise, identity, shelter and other factors robustly, but so far how to improve the accuracy and robustness of attitude estimation remains a major challenge in the field of computer vision. A method based on deep learning for pose estimation is presented. Deep learning with a strong learning ability, it can extract high-level image features of the input image by through a series of non-linear operation, then classifying the input image using the extracted feature. Such characteristics have greater differences in pose, while they are robust of light, identity, occlusion and other factors. The proposed head pose estimation is evaluated on the CAS-PEAL data set. Experimental results show that this method is effective to improve the accuracy of pose estimation.

Synchrony and motor mimicking in chimpanzee observational learning

Science.gov (United States)

Fuhrmann, Delia; Ravignani, Andrea; Marshall-Pescini, Sarah; Whiten, Andrew

2014-01-01

Cumulative tool-based culture underwrote our species' evolutionary success, and tool-based nut-cracking is one of the strongest candidates for cultural transmission in our closest relatives, chimpanzees. However the social learning processes that may explain both the similarities and differences between the species remain unclear. A previous study of nut-cracking by initially naïve chimpanzees suggested that a learning chimpanzee holding no hammer nevertheless replicated hammering actions it witnessed. This observation has potentially important implications for the nature of the social learning processes and underlying motor coding involved. In the present study, model and observer actions were quantified frame-by-frame and analysed with stringent statistical methods, demonstrating synchrony between the observer's and model's movements, cross-correlation of these movements above chance level and a unidirectional transmission process from model to observer. These results provide the first quantitative evidence for motor mimicking underlain by motor coding in apes, with implications for mirror neuron function. PMID:24923651

Synchrony and motor mimicking in chimpanzee observational learning.

Science.gov (United States)

Fuhrmann, Delia; Ravignani, Andrea; Marshall-Pescini, Sarah; Whiten, Andrew

2014-06-13

Cumulative tool-based culture underwrote our species' evolutionary success, and tool-based nut-cracking is one of the strongest candidates for cultural transmission in our closest relatives, chimpanzees. However the social learning processes that may explain both the similarities and differences between the species remain unclear. A previous study of nut-cracking by initially naïve chimpanzees suggested that a learning chimpanzee holding no hammer nevertheless replicated hammering actions it witnessed. This observation has potentially important implications for the nature of the social learning processes and underlying motor coding involved. In the present study, model and observer actions were quantified frame-by-frame and analysed with stringent statistical methods, demonstrating synchrony between the observer's and model's movements, cross-correlation of these movements above chance level and a unidirectional transmission process from model to observer. These results provide the first quantitative evidence for motor mimicking underlain by motor coding in apes, with implications for mirror neuron function.

Learning a Practice through Practise: Presenting Knowledge in Doctoral Spoken Presentations

Science.gov (United States)

Manidis, Marie; Addo, Rebecca

2017-01-01

Learning to "become doctor" requires PhD candidates to undertake progressive public displays--material and social--of knowledge. Knowledge in doctoral pedagogy is primarily realised textually, with speaking and writing remaining as the primary assessment rubrics of progress and of the qualification. Participating textually begins, in a…

Diagnosing and treating Enquiry Based Learning fatigue in Graduate Entry Nursing students.

Science.gov (United States)

Stacey, Gemma; Wilson, Claire; Reddy, Helen; Palmer, Chris; Henderson, James; Little, Hannah; Bull, Heather

2018-01-01

The use of student directed study approaches such as Enquiry Based Learning (EBL) in the design and implementation of Graduate Entry Nursing Circular is well established. The rational relates to the maximisation of graduate attributes such as motivation to learn, the ability to identify, search and assimilate relevant literature and the desire to take ownership of the direction and pace of learning. Existing alongside this however, is the observation that students remain under confident in the application of knowledge to a clinical context and frustrated with learning approaches which do not appear directly related to improving their competence in this area. We suggest the result of this is a gradual disengagement and dissatisfaction the learning forum amongst students and faculty, which we have defined as EBL fatigue. The symptoms and consequences of EBL fatigue amongst students and faculty are discussed alongside strategies which we suggest may act as preventative measures in reducing the risk of a local epidemic. Copyright © 2017 Elsevier Ltd. All rights reserved.

Opponent appetitive-aversive neural processes underlie predictive learning of pain relief.

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Seymour, Ben; O'Doherty, John P; Koltzenburg, Martin; Wiech, Katja; Frackowiak, Richard; Friston, Karl; Dolan, Raymond

2005-09-01

Termination of a painful or unpleasant event can be rewarding. However, whether the brain treats relief in a similar way as it treats natural reward is unclear, and the neural processes that underlie its representation as a motivational goal remain poorly understood. We used fMRI (functional magnetic resonance imaging) to investigate how humans learn to generate expectations of pain relief. Using a pavlovian conditioning procedure, we show that subjects experiencing prolonged experimentally induced pain can be conditioned to predict pain relief. This proceeds in a manner consistent with contemporary reward-learning theory (average reward/loss reinforcement learning), reflected by neural activity in the amygdala and midbrain. Furthermore, these reward-like learning signals are mirrored by opposite aversion-like signals in lateral orbitofrontal cortex and anterior cingulate cortex. This dual coding has parallels to 'opponent process' theories in psychology and promotes a formal account of prediction and expectation during pain.

Variable complexity online sequential extreme learning machine, with applications to streamflow prediction

Science.gov (United States)

Lima, Aranildo R.; Hsieh, William W.; Cannon, Alex J.

2017-12-01

In situations where new data arrive continually, online learning algorithms are computationally much less costly than batch learning ones in maintaining the model up-to-date. The extreme learning machine (ELM), a single hidden layer artificial neural network with random weights in the hidden layer, is solved by linear least squares, and has an online learning version, the online sequential ELM (OSELM). As more data become available during online learning, information on the longer time scale becomes available, so ideally the model complexity should be allowed to change, but the number of hidden nodes (HN) remains fixed in OSELM. A variable complexity VC-OSELM algorithm is proposed to dynamically add or remove HN in the OSELM, allowing the model complexity to vary automatically as online learning proceeds. The performance of VC-OSELM was compared with OSELM in daily streamflow predictions at two hydrological stations in British Columbia, Canada, with VC-OSELM significantly outperforming OSELM in mean absolute error, root mean squared error and Nash-Sutcliffe efficiency at both stations.

DL-ReSuMe: A Delay Learning-Based Remote Supervised Method for Spiking Neurons.

Science.gov (United States)

Taherkhani, Aboozar; Belatreche, Ammar; Li, Yuhua; Maguire, Liam P

2015-12-01

Recent research has shown the potential capability of spiking neural networks (SNNs) to model complex information processing in the brain. There is biological evidence to prove the use of the precise timing of spikes for information coding. However, the exact learning mechanism in which the neuron is trained to fire at precise times remains an open problem. The majority of the existing learning methods for SNNs are based on weight adjustment. However, there is also biological evidence that the synaptic delay is not constant. In this paper, a learning method for spiking neurons, called delay learning remote supervised method (DL-ReSuMe), is proposed to merge the delay shift approach and ReSuMe-based weight adjustment to enhance the learning performance. DL-ReSuMe uses more biologically plausible properties, such as delay learning, and needs less weight adjustment than ReSuMe. Simulation results have shown that the proposed DL-ReSuMe approach achieves learning accuracy and learning speed improvements compared with ReSuMe.

Global health partnership for student peer-to-peer psychiatry e-learning: Lessons learned.

Science.gov (United States)

Keynejad, Roxanne C

2016-12-03

Global 'twinning' relationships between healthcare organizations and institutions in low and high-resource settings have created growing opportunities for e-health partnerships which capitalize upon expanding information technology resources worldwide. E-learning approaches to medical education are increasingly popular but remain under-investigated, whilst a new emphasis on global health teaching has coincided with university budget cuts in many high income countries. King's Somaliland Partnership (KSP) is a paired institutional partnership health link, supported by Tropical Health and Education Trust (THET), which works to strengthen the healthcare system and improve access to care through mutual exchange of skills, knowledge and experience between Somaliland and King's Health Partners, UK. Aqoon, meaning knowledge in Somali, is a peer-to-peer global mental health e-learning partnership between medical students at King's College London (KCL) and Hargeisa and Amoud Universities, Somaliland. It aims to extend the benefits of KSP's cross-cultural and global mental health education work to medical students and has reported positive results, including improved attitudes towards psychiatry in Somaliland students. The process of devising, piloting, evaluating, refining, implementing, re-evaluating and again refining the Aqoon model has identified important barriers to successful partnership. This article describes lessons learned during this process, sharing principles and recommendations for readers wishing to expand their own global health link beyond qualified clinicians, to the healthcare professionals of the future.

Learning an Optimized Deep Neural Network for Link Prediction on Knowledge Graphs

NARCIS (Netherlands)

Wilcke, W.X.

2015-01-01

Recent years have seen the emergence of graph-based Knowledge Bases build upon Semantic Web technologies, known as Knowledge Graphs. Effectively learning from these complex relational structures remains a challenge yet to be overcome. Knowledge Graphs For this purpose, we are investigating the

From learning objects to learning activities

DEFF Research Database (Denmark)

Dalsgaard, Christian

2005-01-01

This paper discusses and questions the current metadata standards for learning objects from a pedagogical point of view. From a social constructivist approach, the paper discusses how learning objects can support problem based, self-governed learning activities. In order to support this approach......, it is argued that it is necessary to focus on learning activities rather than on learning objects. Further, it is argued that descriptions of learning objectives and learning activities should be separated from learning objects. The paper presents a new conception of learning objects which supports problem...... based, self-governed activities. Further, a new way of thinking pedagogy into learning objects is introduced. It is argued that a lack of pedagogical thinking in learning objects is not solved through pedagogical metadata. Instead, the paper suggests the concept of references as an alternative...

Can machine learning explain human learning?

NARCIS (Netherlands)

Vahdat, M.; Oneto, L.; Anguita, D.; Funk, M.; Rauterberg, G.W.M.

2016-01-01

Learning Analytics (LA) has a major interest in exploring and understanding the learning process of humans and, for this purpose, benefits from both Cognitive Science, which studies how humans learn, and Machine Learning, which studies how algorithms learn from data. Usually, Machine Learning is

Predicting the Remaining Useful Life of Rolling Element Bearings

DEFF Research Database (Denmark)

Hooghoudt, Jan Otto; Jantunen, E; Yi, Yang

2018-01-01

Condition monitoring of rolling element bearings is of vital importance in order to keep the industrial wheels running. In wind industry this is especially important due to the challenges in practical maintenance. The paper presents an attempt to improve the capability of prediction of remaining...

E-Learning 2.0: Learning Redefined

OpenAIRE

Kumar, Rupesh

2009-01-01

The conventional e-learning approach emphasizes a learning system more than a learning environment. While traditional e-learning systems continue to be significant, there is a new set of services emerging, embracing the philosophy of Web 2.0. Known as e-learning 2.0, it aims to create a personalized learning environment. E-learning 2.0 combines the use of discrete but complementary tools and web services to support the creation of ad-hoc learning communities. This paper discusses the influenc...

Modulation of Host Learning in Aedes aegypti Mosquitoes.

Science.gov (United States)

Vinauger, Clément; Lahondère, Chloé; Wolff, Gabriella H; Locke, Lauren T; Liaw, Jessica E; Parrish, Jay Z; Akbari, Omar S; Dickinson, Michael H; Riffell, Jeffrey A

2018-02-05

How mosquitoes determine which individuals to bite has important epidemiological consequences. This choice is not random; most mosquitoes specialize in one or a few vertebrate host species, and some individuals in a host population are preferred over others. Mosquitoes will also blood feed from other hosts when their preferred is no longer abundant, but the mechanisms mediating these shifts between hosts, and preferences for certain individuals within a host species, remain unclear. Here, we show that olfactory learning may contribute to Aedes aegypti mosquito biting preferences and host shifts. Training and testing to scents of humans and other host species showed that mosquitoes can aversively learn the scent of specific humans and single odorants and learn to avoid the scent of rats (but not chickens). Using pharmacological interventions, RNAi, and CRISPR gene editing, we found that modification of the dopamine-1 receptor suppressed their learning abilities. We further show through combined electrophysiological and behavioral recordings from tethered flying mosquitoes that these odors evoke changes in both behavior and antennal lobe (AL) neuronal responses and that dopamine strongly modulates odor-evoked responses in AL neurons. Not only do these results provide direct experimental evidence that olfactory learning in mosquitoes can play an epidemiological role, but collectively, they also provide neuroanatomical and functional demonstration of the role of dopamine in mediating this learning-induced plasticity, for the first time in a disease vector insect. Copyright © 2017 Elsevier Ltd. All rights reserved.

Deep learning for healthcare: review, opportunities and challenges.

Science.gov (United States)

Miotto, Riccardo; Wang, Fei; Wang, Shuang; Jiang, Xiaoqian; Dudley, Joel T

2017-05-06

Gaining knowledge and actionable insights from complex, high-dimensional and heterogeneous biomedical data remains a key challenge in transforming health care. Various types of data have been emerging in modern biomedical research, including electronic health records, imaging, -omics, sensor data and text, which are complex, heterogeneous, poorly annotated and generally unstructured. Traditional data mining and statistical learning approaches typically need to first perform feature engineering to obtain effective and more robust features from those data, and then build prediction or clustering models on top of them. There are lots of challenges on both steps in a scenario of complicated data and lacking of sufficient domain knowledge. The latest advances in deep learning technologies provide new effective paradigms to obtain end-to-end learning models from complex data. In this article, we review the recent literature on applying deep learning technologies to advance the health care domain. Based on the analyzed work, we suggest that deep learning approaches could be the vehicle for translating big biomedical data into improved human health. However, we also note limitations and needs for improved methods development and applications, especially in terms of ease-of-understanding for domain experts and citizen scientists. We discuss such challenges and suggest developing holistic and meaningful interpretable architectures to bridge deep learning models and human interpretability. © The Author 2017. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

Rapid motor learning in the translational vestibulo-ocular reflex

Science.gov (United States)

Zhou, Wu; Weldon, Patrick; Tang, Bingfeng; King, W. M.; Shelhamer, M. J. (Principal Investigator)

2003-01-01

Motor learning was induced in the translational vestibulo-ocular reflex (TVOR) when monkeys were repeatedly subjected to a brief (0.5 sec) head translation while they tried to maintain binocular fixation on a visual target for juice rewards. If the target was world-fixed, the initial eye speed of the TVOR gradually increased; if the target was head-fixed, the initial eye speed of the TVOR gradually decreased. The rate of learning acquisition was very rapid, with a time constant of approximately 100 trials, which was equivalent to or=1 d without any reinforcement, indicating induction of long-term synaptic plasticity. Although the learning generalized to targets with different viewing distances and to head translations with different accelerations, it was highly specific for the particular combination of head motion and evoked eye movement associated with the training. For example, it was specific to the modality of the stimulus (translation vs rotation) and the direction of the evoked eye movement in the training. Furthermore, when one eye was aligned with the heading direction so that it remained motionless during training, learning was not expressed in this eye, but only in the other nonaligned eye. These specificities show that the learning sites are neither in the sensory nor the motor limb of the reflex but in the sensory-motor transformation stage of the reflex. The dependence of the learning on both head motion and evoked eye movement suggests that Hebbian learning may be one of the underlying cellular mechanisms.

Anatomy drawing screencasts: enabling flexible learning for medical students.

Science.gov (United States)

Pickering, James D

2015-01-01

The traditional lecture remains an essential method of disseminating information to medical students. However, due to the constant development of the modern medical curriculum many institutions are embracing novel means for delivering the core anatomy syllabus. Using mobile media devices is one such way, enabling students to access core material at a time and place that suits their specific learning style. This study has examined the effect of five anatomy drawing screencasts that replicate the popular anatomy drawing element of a lecture. These resources were uploaded to the University's Virtual Learning Environment for student access. Usage data and an end of module questionnaire were used to assess the impact of the screencasts on student education. The data revealed a high level of usage that varied in both the time of day and day of the week, with the number of downloads dramatically increasing towards the end of the module when the assessment was approaching. The student group found the additional resources extremely useful in consolidating information and revision, with many commenting on their preference to the screencasts compared to the more traditional approaches to learning. Scrutinizing the screencasts in relation to cognitive load theory and the cognitive theory of multimedia learning indicates a high correlation with an evidence-based approach to designing learning resources. Overall the screencasts have been a well-received enhancement that supports the student learning and has been shown to promote flexible learning. © 2014 American Association of Anatomists.

The Future of Learning: From eLearning to mLearning.

Science.gov (United States)

Keegan, Desmond

The future of electronic learning was explored in an analysis that viewed the provision of learning at a distance as a continuum and traced the evolution from distance learning to electronic learning to mobile learning in Europe and elsewhere. Special attention was paid to the following topics: (1) the impact of the industrial revolution, the…

Sleep benefits consolidation of visuo-motor adaptation learning in older adults.

Science.gov (United States)

Mantua, Janna; Baran, Bengi; Spencer, Rebecca M C

2016-02-01

Sleep is beneficial for performance across a range of memory tasks in young adults, but whether memories are similarly consolidated in older adults is less clear. Performance benefits have been observed following sleep in older adults for declarative learning tasks, but this benefit may be reduced for non-declarative, motor skill learning tasks. To date, studies of sleep-dependent consolidation of motor learning in older adults are limited to motor sequence tasks. To examine whether reduced sleep-dependent consolidation in older adults is generalizable to other forms of motor skill learning, we examined performance changes over intervals of sleep and wake in young (n = 62) and older adults (n = 61) using a mirror-tracing task, which assesses visuo-motor adaptation learning. Participants learned the task either in the morning or in evening, and performance was assessed following a 12-h interval containing overnight sleep or daytime wake. Contrary to our prediction, both young adults and older adults exhibited sleep-dependent gains in visuo-motor adaptation. There was a correlation between performance improvement over sleep and percent of the night in non-REM stage 2 sleep. These results indicate that motor skill consolidation remains intact with increasing age although this relationship may be limited to specific forms of motor skill learning.

Preoperative learning goals set by surgical residents and faculty.

Science.gov (United States)

Pernar, Luise I M; Breen, Elizabeth; Ashley, Stanley W; Peyre, Sarah E

2011-09-01

The operating room (OR) remains the main teaching venue for surgical trainees. The OR is considered a pure-discovery learning environment; the downsides of this can be putatively overcome when faculty and trainee arrive at a shared understanding of learning. This study aimed to better understand preoperative learning goals to identify areas of commonalities and potential barrier to intraoperative teaching. Brief, structured preoperative interviews were conducted outside the OR with the resident and faculty member who were scheduled to operate together. Answers were analyzed and grouped using grounded theory. Twenty-seven resident-faculty pairs were interviewed. Nine residents (33.3%) were junior (PGY 1 and 2) and 18 (66.7%) were senior (PGY 3 through 5). Learning goal categories that emerged from the response analysis were anatomy, basic and advanced surgical skills, general and specific procedural tasks, technical autonomy, and pre-, intra-, and postoperative considerations. Residents articulated fewer learning goals than faculty (1.5 versus 2.4; P = 0.024). The most frequently identified learning goal by both groups was one classifiable under general procedural tasks; the greatest divergence was seen regarding perioperative considerations, which were identified frequently by faculty members but rarely by residents. Faculty articulate significantly more learning goals for the residents they will operate with than residents articulate for themselves. Our data suggest that residents and faculty align on some learning goals for the OR but residents tend to be more limited, focusing predominantly on technical aspects of the operation. Faculty members tend to hold a broader view of the learning potential of the OR. These discrepancies may present barriers to effective intraoperative teaching. Copyright © 2011 Elsevier Inc. All rights reserved.

Flipped classrooms and student learning: not just surface gains.

Science.gov (United States)

McLean, Sarah; Attardi, Stefanie M; Faden, Lisa; Goldszmidt, Mark

2016-03-01

The flipped classroom is a relatively new approach to undergraduate teaching in science. This approach repurposes class time to focus on application and discussion; the acquisition of basic concepts and principles is done on the students' own time before class. While current flipped classroom research has focused on student preferences and comparative learning outcomes, there remains a lack of understanding regarding its impact on students' approaches to learning. Focusing on a new flipped classroom-based course for basic medical sciences students, the purpose of the present study was to evaluate students' adjustments to the flipped classroom, their time on task compared with traditional lectures, and their deep and active learning strategies. Students in this course worked through interactive online learning modules before in-class sessions. Class time focused on knowledge application of online learning module content through active learning methods. Students completed surveys and optional prequiz questions throughout the term to provide data regarding their learning approaches. Our results showed that the majority of students completed their prework in one sitting just before class. Students reported performing less multitasking behavior in the flipped classroom compared with lecture-based courses. Students valued opportunities for peer-peer and peer-instructor interactions and also valued having multiple modes of assessment. Overall, this work suggests that there is the potential for greater educational gains from the flipped classroom than the modest improvements in grades previously demonstrated in the literature; in this implementation of the flipped classroom, students reported that they developed independent learning strategies, spent more time on task, and engaged in deep and active learning. Copyright © 2016 The American Physiological Society.

Employability Skill Development in Work-Integrated Learning: Barriers and Best Practice

Science.gov (United States)