Can Cooperative Learning Achieve the Four Learning Outcomes of Physical Education? A Review of Literature

ERIC Educational Resources Information Center

Casey, Ashley; Goodyear, Victoria A.

2015-01-01

Physical learning, cognitive learning, social learning, and affective learning are positioned as the legitimate learning outcomes of physical education. It has been argued that these four learning outcomes go toward facilitating students' engagement with the physically active life (Bailey et al., 2009; Kirk, 2013). With Cooperative Learning…

Legitimate Peripheral Participation of Pre-Service Science Teachers: Collaborative Reflections in an Online Community of Practice, Twitter

ERIC Educational Resources Information Center

Kim, Minkee; Cavas, Bulent

2013-01-01

As a key to decide a success or risk of a community of practice, legitimacy of a participant has been conceptually discussed in abundant theoretical literature. Achieving legitimacy is interpreted as gaining credibility from peers, enlarging divisions of labor in a social environment, collecting reinforcement from colleague teachers in the…

A Proposed Theory Seeded Methodology for Design Based Research into Effective Use of MUVES in Vocational Education Contexts

ERIC Educational Resources Information Center

Cochrane, Todd; Davis, Niki; Morrow, Donna

2013-01-01

A methodology for design based research (DBR) into effective development and use of Multi-User Virtual Environments (MUVE) in vocational education is proposed. It blends software development with DBR with two theories selected to inform the methodology. Legitimate peripheral participation LPP (Lave & Wenger, 1991) provides a filter when…

A Participative Inquiry in a TESOL Program: Development of Three NNES Graduate Students' Legitimate Peripheral Participation to Fuller Participation

ERIC Educational Resources Information Center

Samimy, Keiko; Kim, Soonhyang; Lee, Jeong Ah; Kasai, Masataka

2011-01-01

While the existing literature has documented the positive impact of new discourses and interventions on nonnative English speaker (NNES) graduate students through Teaching English to Speakers of Other Languages (TESOL)-related courses (Brutt-Griffler & Samimy, 1999; Kamhi-Stein, 1999; Pavlenko, 2003), long-term effects of those interventions have…

Towards science educational spaces as dynamic and coauthored communities of practice

NASA Astrophysics Data System (ADS)

Dhingra, Koshi

2008-04-01

In this essay review, four studies around the themes of identity and globalization are summarized and analyzed. The researchers' perspectives are generally grounded in Brown and Campione's ideas on situated knowledge ( Classroom lessons: Integrating cognitive theory and classroom practice (pp. 229-270). Cambridge: The MIT Press/Bradford Books, 1994) and Lave and Wenger's definition of learning as an activity fostered through participation in communities of practice ( Situated learning. Legitimate peripheral participation. Cambridge: University of Cambridge Press, 1991). Questions about the goals of science education spaces, the nature of globalization in relation to practices in schools, the role of identities-in-practice in relation to participation in communities of practice such as classrooms are explored. Recommendations for key design features in effective science educational spaces, based upon the findings presented in the collection of four studies, are offered. School, it is suggested here, functions best as a clearing house for the myriad science-related stories student participants generate in their various communities of practice (e.g., within popular culture, family, community, informal educational sites). In this way, school has the potential to construct bridges between multiple student experiences and identities-in-practice.

Peripheral and subversive: Women making connections and challenging the boundaries of the science community

NASA Astrophysics Data System (ADS)

Davis, Kathleen S.

2001-07-01

Researchers continue to report the underrepresentation of females in the science professions (AAUW, 1992; NSF, 1999; Vetter, 1992). Investigators have illuminated many factors that contribute to the insider status in the science community of some groups and the peripheral/outsider status of women and girls (Brickhouse, 1994; Delamont, 1989; Harding, 1991; Schiebinger, 1989). Some research has shown that supportive science networks have had a positive influence on women's participation and retention in science practices (AAUW, 1992; Keith & Keith, 1989; Kreinberg & Lewis, 1996; Varanka-Martin, 1996). In order to provide a better understanding of the role social capital plays in women's legitimate participation in science, I draw upon the findings of a qualitative study that examines the valued capital, ways, and practices of a support group for women working in the sciences at an academic research institution. Findings from this study indicate how women 1) were given little access to powerful networks in science that would provide them with opportunities to acquire the knowledge, skills, and resources necessary to be legitimate in the traditional sense, and 2) encountered many obstacles in their attempts to develop networks and make such connections between themselves and other women. Findings also indicate that, despite these impediments, the support group provided a meaningful and resourceful network through which they developed a critical perspective of legitimacy as they sought to make explicit the culture of science. Participants not only employed the traditional methods of scientific inquiry, but also acknowledged and valued the voices and experiences of those from nondominant groups. They constructed a new discourse that was inclusive of diverse voices, created new career pathways, and developed a vision of mentoring that facilitated females' development of a critical view of the science community and their legitimate participation.

"They Look Scared": Moving from Service Learning to Learning to Serve in Teacher Education--A Social Justice Perspective

ERIC Educational Resources Information Center

Kirkland, David E.

2014-01-01

This article investigates three teacher learners' service learning experiences, in order to explore the extent to which approaches to service learning can lead to legitimate learning outcomes tied to transformative teacher growth and situated in tenets of social justice. Using student interview data, the author posits that service learning fails…

The role of legitimation in the professional socialization of second-year undergraduate athletic training students.

PubMed

Klossner, Joanne

2008-01-01

Professional socialization during formal educational preparation can help students learn professional roles and can lead to improved organizational socialization as students emerge as members of the occupation's culture. Professional socialization research in athletic training is limited. To present the role of legitimation and how it influences the professional socialization of second-year athletic training students. Modified constructivist grounded theory and case study methods were used for this qualitative study. An accredited undergraduate athletic training education program. Twelve second-year students were selected purposively. The primary sample group (n = 4) was selected according to theoretical sampling guidelines. The remaining students made up the cohort sample (n = 8). Theoretically relevant data were gathered from 14 clinical instructors to clarify emergent student data. Data collection included document examination, observations, and interviews during 1 academic semester. Data were collected and analyzed through constant comparative analysis. Data triangulation, member checking, and peer-review strategies were used to ensure trustworthiness. Legitimation from various socializing agents initiated professional socialization. Students viewed trust and team membership as rewards for role fulfillment. My findings are consistent with the socialization literature that shows how learning a social or professional role, using rewards to facilitate role performance, and building trusting relationships with socializing agents are important aspects of legitimation and, ultimately, professional socialization.

Building Student Trust in Online Learning Environments

ERIC Educational Resources Information Center

Wang, Ye Diana

2014-01-01

As online learning continues to gain widespread attention and thrive as a legitimate alternative to classroom instruction, educational institutions and online instructors face the challenge of building and sustaining student trust in online learning environments. The present study represents an attempt to address the challenge by identifying the…

Scaffolding student learning in clinical practice.

PubMed

Spouse, J

1998-05-01

For many years the profession has acknowledged a schism between theories taught in the classroom and the practice of clinicians. This tends to arise from beliefs that knowledge which has been generalized (formalized) can be readily transferred to informal settings (practice). Whilst apprehension of formalized knowledge is crucial to professional development, a mediator is necessary to demonstrate its relevance to practice. A variety of solutions have been offered which all have value but without effective social support fail to resolve the problem. Findings from a longitudinal study investigating the professional development of pre-registration nursing students indicate the importance of sponsorship by a member of clinical staff and participation in legitimate peripheral activities. In the absence of effective sponsorship, students found it difficult to participate in clinical activities or to learn. As a result, their professional development during placements became stunted with subsequent implications for their professional future. Questions concerned with this phenomena were explored using documentary evidence supplied by research participants, observations of their practice and focused interviews throughout their programme. Sociocultural or activity theories of human learning offer some attractive explanations. One strategy is scaffolding which takes place within sponsored nursing activities and builds on the important concept of the Zone of Proximal Development (ZPD), where speech becomes a tool to mediate learning and development. As a diagnostic tool, scaffolding enables both supervisor and learner to recognize knowledge-in-waiting and knowledge-in-use and hence learning need, thus stimulating opportunities for further learning and professional development beneficial to both learner and supervisor. It provides a means for theory and practice to become integrated.

Medicine as a Community of Practice: Implications for Medical Education.

PubMed

Cruess, Richard L; Cruess, Sylvia R; Steinert, Yvonne

2018-02-01

The presence of a variety of independent learning theories makes it difficult for medical educators to construct a comprehensive theoretical framework for medical education, resulting in numerous and often unrelated curricular, instructional, and assessment practices. Linked with an understanding of identity formation, the concept of communities of practice could provide such a framework, emphasizing the social nature of learning. Individuals wish to join the community, moving from legitimate peripheral to full participation, acquiring the identity of community members and accepting the community's norms.Having communities of practice as the theoretical basis of medical education does not diminish the value of other learning theories. Communities of practice can serve as the foundational theory, and other theories can provide a theoretical basis for the multiple educational activities that take place within the community, thus helping create an integrated theoretical approach.Communities of practice can guide the development of interventions to make medical education more effective and can help both learners and educators better cope with medical education's complexity. An initial step is to acknowledge the potential of communities of practice as the foundational theory. Educational initiatives that could result from this approach include adding communities of practice to the cognitive base; actively engaging students in joining the community; creating a welcoming community; expanding the emphasis on explicitly addressing role modeling, mentoring, experiential learning, and reflection; providing faculty development to support the program; and recognizing the necessity to chart progress toward membership in the community.

Theory and practice in the design and conduct of graduate medical education.

PubMed

Hodges, Brian David; Kuper, Ayelet

2012-01-01

Medical education practice is more often the result of tradition, ritual, culture, and history than of any easily expressed theoretical or conceptual framework. The authors explain the importance and nature of the role of theory in the design and conduct of graduate medical education. They outline three groups of theories relevant to graduate medical education: bioscience theories, learning theories, and sociocultural theories. Bioscience theories are familiar to many medical educators but are often misperceived as truths rather than theories. Theories from such disciplines as neuroscience, kinesiology, and cognitive psychology offer insights into areas such as memory formation, motor skills acquisition, diagnostic decision making, and instructional design. Learning theories, primarily emerging from psychology and education, are also popular within medical education. Although widely employed, not all learning theories have robust evidence bases. Nonetheless, many important notions within medical education are derived from learning theories, including self-monitoring, legitimate peripheral participation, and simulation design enabling sustained deliberate practice. Sociocultural theories, which are common in the wider education literature but have been largely overlooked within medical education, are inherently concerned with contexts and systems and provide lenses that selectively highlight different aspects of medical education. They challenge educators to reconceptualize the goals of medical education, to illuminate maladaptive processes, and to untangle problems such as career choice, interprofessional communication, and the hidden curriculum.Theories make visible existing problems and enable educators to ask new and important questions. The authors encourage medical educators to gain greater understanding of theories that guide their educational practices.

Assessing Assessment: In Pursuit of Meaningful Learning

ERIC Educational Resources Information Center

Rootman-le Grange, Ilse; Blackie, Margaret A. L.

2018-01-01

The challenge of supporting the development of meaningful learning is prevalent in chemistry education research. One of the core activities used in the learning process is assessments. The aim of this paper is to illustrate how the semantics dimension of Legitimation Code Theory can be a helpful tool to critique the quality of assessments and…

Double Consciousness and the Future of Service-Learning

ERIC Educational Resources Information Center

Hickmon, Gabrielle

2015-01-01

The author begins this essay by reflecting on an article penned twenty years earlier, "Does Service-Learning Have a Future?" (Zlotkowski, 1995) that called educators to attend seriously to the academic aspects of service-learning (SL), to situate the pedagogy strongly within the academy as a means of legitimizing and expanding the work.…

Stemming, Jointing, and Eradicating Legitimate Learning Quagmires.

ERIC Educational Resources Information Center

Horton, Thelma White

This position paper on teaching children to read explains with several examples exactly what "quagmires" are and how they hamper children as they learn the elements of reading basics. The paper takes a multidisciplinary approach to attacking stumbling blocks to learning most often experienced by child learners. To explain the concept of quagmire,…

Young children's emotional practices while engaged in long-term science investigation

NASA Astrophysics Data System (ADS)

Zembylas, Michalinos

2004-09-01

In this article, the role of young children's emotional practices in science learning is described and analyzed. From the standpoint of performativity theory and social-constructionist theory of emotion, it is argued that emotion is performative and the expression of emotion in the classroom has its basis in social relationships. Arising from these relationships is the emotional culture of the classroom that plays a key role in the development of classroom emotional rules as well as the legitimation of science knowledge. These relationships are reflected in two levels of classroom dialogue: talking about and doing science, and expressing emotions about science and its learning. The dynamics of the negotiations of classroom emotional rules and science knowledge legitimation may dispose students to act positively or negatively toward science learning. This analysis is illustrated in the experiences of a teacher and her students during a 3-year ethnographic study of emotions in science teaching and learning. This research suggests the importance of the interrelationship between emotions and science learning and the notion that emotional practices can be powerful in nurturing effective and exciting science learning environments.

Learning to Work during Work Placement: Negotiating Access to Work and Participation through "Origination" and Establishing a "Legitimate Presence"

ERIC Educational Resources Information Center

Pang, Priscilla

2015-01-01

Research on work-based learning has produced much insight into how newcomers to work roles acquire the skills and knowledge required in their work. Overwhelmingly, studies have shown that learning takes place through participation in work activities which provides opportunities for learning. But participation can be problematic when workers and…

The Role of Legitimation in the Professional Socialization of Second-Year Undergraduate Athletic Training Students

PubMed Central

Klossner, Joanne

2008-01-01

Context: Professional socialization during formal educational preparation can help students learn professional roles and can lead to improved organizational socialization as students emerge as members of the occupation's culture. Professional socialization research in athletic training is limited. Objective: To present the role of legitimation and how it influences the professional socialization of second-year athletic training students. Design: Modified constructivist grounded theory and case study methods were used for this qualitative study. Setting: An accredited undergraduate athletic training education program. Patients or Other Participants: Twelve second-year students were selected purposively. The primary sample group (n  =  4) was selected according to theoretical sampling guidelines. The remaining students made up the cohort sample (n  =  8). Theoretically relevant data were gathered from 14 clinical instructors to clarify emergent student data. Data Collection and Analysis: Data collection included document examination, observations, and interviews during 1 academic semester. Data were collected and analyzed through constant comparative analysis. Data triangulation, member checking, and peer-review strategies were used to ensure trustworthiness. Results: Legitimation from various socializing agents initiated professional socialization. Students viewed trust and team membership as rewards for role fulfillment. Conclusions: My findings are consistent with the socialization literature that shows how learning a social or professional role, using rewards to facilitate role performance, and building trusting relationships with socializing agents are important aspects of legitimation and, ultimately, professional socialization. PMID:18668171

Creativity Research: Implications for Teaching, Learning and Thinking.

ERIC Educational Resources Information Center

Petrowski, Mary Jane

2000-01-01

Explores reasons why creativity has only recently gained credibility as a legitimate research field and provides an overview of various disciplinary approaches and methodologies currently in use that are relevant to teaching and learning. Highlights include psychometrics; contextual approaches; experimental approaches; biographical, or…

Foregrounding Knowledge in E-Learning Design: An Illustration in a Museum Setting

ERIC Educational Resources Information Center

Carvalho, Lucila; Dong, Andy; Maton, Karl

2015-01-01

The nature of knowledge, and the various forms knowledge may take, is a neglected aspect of the development of e-learning environments. This paper uses Legitimation Code Theory (LCT) to conceptualise the organising principles of knowledge practices. As we will illustrate, when it comes to the design of e-learning, the organising principles of the…

Legitimate Fidgeting: Knitting with Kids

ERIC Educational Resources Information Center

Austen, Judith

2006-01-01

In this article, the author relates how she learned knitting and how she taught this craft to her own students. She learned knitting at the age of 40. After learning how to knit, she introduced the craft to her students as part of the art curriculum at Shady Hill School. She realized how knitting not only promotes intimacy, but it also helps…

A Data Protection Framework for Learning Analytics

ERIC Educational Resources Information Center

Cormack, Andrew

2016-01-01

Most studies on the use of digital student data adopt an ethical framework derived from human-subject research, based on the informed consent of the experimental subject. However, consent gives universities little guidance on using learning analytics as a routine part of educational provision: which purposes are legitimate and which analyses…

Academic credit and professional experience.

PubMed

Welsh, I

Accreditation of experiential learning is being promoted as a legitimate cost-effective method of short-cutting professional degree courses for qualified practitioners. While there are benefits in giving academic recognition for learning gained from experience, there is a danger that the pressure of market forces may devalue the status of nursing degrees.

In search of professionalism: implications for medical education.

PubMed

Wearn, Andy; Wilson, Hamish; Hawken, Susan J; Child, Stephen; Mitchell, Clinton J

2010-05-14

This is the seventh article in an education series, discussing some of the 'hot topics' in teaching and learning in medicine. Historically, 'professionalism' was defined by the social structures of medicine, but has moved on to represent the expected behaviours and attributes of practitioners. Well publicised cases of professional misconduct, the rise of medical ethics as a discipline, and the move to a more patient-centred approach have driven the profile of professionalism into mainstream medical education. While there are many definitions of medical professionalism, there is a growing degree of consensus around what it encompasses; the way we manage tasks, our interactions with others, and looking after ourselves. The literature indicates that professionalism can be taught, learnt and applied; that attributes and behaviours can be identified; and that assessment is best approached using a range of methods over time. For learners, one of the critical factors in developing professionalism is the modelling by senior members of the profession as students move from peripheral observers to legitimate participants. Medical programmes in New Zealand are engaging with this literature in developing current curricula.

The insufficiency of associative learning for explaining development: three challenges to the associative account.

PubMed

Bertenthal, Bennett I

2014-04-01

Three challenges to the sufficiency of the associative account for explaining the development of mirror mechanisms are discussed: Genetic predispositions interact with associative learning, infants show predispositions to imitate human as opposed to nonhuman actions, and early and later learning involve different mechanisms. Legitimate objections to an extreme nativist account are raised, but the proposed solution is equally problematic.

Replacing Stressful Challenges with Positive Coping Strategies: A Resilience Program for Clinical Placement Learning

ERIC Educational Resources Information Center

Delany, C.; Miller, K. J.; El-Ansary, D.; Remedios, L.; Hosseini, A.; McLeod, S.

2015-01-01

Clinical education is foundational to health professional training. However, it is also a time of increased stress for students. A student's perception of stressors and their capacity to effectively manage them is a legitimate concern for educators, because anxiety and decreased coping strategies can interfere with effective learning, clinical…

Teachers and Students Together in a Professional Learning Community

ERIC Educational Resources Information Center

Wennergren, Ann-Christine; Blossing, Ulf

2017-01-01

Students represent the majority of the people in a school organisation, but are rarely considered as participants in literature on professional learning communities (PLC). This article explored a PLC with the legitimate participation of students in the classroom. Data was based on interviews with 11 teachers. Community of practice theory provides…

We Are All Teachers: Modeling Democratic Engagement in Faculty Development

ERIC Educational Resources Information Center

Studer, Morgan; Rogers, Christian; Benton, Melissa; Quirke, Michelle

2017-01-01

As service-learning and community engagement (SLCE) have become increasingly legitimized in higher education as scholarly pedagogical practice, resources to support faculty in learning about and undertaking this engaged work have grown. As Zlotkowski (2015) points out in his framing essay for the SLCE Future Directions Project (FDP), the movement…

Boundary Crossings: Using Participatory Theatre as a Site for Deepening Learning

ERIC Educational Resources Information Center

Kumrai, Rajni Rani; Chauhan, Vipin; Hoy, Jane

2011-01-01

Amongst the academic community there has been an increasing acceptance that knowledge and learning is no longer situated solely within academic settings and that workplace settings are also legitimate spaces for reflecting on practice in order to enhance professional capabilities. Learners are uniquely placed to draw on their workplace experiences…

Exploring the Nature of Disciplinary Teaching and Learning Using Legitimation Code Theory Semantics

ERIC Educational Resources Information Center

Clarence, Sherran

2016-01-01

Teaching and learning is a growing field of research and practice globally, and increasing investments are being made in developing academics as teachers. An inability to adequately account for disciplinary knowledge can lead to academic development inputs that are unable to fully address the needs of students, educators, or disciplines…

Zoo Praxis and Theories: Teaching the Well-Being of Nonhuman Primates

ERIC Educational Resources Information Center

Burton, Frances

2004-01-01

Zoo projects that encourage reflective learning and are legitimate undertakings for untrained undergraduates are hard to develop. In this article, the author, as a professor in anthropology, discusses and teaches primate studies. His pedagogical goal in teaching primate studies is to enhance the process of learning, and to consider that students…

A Cross-Cultural Exploration of Children's Everyday Ideas: Implications for Science Teaching and Learning

ERIC Educational Resources Information Center

Wee, Bryan

2012-01-01

Children's everyday ideas form critical foundations for science learning yet little research has been conducted to understand and legitimize these ideas, particularly from an international perspective. This paper explores children's everyday ideas about the environment across the US, Singapore and China to understand what they reveal about…

Becoming Family Literate: A New Construct and Platform for Practice

ERIC Educational Resources Information Center

McGregor, Sue L. T.

2009-01-01

The family as a basic social unit needs strategic support and strength to carry its weight, relative to other social institutions. This article focuses on why it is important to help people learn to be in a family and presents the construct of becoming family literate (different from family literacy). This learning is a legitimate platform from…

Measuring Senior High School Students' Self-Induced Self-Reflective Thinking

ERIC Educational Resources Information Center

van Velzen, Joke H.

2017-01-01

Theoretically, reflection is known to be an essential skill for improving learning on a metacognitive level. In practice, students may not use it of their own accord to improve this kind of learning because it can be mentally demanding. The author reports on the legitimation of an instrument measuring self-induced self-reflective thinking, which…

The Learning Needs of Beginning Teachers in the United Arab Emirates

ERIC Educational Resources Information Center

Ibrahim, Ali S.

2012-01-01

Beginning teachers have legitimate learning needs that cannot be grasped in advance or outside the school context. These needs are documented in Western literature, but the skills required by beginning teachers in the United Arab Emirates (UAE) have not been investigated. The present study responds to this research gap. Data were collected through…

Legitimating and Contesting the Commodification of Schooling: The Case of Teachers' Learning in Queensland

ERIC Educational Resources Information Center

Hardy, Ian

2016-01-01

This paper draws upon research into the nature of teachers' learning practices in the context of current policy conditions in the state of Queensland, Australia. The research explores how teachers in one school in the north of the state responded to policy pressure to adopt a specific standardised approach to "explicit teaching",…

Reframing the Principle of Specialisation in Legitimation Code Theory: A Blended Learning Perspective

ERIC Educational Resources Information Center

Owusu-Agyeman, Yaw; Larbi-Siaw, Otu

2017-01-01

This study argues that in developing a robust framework for students in a blended learning environment, Structural Alignment (SA) becomes the third principle of specialisation in addition to Epistemic Relation (ER) and Social Relation (SR). We provide an extended code: (ER+/-, SR+/-, SA+/-) that present strong classification and framing to the…

An Assessment of the Scholarship of Teaching and Learning in Public Administration from 2009-2013

ERIC Educational Resources Information Center

Stuteville, Rebekkah; Click, Eric

2016-01-01

The acceptance of the Scholarship of Teaching and Learning (SoTL) as a legitimate form of scholarly investigation and the shape that it takes in post-secondary education are inherently discipline-specific. This paper examines how the character and heritage of public administration influence the acceptance of SoTL, and the form that it takes. It…

Educating adult females for leadership roles in an informal science program for girls

NASA Astrophysics Data System (ADS)

McCreedy, Dale

The purpose of this study is to gain an understanding of and an evidentiary warrant for, how a community of practice focused on informal science learning, can engage and promote active participation that offers adult female members and the community opportunities for legitimacy and transformation. This study is a qualitative, ethnographic research study that documents how adult female volunteers, historically inexperienced and/or excluded from traditional practices of science, come to engage in science activities through an informal, community-based context that helps them to appreciate science connections in their lives that are ultimately empowering and agentic. I begin to understand the ways in which such informal contexts, often thought to be marginal to dominant educational beliefs and practices, can offer adults outside of the field of science, education, or both, an entree into science learning and teaching that facilitate female's participation in legitimate and empowering ways. Using descriptive analyses, I first identify the characteristics of peripheral and active program participants. Through phenomenological analyses, I then develop an understanding of participation in an informal science program by focusing on three adult female members' unique trajectories of participation leading to core member status. Each draws on different aspects of the program that they find most salient, illustrating how different elements can serve as motivators for participation, and support continuation along the trajectory of participation reflecting personal and political agency. Through a purposeful ethnographic case-study analysis, I then explore one core member's transformation, evidenced by her developing identities as someone who enjoys science, engages in science activities, and, enacts a role as community old timer and door opener to science learning. This study: (1) contributes to the limited knowledge base in fields of informal learning, science education, and feminist research; (2) provides data that lead to assertions about the impact of NSP participation; and (3) takes advantage of a unique context in which to study adults and the interaction of gender, science, and informal learning.

Learning to Teach as Situated Learning: An Examination of Student Teachers as Legitimate Peripheral Participants in Cooperating Teachers' Classrooms

NASA Astrophysics Data System (ADS)

McDonald, Eric J.

Learning to teach science well is a complex endeavor and student teaching provides a time for emerging teachers to learn how to reason in this uncertain landscape. Many pre-service teachers have rated student teaching as a very important part of their teacher education program (Koerner, Rust, & Baumgartner, 2002; Levine, 2006) and there is little doubt that this aspect of teacher preparation has a great impact (Wilson, Floden, Ferrinin-Mundy, 2001). It is surprising, therefore, that the interaction between the cooperating teacher and student teacher represents a gap in the literature (Cochran-Smith & Zeichner, 2005). In fact, little effort has been made in science education "to understand the contributions of cooperating teachers and teacher educators" (p. 322). Research is needed into not only how teacher preparation programs can help pre-service teachers make this transition from student teacher to effective teacher but also how the expertise of the cooperating teacher can be a better articulated part of the development of the student teacher. This instrumental case study examines the nature and substance of the cooperating teacher/student teacher conversations and the changes in those conversations over time. Using the theoretical framework of situated learning (Lave & Wenger, 1991; Lave, 1996) the movement of the student teacher from their position on the periphery of practice toward a more central role is examined. Three cooperating teacher/student teacher pairs provided insight into this important time with case data coming from pre and post interviews, baseline surveys, weekly update surveys, and recorded conversations from the pair during their time together. Four major themes emerged from the cases and from cross case comparisons with implications for student teachers regarding how they react to greater responsibility, cooperating teachers regarding how they give access to the community of practice, and the teacher preparation community regarding the role it plays in helping to facilitate this process.

On Marcuse and Caring in Education

ERIC Educational Resources Information Center

Shel, Tammy

2006-01-01

Can caring and standardized testing coincide? Marcuse criticized the misuse of science because it also legitimizes social and economic hierarchy. By the same token, scholars develop standardized testing, claiming these tests are scientific and can measure objectively individuals' learning and intelligence capabilities. However, if inclusive caring…

Do "trainee-centered ward rounds" help overcome barriers to learning and improve the learning satisfaction of junior doctors in the workplace?

PubMed

Acharya, Vikas; Reyahi, Amir; Amis, Samuel M; Mansour, Sami

2015-01-01

Ward rounds are widely considered an underutilized resource with regard to medical education, and therefore, a project was undertaken to assess if the initiation of "trainee-centered ward rounds" would help improve the confidence, knowledge acquisition, and workplace satisfaction of junior doctors in the clinical environment. Data were collated from junior doctors, registrar grade doctors, and consultants working in the delivery suite at Luton and Dunstable University Hospital in Luton over a 4-week period in March-April 2013. A review of the relevant literature was also undertaken. This pilot study found that despite the reservations around time constraints held by both junior and senior clinicians alike, feedback following the intervention was largely positive. The junior doctors enjoyed having a defined role and responsibility during the ward round and felt they benefited from their senior colleagues' feedback. Both seniors and junior colleagues agreed that discussing learning objectives prior to commencing the round was beneficial and made the round more learner-orientated; this enabled maximal learner-focused outcomes to be addressed and met. The juniors were generally encouraged to participate more during the round and the consultants endeavored to narrate their decision-making, both were measures that led to greater satisfaction of both parties. This was in keeping with the concept of "Legitimate peripheral participation" as described by Lave and Wenger. Overall, trainee-centered ward rounds did appear to be effective in overcoming some of the traditional barriers to teaching in the ward environment, although further work to formalize and quantify these findings, as well as using greater sample sizes from different hospital departments and the inclusion of a control group, is needed.

Learning from Animation Enabled by Collaboration

ERIC Educational Resources Information Center

Rebetez, Cyril; Betrancourt, Mireille; Sangin, Mirweis; Dillenbourg, Pierre

2010-01-01

Animated graphics are extensively used in multimedia instructions explaining how natural or artificial dynamic systems work. As animation directly depicts spatial changes over time, it is legitimate to believe that animated graphics will improve comprehension over static graphics. However, the research failed to find clear evidence in favour of…

Barriers to and Facilitators of Feminist Pedagogy in College and University Teaching. ASHE Annual Meeting Paper.

ERIC Educational Resources Information Center

Wakai, Sara T.

This study examined faculty characteristics and teaching environments of higher education institutions that may hinder or facilitate student-centered pedagogical practices derived from feminist theory. Feminist pedagogy generally advocates democratizing the classroom, building cooperative learning environments, legitimizing personal experiences as…

Social Studies. Health: Drugs, Society and You.

ERIC Educational Resources Information Center

Faulkner, Brenda F.

The major intent of this interdisciplinary quinmester course for grades seven through twelve is to examine the need, problems, consequences, and social aspects of drug abuse. By studying the history and medicine of drug use, students learn background information that helps them define and categorize legitimate and illegitimate drug use, and…

Children's Emergent Literacy: From Research to Practice.

ERIC Educational Resources Information Center

Lancy, David F., Ed.

Noting that renaming common folk practices as "emergent literacy" practices legitimizes these unacknowledged ways of learning to read and write, this book highlights the importance of out-of-school literacy experiences and the value of real literature and real writing. It stresses a reciprocal relationship between basic research on the…

Traditional Engineering Graphics versus Computer-Aided Drafting: A View from Academe.

ERIC Educational Resources Information Center

Foster, Robert J.

1987-01-01

Argues for a legitimate role of manually expressed engineering graphics within engineering education as a needed support for computer-assisted drafting work. Discusses what and how students should learn as well as trends in engineering graphics education. Compares and contrasts manual and computer drafting methods. (CW)

Meaning and Identities: A Visual Performative Pedagogy for Socio-Cultural Learning

ERIC Educational Resources Information Center

Grushka, Kathryn

2009-01-01

In this article I present personalised socio-cultural inquiry in visual art education as a critical and expressive material praxis. The model of "Visual Performative Pedagogy and Communicative Proficiency for the Visual Art Classroom" is presented as a legitimate means of manipulating visual codes, communicating meaning and mediating…

Penciled into History: The U.S. Army’s Occupation of Korea and Lessons for the Operational Artist

DTIC Science & Technology

2014-05-22

until governance could be transferred to a legitimate Korean authority. The present day operational artist can learn much from the experience of...Director, School of Advanced Military Studies Henry A. Arnold III, COL Accepted this 22nd day of May 2014 by...Korean authority. The present day operational artist can learn much from the experience of the U.S. Army and its occupation of the Korean

Role of insulin signaling impairment, adiponectin and dyslipidemia in peripheral and central neuropathy in mice.

PubMed

Anderson, Nicholas J; King, Matthew R; Delbruck, Lina; Jolivalt, Corinne G

2014-06-01

One of the tissues or organs affected by diabetes is the nervous system, predominantly the peripheral system (peripheral polyneuropathy and/or painful peripheral neuropathy) but also the central system with impaired learning, memory and mental flexibility. The aim of this study was to test the hypothesis that the pre-diabetic or diabetic condition caused by a high-fat diet (HFD) can damage both the peripheral and central nervous systems. Groups of C57BL6 and Swiss Webster mice were fed a diet containing 60% fat for 8 months and compared to control and streptozotocin (STZ)-induced diabetic groups that were fed a standard diet containing 10% fat. Aspects of peripheral nerve function (conduction velocity, thermal sensitivity) and central nervous system function (learning ability, memory) were measured at assorted times during the study. Both strains of mice on HFD developed impaired glucose tolerance, indicative of insulin resistance, but only the C57BL6 mice showed statistically significant hyperglycemia. STZ-diabetic C57BL6 mice developed learning deficits in the Barnes maze after 8 weeks of diabetes, whereas neither C57BL6 nor Swiss Webster mice fed a HFD showed signs of defects at that time point. By 6 months on HFD, Swiss Webster mice developed learning and memory deficits in the Barnes maze test, whereas their peripheral nervous system remained normal. In contrast, C57BL6 mice fed the HFD developed peripheral nerve dysfunction, as indicated by nerve conduction slowing and thermal hyperalgesia, but showed normal learning and memory functions. Our data indicate that STZ-induced diabetes or a HFD can damage both peripheral and central nervous systems, but learning deficits develop more rapidly in insulin-deficient than in insulin-resistant conditions and only in Swiss Webster mice. In addition to insulin impairment, dyslipidemia or adiponectinemia might determine the neuropathy phenotype. © 2014. Published by The Company of Biologists Ltd.

Teacher Learning across Boundaries: A Challenge to the Legitimacy of Language Teachers' Disciplinary Knowledge

ERIC Educational Resources Information Center

Han, Chunyan; Wu, Zongjie

2015-01-01

The legitimate forms of knowledge recognised for language teachers in Chinese universities are differentiated by strong academic boundaries, subject only to disciplinary authority and fashion. Classroom practice on the whole tends not to be informed by research. For many language teachers, a disconnect exists between the academic discipline in…

The Virginia Standards of Learning: Where Is Geography for Life?

ERIC Educational Resources Information Center

Morrill, Robert W.

2004-01-01

Citizens engage in politics when they choose the structure, content, and processes of schooling. Politics is about who gets what, when, where, and how. The interaction of politics and schooling is a legitimate and needed aspect of social action. Because education is about developing enlightened and productive citizens, education and politics are…

From Taylor to Tyler to "No Child Left Behind": Legitimating Educational Standards

ERIC Educational Resources Information Center

Waldow, Florian

2015-01-01

In the early 20th century, proponents of the so-called "social efficiency movement" in the United States tried to apply methods and concepts for enhancing efficiency in industrial production to the organization of teaching and learning processes. This included the formulation of "educational standards" analogous to industrial…

User-Driven Planning for Digital-Image Delivery

ERIC Educational Resources Information Center

Pisciotta, Henry; Halm, Michael J.; Dooris, Michael J.

2006-01-01

This article draws on two projects funded by the Andrew W. Mellon Foundation concerning the ways colleges and universities can support the legitimate sharing of digital learning resources for scholarly use. The 2001-03 Visual Image User Study (VIUS) assessed the scholarly needs of digital image users-faculty, staff, and students. That study led to…

Deconstructing Statistical Analysis

ERIC Educational Resources Information Center

Snell, Joel

2014-01-01

Using a very complex statistical analysis and research method for the sake of enhancing the prestige of an article or making a new product or service legitimate needs to be monitored and questioned for accuracy. 1) The more complicated the statistical analysis, and research the fewer the number of learned readers can understand it. This adds a…

Critical Literacy: Using Nonfiction to Learn about Islam

ERIC Educational Resources Information Center

Phelps, Stephen

2010-01-01

Schools have a legitimate and vital role in providing Americans with a better and more accurate understanding of the Muslim world. Given the cultural and ideological issues at play in any understanding of Islam, the theories and practices of critical literacy can provide useful guidance to teachers. The purposes of this article are to counteract…

Developing Cohesion and Building Positive Relationships through Storytelling in a Culturally Diverse New Zealand Classroom

ERIC Educational Resources Information Center

Baskerville, Delia

2011-01-01

Educational research highlights the importance of positive teacher student relationships and recommends teachers adopt teaching strategies that are more culturally inclusive, and allow for reciprocal teaching and learning where student prior knowledge is legitimized. Participants in this study experienced such an approach. Through a storytelling…

Parental Ethnotheories and Family Language Policy in Transnational Adoptive Families

ERIC Educational Resources Information Center

Fogle, Lyn Wright

2013-01-01

Family language policy refers to explicit and overt decisions parents make about language use and language learning as well as implicit processes that legitimize certain language and literacy practices over others in the home. Studies in family language policy have emphasized the ways in which family-internal processes are shaped by and shape…

Families at a Disadvantage: Class, Culture, and Literacies.

ERIC Educational Resources Information Center

Tett, Lyn; Crowther, Jim

1998-01-01

Addresses the issue of diverse literacies and the problems of privileging a dominant form of literacy at the expense of those from non-mainstream cultures. Illustrates how the literacy practices of working-class families and communities can be incorporated into learning programs. Stresses the need to legitimate the vernacular literacies of the…

A New Global Policy Regime Founded on Invalid Statistics? Hanushek, Woessmann, PISA, and Economic Growth

ERIC Educational Resources Information Center

Komatsu, Hikaru; Rappleye, Jeremy

2017-01-01

Several recent, highly influential comparative studies have made strong statistical claims that improvements on global learning assessments such as PISA will lead to higher GDP growth rates. These claims have provided the primary source of legitimation for policy reforms championed by leading international organisations, most notably the World…

The Impact of Enrollment in an OER Course on Student Learning Outcomes

ERIC Educational Resources Information Center

Grewe, Kim E.; Davis, W. Preston

2017-01-01

Open Educational Resources (OER) are gaining acceptance as legitimate and effective teaching materials in higher education, particularly in 2-year institutions. Despite the steady growth in the availability and use of OER, there have been relatively few studies on the efficacy of OER and student achievement. This study analyzed the effect…

Change the curriculum--or transform the conditions of practice?

PubMed

Clare, J

1993-08-01

This paper explores the notion that contemporary teaching practices reinforce and maintain the legitimacy of traditional relations of power between teachers and students of nursing. Nurse teachers and clinicians have socially constructed and legitimated power over students which acts to constrain the development of critical consciousness. Student-centred learning packages and strategies such as problem-solving, questioning and dialogue may give the impression of student empowerment while leaving the authoritarian nature of teacher-student relationships intact. Furthermore nursing education is premised on the belief that 'real' learning takes place in the classroom (where teaching occurs) and is consolidated by practice (where nursing occurs). This situation creates a major dilemma for all teachers since the contradictions between classroom knowledge and experiential clinical knowledge are seldom officially recognised. The rhetoric of critical social science however, suggests that emancipation and empowerment of teachers and students would follow their enlightenment as to the nature of these contradictions. This assumption discounts the ways in which hegemonic ideology shapes the consciousness of nurses to accept dominant views of what constitutes professional practice or legitimate knowledge and how that may be obtained.

Mr. Red in the American South: a response to Lisa Borgerding

NASA Astrophysics Data System (ADS)

Meadows, Lee

2017-03-01

This review essay affirms the work Mr. Red does with his students to support their learning about evolution and how his approach agrees with the realities of teaching evolution in the American South. It then shows how focusing on understanding, but not necessarily belief, adds to Mr. Red's apparent neutrality a complimentary pedagogical approach that legitimizes more strongly accepted science while at the same time attending to the deep conflict many rural students feel when they are asked to learn evolution.

Issues for Deployment of Mobile Learning by Nurses in Australian Healthcare Settings.

PubMed

Mather, Carey; Cummings, Elizabeth

2016-01-01

Undergraduate nursing curricula are being redesigned to include strategies for deployment of mobile learning as a legitimate nursing function. A recent online survey exploring the use of mobile learning by undergraduate student nurses revealed barriers, challenges, risks, and benefits to using mobile learning at the workplace. Inability to access mobile learning at both individual and organisational levels impacted on student learning and teaching opportunities. Students also indicated that educational preparation for ensuring appropriate use of mobile learning is necessary to guide learning and teaching in situ at point of care. This highlights the need for the development of policy to guide best practice that will enable this new pedagogy to be fully utilised for learning and teaching in healthcare settings. Until governance of mobile learning in educational and healthcare settings in Australia is addressed, harnessing the indubitable benefit of mobile learning and teaching will be unachievable.

Meeting Women's and Girls' Special Needs: "Gender-Sensitive" Environments and the Roadblocks Women Science Educators Face.

ERIC Educational Resources Information Center

Davis, Kathleen S.

Groups and educators have sought to construct gender-sensitive learning environments for women and girls in science, thus providing them with opportunities to legitimately participate in the science and science education communities. Results of the study reported in this paper show that women science educators who work to provide such contexts…

"No One Speaks Korean at School!": Ideological Discourses on Languages in a Korean Family

ERIC Educational Resources Information Center

Song, Kwangok

2016-01-01

This study examined how a Korean family with temporary immigrant status in the United States employed ideological discourses on languages to make sense of their experiences. The parents initially accepted but later rejected ideologies on children's learning of English. English-as-a-legitimate-language ideology in the United States and…

Highlights from Educating for Democracy: Preparing Undergraduates for Responsible Political Engagement

ERIC Educational Resources Information Center

Colby, Anne; Beaumont, Elizabeth; Ehrlich, Thomas; Corngold, Josh

2007-01-01

This paper, highlights the forthcoming book "Educating for Democracy." The book articulates the conditions under which political teaching and learning in college is and is not legitimate, making the case that education for political development can and should be conducted in a manner that is consistent with the core values of higher education…

Advocating for Equitable Science-Learning Opportunities for Girls in an Urban City Youth Club and the Roadblocks Faced by Women Science Educators.

ERIC Educational Resources Information Center

Davis, Kathleen S.

2002-01-01

Reports on a study that examined the obstacles women science educators faced as they facilitated Explorers, an after-school science program for girls aged 6-12. The program provides girls with opportunities to legitimately participate in science activities. (Contains 39 references.) (Author/YDS)

"Standing Porter at the Door of Thought": The Social Order of the Christian Science Church.

ERIC Educational Resources Information Center

Swanson, Douglas J.

This examination of the social order of the Church of Christ, Scientist, provides a valuable learning opportunity for leaders of any organizational entity--or for any student of organizational communication/behavior. The study addresses labor, trust, power, and legitimization of activity within the church. It raises the issue of whether Christian…

The Newest "Reality Show": The Importance of Legitimizing Experimental Learning with Community-Based Research

ERIC Educational Resources Information Center

Johnson, Matthew D.

2004-01-01

The study describes how most current biological curricula fail to foster citizenry, how this failure is problematic for conservation, and offers one approach to address the problem. Local city planners and state Department of Fish and Game have proposed a marsh restoration project near the university to compare and contrast how wildlife would…

Locating Narratives in Postmodern Spaces: A Cyber Ethnographic Field Study of Informal Music Learning in Online Community

ERIC Educational Resources Information Center

Waldron, Janice

2011-01-01

Once an area of debate, there is now general consensus among media and social science researchers that online communities represent community in the traditional sense of the term, albeit with some important epistemological differences. If one considers online communities as genuine functioning communities situated in a legitimate cultural context,…

Reducing Peripheral Inflammation with Infliximab Reduces Neuroinflammation and Improves Cognition in Rats with Hepatic Encephalopathy

PubMed Central

Dadsetan, Sherry; Balzano, Tiziano; Forteza, Jerónimo; Cabrera-Pastor, Andrea; Taoro-Gonzalez, Lucas; Hernandez-Rabaza, Vicente; Gil-Perotín, Sara; Cubas-Núñez, Laura; García-Verdugo, José-Manuel; Agusti, Ana; Llansola, Marta; Felipo, Vicente

2016-01-01

Inflammation contributes to cognitive impairment in patients with hepatic encephalopathy (HE). However, the process by which peripheral inflammation results in cognitive impairment remains unclear. In animal models, neuroinflammation and altered neurotransmission mediate cognitive impairment. Taking into account these data, we hypothesized that in rats with HE: (1) peripheral inflammation is a main contributor to neuroinflammation; (2) neuroinflammation in hippocampus impairs spatial learning by altering AMPA and/or NMDA receptors membrane expression; (3) reducing peripheral inflammation with infliximab (anti-TNF-a) would improve spatial learning; (4) this would be associated with reduced neuroinflammation and normalization of the membrane expression of glutamate receptors. The aims of this work were to assess these hypotheses. We analyzed in rats with portacaval shunt (PCS) and control rats, treated or not with infliximab: (a) peripheral inflammation by measuring prostaglandin E2, IL10, IL-17, and IL-6; (b) neuroinflammation in hippocampus by analyzing microglial activation and the content of TNF-a and IL-1b; (c) AMPA and NMDA receptors membrane expression in hippocampus; and (d) spatial learning in the Radial and Morris water mazes. We assessed the effects of treatment with infliximab on peripheral inflammation, on neuroinflammation and AMPA and NMDA receptors membrane expression in hippocampus and on spatial learning and memory. PCS rats show increased serum prostaglandin E2, IL-17, and IL-6 and reduced IL-10 levels, indicating increased peripheral inflammation. PCS rats also show microglial activation and increased nuclear NF-kB and expression of TNF-a and IL-1b in hippocampus. This was associated with altered AMPA and NMDA receptors membrane expression in hippocampus and impaired spatial learning and memory in the radial and Morris water maze. Treatment with infliximab reduces peripheral inflammation in PCS rats, normalizing prostaglandin E2, IL-17, IL-6, and IL-10 levels in serum. Infliximab also prevents neuroinflammation, reduces microglial activation, translocates NF-kB into nucleoli and normalizes TNF-a and IL-1b content in hippocampus. This was associated with normalization of AMPA receptors membrane expression in hippocampus and of spatial learning and memory. The results suggest that peripheral inflammation contributes to spatial learning impairment in PCS rats. Treatment with anti-TNF-a could be a new therapeutic approach to improve cognitive function in patients with HE. PMID:27853420

Sign Language and Language Acquisition in Man and Ape. New Dimensions in Comparative Pedolinguistics.

ERIC Educational Resources Information Center

Peng, Fred C. C., Ed.

A collection of research materials on sign language and primatology is presented here. The essays attempt to show that: sign language is a legitimate language that can be learned not only by humans but by nonhuman primates as well, and nonhuman primates have the capability to acquire a human language using a different mode. The following…

Public Domain or Private Data? Developing an Ethical Approach to Social Media Research in an Inter-Disciplinary Project

ERIC Educational Resources Information Center

Stevens, Gemma; O'Donnell, Victoria L.; Williams, Lynn

2015-01-01

This paper discusses the ethical issues faced in undertaking research about the role of learning in the subjective experience of chronic illness, where data were taken from social media. Drawing on psychology and education, this paper discusses the ways in which authors from these disciplines are laying the groundwork for legitimate online…

Participatory Design Research as a Practice for Systemic Repair: Doing Hand-in-Hand Math Research with Families

ERIC Educational Resources Information Center

Booker, Angela; Goldman, Shelley

2016-01-01

Success and failure in formal mathematics education has been used to legitimize stratification. We describe participatory design research as a methodology for systemic repair. The analysis describes epistemic authority--exercising the right or the power to know--as a form of agency in processes of mathematical problem solving and learning. We…

Is Discussion an Exchange of Ideas? On Education, Money, and Speech

ERIC Educational Resources Information Center

Backer, David I.

2017-01-01

How do we learn the link between speech and money? What is the process of formation that legitimates the logic whereby speech is equivalent to money? What are the experiences, events, and subjectivities that render the connection between currency and speaking/listening intuitive? As educators and researchers, what do we do and say to shore up this…

Helping Preservice Reading Teachers Learn to Read and Conduct Research to Inform Their Instruction

ERIC Educational Resources Information Center

Frager, Alan M.

2010-01-01

Schools have a legitimate and vital role in providing Americans with a better and more accurate understanding of the Muslim world. Given the cultural and ideological issues at play in any understanding of Islam, the theories and practices of critical literacy can provide useful guidance to teachers. The purposes of this article are to counteract…

The Role of Student-Advisor Interactions in Apprenticing Undergraduate Researchers into a Scientific Community of Practice

NASA Astrophysics Data System (ADS)

Thiry, Heather; Laursen, Sandra L.

2011-12-01

Among science educators, current interest in undergraduate research (UR) is influenced both by the traditional role of the research apprenticeship in scientists' preparation and by concerns about replacing the current scientific workforce. Recent research has begun to demonstrate the range of personal, professional, and intellectual benefits for STEM students from participating in UR, yet the processes by which student-advisor interactions contribute to these benefits are little understood. We employ situated learning theory (Lave and Wenger, Situated learning: legitimate peripheral participation, Cambridge University Press, Cambridge in 1991) to examine the role of student-advisor interactions in apprenticing undergraduate researchers, particularly in terms of acculturating students to the norms, values, and professional practice of science. This qualitative study examines interviews with a diverse sample of 73 undergraduate research students from two research-extensive institutions. From these interviews, we articulate a continuum of practices that research mentors employed in three domains to support undergraduate scientists-in-training: professional socialization, intellectual support, and personal/emotional support. The needs of novice students differed from those of experienced students in each of these areas. Novice students needed clear expectations, guidelines, and orientation to their specific research project, while experienced students needed broader socialization in adopting the traits, habits, and temperament of scientific researchers. Underrepresented minority students, and to a lesser extent, women, gained confidence from their interactions with their research mentors and broadened their future career and educational possibilities. Undergraduate research at research-extensive universities exemplifies a cycle of scientific learning and practice where undergraduate researchers are mentored by graduate students and postdoctoral researchers, who are themselves apprentices to faculty members. As such, research mentors of undergraduate students should be aware of the dual scientific and educational aspects of their advising role and its significance in shaping students' identities and career trajectories.

Coastal Climate Change Education, Mitigation, and Adaptation in the Natural and Built Environments: Progress of the Coastal Areas Climate Change Education Partnership

NASA Astrophysics Data System (ADS)

Feldman, A.; Herman, B.; Vernaza-Hernández, V.; Ryan, J. G.; Muller-Karger, F. E.; Gilbes, F.

2011-12-01

The Coastal Area Climate Change Education (CACCE) Partnership, funded by the National Science Foundation, seeks to develop new ways to educate citizens about global climate change. The core themes are sea level rise and impacts of climate change in the southeastern United States and the Caribbean Sea. CACCE focuses on helping partners, educators, students, and the general public gain a fundamental and working understanding of the interrelation among the natural environment, built environment, and social aspects in the context of climate change in coastal regions. To this end, CACCE's objectives reported here include: 1) defining the current state of awareness, perceptions, and literacy about the impacts of climate change; and 2) testing a model of transdisciplinary research and learning as a means of training a new generation of climate professionals. Objective one is met in part by CACCE survey efforts that reveal Florida and Puerto Rico secondary science teachers hold many non-scientific views about climate change and climate change science and provide inadequate instruction about climate change. Associated with objective two are five Multiple Outcome Interdisciplinary Research and Learning (MOIRL) pilot projects underway in schools in Florida and Puerto Rico. In the CACCE Partnership the stakeholders include: students (K-16 and graduate); teachers and education researchers; informal science educators; scientists and engineers; business and industry; policy makers; and community members. CACCE combines interdisciplinary research with action research and community-based participatory research in a way that is best described as "transdisciplinary". Learning occurs in all spheres of interactions among stakeholders as they engage in scientific, educational, community and business activities through their legitimate peripheral participation in research communities of practice. We will describe the process of seeking and building partnerships, and call for a dialogue with groups pursuing climate and climate change education.

40 CFR 260.43 - Legitimate recycling of hazardous secondary materials regulated under § 260.34, § 261.2(a)(2)(ii...

Code of Federal Regulations, 2011 CFR

2011-07-01

... 40 Protection of Environment 26 2011-07-01 2011-07-01 false Legitimate recycling of hazardous... (CONTINUED) HAZARDOUS WASTE MANAGEMENT SYSTEM: GENERAL Rulemaking Petitions § 260.43 Legitimate recycling of... demonstrate that the recycling is legitimate. Hazardous secondary material that is not legitimately recycled...

40 CFR 260.43 - Legitimate recycling of hazardous secondary materials regulated under § 260.34, § 261.2(a)(2)(ii...

Code of Federal Regulations, 2013 CFR

2013-07-01

... 40 Protection of Environment 27 2013-07-01 2013-07-01 false Legitimate recycling of hazardous... (CONTINUED) HAZARDOUS WASTE MANAGEMENT SYSTEM: GENERAL Rulemaking Petitions § 260.43 Legitimate recycling of... demonstrate that the recycling is legitimate. Hazardous secondary material that is not legitimately recycled...

40 CFR 260.43 - Legitimate recycling of hazardous secondary materials regulated under § 260.34, § 261.2(a)(2)(ii...

Code of Federal Regulations, 2012 CFR

2012-07-01

... 40 Protection of Environment 27 2012-07-01 2012-07-01 false Legitimate recycling of hazardous... (CONTINUED) HAZARDOUS WASTE MANAGEMENT SYSTEM: GENERAL Rulemaking Petitions § 260.43 Legitimate recycling of... demonstrate that the recycling is legitimate. Hazardous secondary material that is not legitimately recycled...

40 CFR 260.43 - Legitimate recycling of hazardous secondary materials regulated under § 260.34, § 261.2(a)(2)(ii...

Code of Federal Regulations, 2014 CFR

2014-07-01

... 40 Protection of Environment 26 2014-07-01 2014-07-01 false Legitimate recycling of hazardous... (CONTINUED) HAZARDOUS WASTE MANAGEMENT SYSTEM: GENERAL Rulemaking Petitions § 260.43 Legitimate recycling of... demonstrate that the recycling is legitimate. Hazardous secondary material that is not legitimately recycled...

40 CFR 260.43 - Legitimate recycling of hazardous secondary materials regulated under § 260.34, § 261.2(a)(2)(ii...

Code of Federal Regulations, 2010 CFR

2010-07-01

... 40 Protection of Environment 25 2010-07-01 2010-07-01 false Legitimate recycling of hazardous... (CONTINUED) HAZARDOUS WASTE MANAGEMENT SYSTEM: GENERAL Rulemaking Petitions § 260.43 Legitimate recycling of... demonstrate that the recycling is legitimate. Hazardous secondary material that is not legitimately recycled...

The Value of Data Mining in Music Education Research and Some Findings from Its Application to a Study of Instrumental Learning during Childhood

ERIC Educational Resources Information Center

Faulkner, Robert; Davidson, Jane W.; McPherson, Gary E.

2010-01-01

The use of data mining for the analysis of data collected in natural settings is increasingly recognized as a legitimate mode of enquiry. This rule-inductive paradigm is an effective means of discovering relationships within large datasets--especially in research that has limited experimental design--and for the subsequent formulation of…

Second Annual Systems Engineering Lessons Learned Conference (2nd) Held in Seaside, California on September 20-21, 2011

DTIC Science & Technology

2011-09-01

unknown • Assumed to be bigger than Legitimate Market • Security firms pay for security flaws • Example: Netragard (a cybersecurity firm) pays between... RESEARCE Does this research involve Human Subject Research? Y fl N X If yes, list protocol number(s) here and in blook l1 of Form 298, in thesis If yes, have

Lessons Learned in Cyberspace Security

DTIC Science & Technology

2014-06-01

software; something undesirable is packaged together with something desirable. A classic example was Elf Bowling attachment, which ran rampant through...the authors’ former school. It combined a fun program featuring elves as bowling pins, however it was packaged with SubSeven (Sub7) malware that...allowed remote access to the infected machine. IExpress, which is delivered in the Windows OS, is one of the legitimate tools for packaging multiple

The Efficacy of Social Media Technologies in Academia: A Pedagogical Bliss or Digital Fad?

ERIC Educational Resources Information Center

Kivunja, Charles

2015-01-01

Efficacy of a teaching strategy technically refers to the ability of that strategy to produce a desired or intended learning outcomes. To date, there is little information on the efficacy of social media technologies in academia and it is likely to be some time before their effectiveness is proven. It is therefore legitimate to ask the question,…

[Emergent topics of educators' perspectives on their own education for retired health care professionals].

PubMed

Lourdes, C; Reus, Velázquez

2002-09-01

The purpose of the study was to explore the nature of seven retired educators' perspectives on their own education. Each educator was from a different health profession. Berger and Luckmann's thesis on the social construction of reality served as the conceptual framework of the study Throughout the study the researcher was able to appreciate that even though the reality of everyday life is a subjective interpretation of the world, there is a continuous correspondence between the researcher's perceptions of meaning and those of others. The in-depth interview method provided an adequate mechanism for the reconstruction of participants' everyday life experiences, and for the construction of categories of meaning. The researcher applied the method of inductive analysis in the identification of the themes and issues and in the construction of the categories. Nine categories of meaning emerged from the participants' reconstruction: 1) the legitimization of retirement; 2) understandings surrounding one's education; 3) understanding of the human aging process; 4) the legitimization of death; 5) the bonds between human beings as a fundamental element of human reality; 6) the roles within, and the objectification of, human activity; 7) the legitimization of religion and the element of spirituality; 8) understandings surrounding one's self; and 9) the reconstruction of the past: traditions and legitimate practices. Within the categories are areas of convergence between the signification of "one's own education" as a modality of life, and the signification of learning and of its propitiatory and restrictive conditions. As to the understandings of meaning and the emergent categories of meaning, the researcher constructed specific educational recommendations, which emphasize the educational processes of the old adult.

Describing the apprenticeship of chemists through the language of faculty scientists

NASA Astrophysics Data System (ADS)

Skjold, Brandy Ann

Attempts to bring authentic science into the K-16 classroom have led to the use of sociocultural theories of learning, particularly apprenticeship, to frame science education research. Science educators have brought apprenticeship to science classrooms and have brought students to research laboratories in order to gauge its benefits. The assumption is that these learning opportunities are representative of the actual apprenticeship of scientists. However, there have been no attempts in the literature to describe the apprenticeship of scientists using apprenticeship theory. Understanding what science apprenticeship looks like is a critical component of translating this experience into the classroom. This study sought to describe and analyze the apprenticeship of chemists through the talk of faculty scientists. It used Lave and Wenger’s (1991) theory of Legitimate Peripheral Participation as its framework, concentrating on describing the roles of the participants, the environment and the tasks in the apprenticeship, as per Barab, Squire and Dueber (2000). A total of nine chemistry faculty and teaching assistants were observed across 11 settings representing a range of learning experiences from introductory chemistry lectures to research laboratories. All settings were videotaped, focusing on the instructor. About 89 hours of video was taken, along with observer field notes. All videos were transcribed and transcriptions and field notes were analyzed qualitatively as a broad level discourse analysis. Findings suggest that learners are expected to know basic chemistry content and how to use basic research equipment before entering the research lab. These are taught extensively in classroom settings. However, students are also required to know how to use the literature base to inform their own research, though they were rarely exposed to this in the classrooms. In all settings, conflicts occurred when student under or over-estimated their role in the learning environment. While faculty moved effortlessly between settings, students had difficulty adjusting to new roles in different settings. The findings suggest that one beneficial way of bringing apprenticeship into the classroom, would be to expose students to scientific literature early, emphasizing the community of practice and the roles that learners, faculty and scientists play within it.

The Idea of Legitimate Authority in the Practice of Medicine.

PubMed

Applbaum, Arthur Isak

2017-02-01

Legitimate authority is the normative power to govern, where a normative power is the ability to change the normative situation of others. Correlatively, when one has the normative power to govern others, these others face a normative liability to be governed. So understood, physicians do not have legitimate authority over their patients, and patients do not have legitimate authority over their physicians. An authority is legitimate only when it is a free group agent constituted by its free members. On this conception, associations of physicians sometimes have legitimate authority over individual physicians, and physicians sometimes count as members subject to the legitimate authority of these associations. This might be so even when they have not consented to membership. © 2017 American Medical Association. All Rights Reserved.

78 FR 75910 - Impact of the Implementation of the Chemical Weapons Convention (CWC) on Legitimate Commercial...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-12-13

... (CWC) on Legitimate Commercial Chemical, Biotechnology, and Pharmaceutical Activities Involving... legitimate commercial activities and interests of chemical, biotechnology, and pharmaceutical firms are being... Biotechnology,'' calls for the President to certify to Congress on an annual basis that ``the legitimate...

Authentic science experiences as a vehicle for assessing orientation towards science and science careers relative to identity and agency: a response to ``learning from the path followed by Brad''

NASA Astrophysics Data System (ADS)

Chinn, Pauline W. U.

2009-09-01

This response draws from the literature on adaptive learning, traditional ecological knowledge, and social-ecological systems to show that Brad's choice is not a simple decision between traditional ecological knowledge and authentic science. This perspective recognizes knowledge systems as dynamic, cultural and historical activities characterized by diverse worldviews and ways of constructing and legitimizing knowledge. Brad's decision is seen as an example of adaptive learning, identity development and personal/collective agency oriented to increasing tribal influence in resource management decisions and policies. I will conclude that science literacy for all is not served by a transcendent, universal, Western modern view of science.

Fitness landscapes, heuristics and technological paradigms: A critique on random search models in evolutionary economics

NASA Astrophysics Data System (ADS)

Frenken, Koen

2001-06-01

The biological evolution of complex organisms, in which the functioning of genes is interdependent, has been analyzed as "hill-climbing" on NK fitness landscapes through random mutation and natural selection. In evolutionary economics, NK fitness landscapes have been used to simulate the evolution of complex technological systems containing elements that are interdependent in their functioning. In these models, economic agents randomly search for new technological design by trial-and-error and run the risk of ending up in sub-optimal solutions due to interdependencies between the elements in a complex system. These models of random search are legitimate for reasons of modeling simplicity, but remain limited as these models ignore the fact that agents can apply heuristics. A specific heuristic is one that sequentially optimises functions according to their ranking by users of the system. To model this heuristic, a generalized NK-model is developed. In this model, core elements that influence many functions can be distinguished from peripheral elements that affect few functions. The concept of paradigmatic search can then be analytically defined as search that leaves core elements in tact while concentrating on improving functions by mutation of peripheral elements.

Struggling with the Languages of the "Legitimate Market" and the "Islets of Liberty" (Bourdieu). A Case Study of Pupils with Immigrational Background in the Trilingual School-System of Luxembourg

ERIC Educational Resources Information Center

Maurer-Hetto, Marie-Paule

2009-01-01

Two Portuguese children of immigrants were observed over a period of two years within the complex sociolinguistic context of the Luxembourgish multilingual school-system. The data allow the analysis of their relations with the languages they learn at school: Luxembourgish, German, French and Portuguese. The observations focus on the two pupils…

The effect of normal aging and age-related macular degeneration on perceptual learning.

PubMed

Astle, Andrew T; Blighe, Alan J; Webb, Ben S; McGraw, Paul V

2015-01-01

We investigated whether perceptual learning could be used to improve peripheral word identification speed. The relationship between the magnitude of learning and age was established in normal participants to determine whether perceptual learning effects are age invariant. We then investigated whether training could lead to improvements in patients with age-related macular degeneration (AMD). Twenty-eight participants with normal vision and five participants with AMD trained on a word identification task. They were required to identify three-letter words, presented 10° from fixation. To standardize crowding across each of the letters that made up the word, words were flanked laterally by randomly chosen letters. Word identification performance was measured psychophysically using a staircase procedure. Significant improvements in peripheral word identification speed were demonstrated following training (71% ± 18%). Initial task performance was correlated with age, with older participants having poorer performance. However, older adults learned more rapidly such that, following training, they reached the same level of performance as their younger counterparts. As a function of number of trials completed, patients with AMD learned at an equivalent rate as age-matched participants with normal vision. Improvements in word identification speed were maintained at least 6 months after training. We have demonstrated that temporal aspects of word recognition can be improved in peripheral vision with training across a range of ages and these learned improvements are relatively enduring. However, training targeted at other bottlenecks to peripheral reading ability, such as visual crowding, may need to be incorporated to optimize this approach.

The effect of normal aging and age-related macular degeneration on perceptual learning

PubMed Central

Astle, Andrew T.; Blighe, Alan J.; Webb, Ben S.; McGraw, Paul V.

2015-01-01

We investigated whether perceptual learning could be used to improve peripheral word identification speed. The relationship between the magnitude of learning and age was established in normal participants to determine whether perceptual learning effects are age invariant. We then investigated whether training could lead to improvements in patients with age-related macular degeneration (AMD). Twenty-eight participants with normal vision and five participants with AMD trained on a word identification task. They were required to identify three-letter words, presented 10° from fixation. To standardize crowding across each of the letters that made up the word, words were flanked laterally by randomly chosen letters. Word identification performance was measured psychophysically using a staircase procedure. Significant improvements in peripheral word identification speed were demonstrated following training (71% ± 18%). Initial task performance was correlated with age, with older participants having poorer performance. However, older adults learned more rapidly such that, following training, they reached the same level of performance as their younger counterparts. As a function of number of trials completed, patients with AMD learned at an equivalent rate as age-matched participants with normal vision. Improvements in word identification speed were maintained at least 6 months after training. We have demonstrated that temporal aspects of word recognition can be improved in peripheral vision with training across a range of ages and these learned improvements are relatively enduring. However, training targeted at other bottlenecks to peripheral reading ability, such as visual crowding, may need to be incorporated to optimize this approach. PMID:26605694

Documentation: No Substitute for Communication

NASA Technical Reports Server (NTRS)

Strickland, John

2005-01-01

SO WHAT IS AN RFI? IT WAS ONE OF THE FIRST THINGS I learned about back when I started my project management career with my first large construction firm. I learned how to use these forms as a convenient and effective means of documenting the many legitimate clarifications needed on a major project. However, like most other young engineers, I also learned to use the RFI as a weapon in the ongoing battle between owners. or their designer and the construction contractors. Recently, our project team has done a few simple things to greatly reduce the waste and frustration that comes from this type of battle. The RFI form can be a great tool if used properly, and I certainly don t recommend that they be eliminated entirely. The RFI form was created to document the many clarifications that are commonly required on projects. Typically, the contractor uses the top half of the form to clarify-or request permission to vary from-the contract documents. The bottom half of the form is used to record the answer. But this seemingly simple process is plagued by a number of problems. From the contractor s perspective, RFIs are needed to secure information that should have been in the contract documents in the first place. The missing information keeps their crews from working effectively, and it makes hitting already demanding cost and schedule targets even more difficult. Owners, or their design firms, often view the RFI as a means of harassment. Both sides of the issue have legitimate complaints, and both sides cause most of their own pain.

Peripheral venous catheter insertion simulation training: A randomized controlled trial comparing performance after instructor-led teaching versus peer-assisted learning.

PubMed

Pelloux, Sophie; Grégoire, Arnaud; Kirmizigul, Patrice; Maillot, Sandrine; Bui-Xuan, Bernard; Llorca, Guy; Boet, Sylvain; Lehot, Jean-Jacques; Rimmelé, Thomas

2017-12-01

Peripheral venous catheter insertion is a procedural skill that every medical student should master. Training is often limited to a small number of students and is poorly evaluated. The objective of this study was to evaluate the performance of peer-assisted learning in comparison to instructor-led teaching for peripheral venous catheter insertion training. Students were randomized to the control group attending a traditional instructor-led training session (slideshow and demonstration by an anesthetist instructor, followed by training on a procedural simulator) or to the test group attending a peer-assisted training session (slideshow and demonstration video-recorded by the same instructor, followed by training on a procedural simulator). The primary endpoint was the performance of peripheral venous catheter insertion, assessed on procedural simulator one week later by blinded experts using a standardized 20-item grid. Students self-evaluated their confidence levels using a numeric 10-point scale. Eighty-six students were included, 73 of whom attended the assessment session. The median performance score was 12/20 [8-15] in the instructor-led teaching group versus 13/20 [11-15] in the peer-assisted learning group (P=0.430). Confidence levels improved significantly after the assessment session and were significantly higher in the peer-assisted learning group (7.6/10 [7.0-8.0] versus 7.0/10 [5.0-8.0], P=0.026). Peer-assisted learning is effective for peripheral venous catheter insertion training and can be as effective as instructor-led teaching. Given the large number of students to train, this finding is important for optimizing the cost-effectiveness of peripheral venous catheter insertion training. Copyright © 2017 Société française d’anesthésie et de réanimation (Sfar). Published by Elsevier Masson SAS. All rights reserved.

Transfer of classical eyeblink conditioning with electrical stimulation of mPFC or tone as conditioned stimulus in guinea pigs.

PubMed

Yao, Juan; Wu, Guang-Yan; Liu, Guo-Long; Liu, Shu-Lei; Yang, Yi; Wu, Bing; Li, Xuan; Feng, Hua; Sui, Jian-Feng

2014-11-01

Learning with a stimulus from one sensory modality can facilitate subsequent learning with a new stimulus from a different sensory modality. To date, the characteristics and mechanism of this phenomenon named transfer effect still remain ambiguous. Our previous work showed that electrical stimulation of medial prefrontal cortex (mPFC) as a conditioned stimulus (CS) could successfully establish classical eyeblink conditioning (EBC). The present study aimed to (1) observe whether transfer of EBC learning would occur when CSs shift between central (mPFC electrical stimulation as a CS, mPFC-CS) and peripheral (tone as a CS, tone CS); (2) compare the difference in transfer effect between the two paradigms, delay EBC (DEBC) and trace EBC (TEBC). A total of 8 groups of guinea pigs were tested in the study, including 4 experimental groups and 4 control groups. Firstly, the experimental groups accepted central (or peripheral) CS paired with corneal airpuff unconditioned stimulus (US); then, CS shifted to the peripheral (or central) and paired with US. The control groups accepted corresponding central (or peripheral) CS and pseudo-paired with US, and then shifted CS from central (or peripheral) to peripheral (or central) and paired with US. The results showed that the acquisition rates of EBC were higher in experimental groups than in control groups after CS switching from central to peripheral or vice versa, and the CR acquisition rate was remarkably higher in DEBC than in TEBC in both transfer ways. The results indicate that EBC transfer can occur between learning established with mPFC-CS and tone CS. Memory of CS-US association for delay paradigm was less disturbed by the sudden switch of CS than for trace paradigm. This study provides new insight into neural mechanisms underlying conditioned reflex as well as the role of mPFC. Copyright © 2014 Elsevier B.V. All rights reserved.

Peripheral Inflammation Undermines the Plasticity of the Isolated Spinal Cord

PubMed Central

Huie, John R.; Grau, James W.

2009-01-01

Peripheral capsaicin treatment induces molecular changes that sensitize the responses of nociceptive neurons in the spinal dorsal horn. The current studies demonstrate that capsaicin also undermines the adaptive plasticity of the spinal cord, rendering the system incapable of learning a simple instrumental task. In these studies, male rats are transected at the second thoracic vertebra and are tested 24 to 48 hours later. During testing, subjects receive shock to one hindleg when it is extended (controllable stimulation). Rats quickly learn to maintain the leg in a flexed position. Rats that have been injected with capsaicin (1% or 3%) in the hindpaw fail to learn, even when tested on the leg contralateral to the injection. This learning deficit lasts at least 24 hours. Interestingly, training with controllable electrical stimulation prior to capsaicin administration protects the spinal cord against the maladaptive effects. Rats pretrained with controllable stimulation do not display a learning deficit or tactile allodynia. Moreover, controllable stimulation, combined with naltrexone, reverses the capsaicin-induced deficit. These data suggest that peripheral inflammation, accompanying spinal cord injuries, might have an adverse effect on recovery. PMID:18298266

Side Effects: Nerve Problems (Peripheral Neuropathy)

Cancer.gov

Nerve problems, such as peripheral neuropathy, can be caused by cancer treatment. Learn about signs and symptoms of nerve changes. Find out how to prevent or manage nerve problems during cancer treatment.

Pitfalls in the psychoeducational assessment of adolescents with learning and school adjustment problems.

PubMed

Pollak, J M

1985-01-01

Over the past decade there has been a growing interest on the part of educators, medical specialists, mental health personnel, and the lay public in the diagnosis, evaluation, and remediation of specific learning disabilities in the school-age child. This paper attempts to show through case illustrations of five high school-age adolescents how parents can seek from clinical evaluators a diagnostic impression of primary learning disability for their nonlearning disabled children; how this otherwise legitimate diagnostic category can be inappropriately used in the service of denying the salient individual, emotional, and family system factors at work in the school-related difficulties; and how the label of learning disability can work as a formidable resistance on the part of the family when, following comprehensive, in-depth assessment, professional recommendations focus less on specific educational remediation and more on the need for individual or family psychotherapy. Suggestions are made for dealing with this clinical issue.

Seeing and Being Seen as a Management Learning and Education Scholar: Rejoinder to "Identifying Research Topic Development in Business and Management Education Research Using Legitimation Code Theory"

ERIC Educational Resources Information Center

Bridgman, Todd; Bell, Emma

2016-01-01

In this rejoinder to Arbaugh et al. (2016), the authors write that they want to reflect critically on two assumptions Arbaugh et al. make about what constitutes successful academic fields. They suggest: (1) such fields have taken-for-granted knowledge that forms the foundation that future research can build on; and (2) they have a high degree of…

Assistive peripheral phosphene arrays deliver advantages in obstacle avoidance in simulated end-stage retinitis pigmentosa: a virtual-reality study

NASA Astrophysics Data System (ADS)

Zapf, Marc Patrick H.; Boon, Mei-Ying; Lovell, Nigel H.; Suaning, Gregg J.

2016-04-01

Objective. The prospective efficacy of peripheral retinal prostheses for guiding orientation and mobility in the absence of residual vision, as compared to an implant for the central visual field (VF), was evaluated using simulated prosthetic vision (SPV). Approach. Sighted volunteers wearing a head-mounted display performed an obstacle circumvention task under SPV. Mobility and orientation performance with three layouts of prosthetic vision were compared: peripheral prosthetic vision of higher visual acuity (VA) but limited VF, of wider VF but limited VA, as well as centrally restricted prosthetic vision. Learning curves using these layouts were compared fitting an exponential model to the mobility and orientation measures. Main results. Using peripheral layouts, performance was superior to the central layout. Walking speed with both higher-acuity and wider-angle layouts was 5.6% higher, and mobility errors reduced by 46.4% and 48.6%, respectively, as compared to the central layout. The wider-angle layout yielded the least number of collisions, 63% less than the higher-acuity and 73% less than the central layout. Using peripheral layouts, the number of visual-scanning related head movements was 54.3% (higher-acuity) and 60.7% (wider-angle) lower, as compared to the central layout, and the ratio of time standing versus time walking was 51.9% and 61.5% lower, respectively. Learning curves did not differ between layouts, except for time standing versus time walking, where both peripheral layouts achieved significantly lower asymptotic values compared to the central layout. Significance. Beyond complementing residual vision for an improved performance, peripheral prosthetic vision can effectively guide mobility in the later stages of retinitis pigmentosa (RP) without residual vision. Further, the temporal dynamics of learning peripheral and central prosthetic vision are similar. Therefore, development of a peripheral retinal prosthesis and early implantation to alleviate VF constriction in RP should be considered to extend the target group and the time of benefit for potential retinal prosthesis implantees.

Genetics Home Reference: hypomyelination and congenital cataract

MedlinePlus

... have reduced sensation in their arms and legs (peripheral neuropathy). In addition, affected individuals typically have speech difficulties ( ... need support, and they usually do not have peripheral neuropathy. Learn more about the gene associated with hypomyelination ...

Legitimate vs. illegitimate restrictions – a motivational and physiological approach investigating reactance processes

PubMed Central

Sittenthaler, Sandra; Steindl, Christina; Jonas, Eva

2015-01-01

Threats to our freedom are part of our daily social interactions. They are accompanied by an aversive state of motivational arousal, called reactance, which leads people to strive to reestablish their threatened freedom. This is especially the case if the threat seems to be illegitimate in nature. However, reactance theory suggests that reactance should also be aroused when people are exposed to legitimate freedom threats. In this article we first aim to show that both illegitimate and legitimate freedom threats evoke reactance. Second, we aim to extend past work on reactance by exploring the underlying process of experiencing a legitimate vs. an illegitimate restriction. In the current study (N= 57) participants were restricted in an illegitimate (unexpected and inappropriate) or legitimate (unexpected but appropriate) way, or were not restricted at all. We assessed participants’ experience of reactance, their behavioral intentions to restore their freedom, their approach motivational states, as well as their physiological arousal (heart rate). Results indicated that when restricted in an illegitimate or a legitimate way, participants indicated the same amount of reactance as well as anger. However, when looking at people’s physiological reactions, important differences between illegitimate and legitimate restrictions become apparent. Illegitimate restrictions led to an immediate arousal, whereas legitimate restrictions led to a time delayed arousal. This suggests that illegitimate restrictions lead to a sudden increase in aversive arousal. Legitimate restrictions, however, seem to be associated with a more cognitive process in which people first need to structure their thoughts and reflect upon the situation before getting into the feeling of reactance in a physiologically arousing sense. Moreover a mediation analysis could show that behavioral intentions to regain one’s freedom result in positive and negative approach motivation. In sum we propose a combined dual-process and intertwined-process model explaining people’s reactions to legitimate vs. illegitimate restrictions. PMID:26042065

Authentic Community as an Educational Strategy for Advancing Professionalism: A National Evaluation of the Healer’s Art Course

PubMed Central

Wrubel, Judith; Remen, Rachel Naomi

2007-01-01

Background Efforts to promote medical professionalism often focus on cognitive and technical competencies, rather than professional identity, commitment, and values. The Healer’s Art elective is designed to create a genuine community of inquiry into these foundational elements of professionalism. Objective Evaluations were obtained to characterize course impact and to understand students’ conceptions of professionalism. Design Qualitative analysis of narrative course evaluation responses. Participants Healer’s Art students from U.S. and Canadian medical schools. Approach Analysis of common themes identified in response to questions about course learning, insights, and utility. Results In 2003–2004, 25 schools offered the course. Evaluations were obtained from 467 of 582 students (80.2%) from 22 schools participating in the study. From a question about what students learned about the practice of medicine from the Healer’s Art, the most common themes were “definition of professionalism in medicine” and “legitimizing humanism in medicine.” The most common themes produced by a question about the most valuable insights gained in the course were “relationship between physicians and patients” and “creating authentic community.” The most common themes in response to a question about course utility were “creating authentic community” and “filling a curricular gap.” Conclusions In legitimizing humanistic elements of professionalism and creating a safe community, the Healer’s Art enabled students to uncover the underlying values and meaning of their work—an opportunity not typically present in required curricula. Attempts to teach professionalism should address issues of emotional safety and authentic community as prerequisites to learning and professional affiliation. PMID:17619932

Chronic peripheral inflammation, hippocampal neurogenesis, and behavior.

PubMed

Chesnokova, Vera; Pechnick, Robert N; Wawrowsky, Kolja

2016-11-01

Adult hippocampal neurogenesis is involved in memory and learning, and disrupted neurogenesis is implicated in cognitive impairment and mood disorders, including anxiety and depression. Some long-term peripheral illnesses and metabolic disorders, as well as normal aging, create a state of chronic peripheral inflammation. These conditions are associated with behavioral disturbances linked to disrupted adult hippocampal neurogenesis, such as cognitive impairment, deficits in learning and memory, and depression and anxiety. Pro-inflammatory cytokines released in the periphery are involved in peripheral immune system-to-brain communication by activating resident microglia in the brain. Activated microglia reduce neurogenesis by suppressing neuronal stem cell proliferation, increasing apoptosis of neuronal progenitor cells, and decreasing survival of newly developing neurons and their integration into existing neuronal circuits. In this review, we summarize evolving evidence that the state of chronic peripheral inflammation reduces adult hippocampal neurogenesis, which, in turn, produces the behavioral disturbances observed in chronic inflammatory disorders. As there are no data available on neurogenesis in humans with chronic peripheral inflammatory disease, we focus on animal models and, in parallel, consider the evidence of cognitive disturbance and mood disorders in human patients. Copyright © 2016 Elsevier Inc. All rights reserved.

Central and peripheral vision loss differentially affects contextual cueing in visual search.

PubMed

Geringswald, Franziska; Pollmann, Stefan

2015-09-01

Visual search for targets in repeated displays is more efficient than search for the same targets in random distractor layouts. Previous work has shown that this contextual cueing is severely impaired under central vision loss. Here, we investigated whether central vision loss, simulated with gaze-contingent displays, prevents the incidental learning of contextual cues or the expression of learning, that is, the guidance of search by learned target-distractor configurations. Visual search with a central scotoma reduced contextual cueing both with respect to search times and gaze parameters. However, when the scotoma was subsequently removed, contextual cueing was observed in a comparable magnitude as for controls who had searched without scotoma simulation throughout the experiment. This indicated that search with a central scotoma did not prevent incidental context learning, but interfered with search guidance by learned contexts. We discuss the role of visuospatial working memory load as source of this interference. In contrast to central vision loss, peripheral vision loss was expected to prevent spatial configuration learning itself, because the restricted search window did not allow the integration of invariant local configurations with the global display layout. This expectation was confirmed in that visual search with a simulated peripheral scotoma eliminated contextual cueing not only in the initial learning phase with scotoma, but also in the subsequent test phase without scotoma. (c) 2015 APA, all rights reserved).

School Experience, Relational Justice and Legitimation of Institutional Authorities

ERIC Educational Resources Information Center

Gouveia-Pereira, Maria; Vala, Jorge; Palmonari, Augusto; Rubini, Monica

2003-01-01

This study analysis the relationship between perceptions of the justice of teacher' behaviour and (a) the legitimation of school authority and (b) the legitimation of institutional authorities outside school. 448 adolescent students participated in the study. In a questionnaire participants were asked about (a) perceptions of the justice of…

Gender, Legitimation, and Identity Verification in Groups

ERIC Educational Resources Information Center

Burke, Peter J.; Stets, Jan E.; Cerven, Christine

2007-01-01

Drawing upon identity theory, expectation states theory, and legitimation theory, we examine how the task leader identity in task-oriented groups is more likely to be verified for persons with high status characteristics. We hypothesize that identity verification will be accomplished more readily for male group members and legitimated task leaders…

An Empirical Test of Legitimation as a Status Process

ERIC Educational Resources Information Center

Shelly, Ann Converse; Shelly, Robert K.

2011-01-01

Legitimation includes authorization of position occupants by external authority figures or their endorsement by members of task groups. Endorsed authority figures are more likely to direct interaction and influence the actions of group members than authorized authority figures. Interaction dynamics that lead to legitimation in groups are explored…

Managing a new collaborative entity in business organizations: understanding organizational communities of practice effectiveness.

PubMed

Kirkman, Bradley L; Mathieu, John E; Cordery, John L; Rosen, Benson; Kukenberger, Michael

2011-11-01

Companies worldwide are turning to organizational communities of practice (OCoPs) as vehicles to generate learning and enhance organizational performance. OCoPs are defined as groups of employees who share a concern, a set of problems, or a passion about a topic and who strengthen their knowledge and expertise by interacting on a consistent basis. To date, OCoP research has drawn almost exclusively from the community of practice (CoP) literature, even though the organizational form of CoPs shares attributes of traditional CoPs and of organizational teams. Drawing on Lave and Wenger's (1991) original theory of legitimate peripheral participation, we integrate theory and research from CoPs and organizational teams to develop and empirically examine a model of OCoP effectiveness that includes constructs such as leadership, empowerment, the structure of tasks, and OCoP relevance to organizational effectiveness. Using data from 32 OCoPs in a U.S.-based multinational mining and minerals processing firm, we found that external community leaders play an important role in enhancing OCoP empowerment, particularly to the extent that task interdependence is high. Empowerment, in turn, was positively related to OCoP effectiveness. We also found that OCoPs designated as "core" by the organization (e.g., working on critical issues) were more effective than those that were noncore. Task interdependence also was positively related to OCoP effectiveness. We provide scholars and practitioners with insights on how to effectively manage OCoPs in today's organizations. (c) 2011 APA, all rights reserved.

[Tuitional-based promotion of social competencies and prevention of bullying in adolescence--the fairplayer.manual: results of a pilot evaluation study].

PubMed

Scheithauer, Herbert; Bull, Heike Dele

2010-01-01

The fairplayer.manual (Scheithauer u. Bull, 2008), a manualized, tuitional-based preventive intervention programme to facilitate social competence and prevent school bullying consists of at least 15 to 17 consecutive, ninety-minute-lessons using cognitive-behavioural methods (e. g. role plays, model-learning, social reinforcement, behaviour-feedback) and moral dilemma discussions amongst others. We present results from a pilot evaluation study with 138 students (between 13 and 21 years of age, from comprehensive and vocational school) and their teachers. Students and teachers were administered structured questionnaires considering e. g. the occurrence of bullying, prosocial behavior and student's empathy as well as legitimation of violence. For 113 students we obtained data for the two measurement points (pre-post). Due to a high attrition rate information of an initially recruited control group could not be considered. Results indicated partially impressive positive changes concerning the total number of bullies and victims as well as prosocial behavior. Results concerning legitimation of violence and empathy differed for classes according to treatment integrity.

Giving Students the Power to Engage with Learning

NASA Astrophysics Data System (ADS)

Cochran, Kathryn F.; Reinsvold, Lori A.; Hess, Chelsie A.

2017-12-01

This critical discourse analysis study identifies and describes power relationships in elementary classrooms that support science engagement by providing students time to think, ask questions, and find their voices to talk about subject matter. The first analyses involved identification and description of classroom episodes showing high levels of student power and engagement associated with learning science. Classroom episodes were grouped into seven power patterns: use of questions, teacher sharing authority, giving students credit for knowledge, legitimate digressions, enhanced feedback, and writing opportunities. The second analyses documented the manner in which these patterns formed more complex classroom engagement processes called power clusters. These examples further our understanding of the dynamics of classroom discourse and the relationships between student power and engagement in subject matter.

Linguistic Legitimation of Political Events in Newspaper Discourse

ERIC Educational Resources Information Center

Ali, Marwah Kareem; Christopher, Anne A.; Nordin, Munif Zarirruddin Fikri B.

2016-01-01

This paper examines the discursive structures employed in legitimizing the event of U.S. forces withdrawal from Iraq and identifies them in relation to linguistic features. It attempts to describe the relation between language use and legitimation discursive structures in depicting political events. The paper focuses on the political event of U.S.…

38 CFR 10.42 - Claim of child other than legitimate child.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 38 Pensions, Bonuses, and Veterans' Relief 1 2010-07-01 2010-07-01 false Claim of child other than legitimate child. 10.42 Section 10.42 Pensions, Bonuses, and Veterans' Relief DEPARTMENT OF VETERANS AFFAIRS ADJUSTED COMPENSATION Adjusted Compensation; General § 10.42 Claim of child other than legitimate child. A...

38 CFR 10.42 - Claim of child other than legitimate child.

Code of Federal Regulations, 2012 CFR

2012-07-01

... 38 Pensions, Bonuses, and Veterans' Relief 1 2012-07-01 2012-07-01 false Claim of child other than legitimate child. 10.42 Section 10.42 Pensions, Bonuses, and Veterans' Relief DEPARTMENT OF VETERANS AFFAIRS ADJUSTED COMPENSATION Adjusted Compensation; General § 10.42 Claim of child other than legitimate child. A...

38 CFR 10.42 - Claim of child other than legitimate child.

Code of Federal Regulations, 2013 CFR

2013-07-01

... 38 Pensions, Bonuses, and Veterans' Relief 1 2013-07-01 2013-07-01 false Claim of child other than legitimate child. 10.42 Section 10.42 Pensions, Bonuses, and Veterans' Relief DEPARTMENT OF VETERANS AFFAIRS ADJUSTED COMPENSATION Adjusted Compensation; General § 10.42 Claim of child other than legitimate child. A...

38 CFR 10.42 - Claim of child other than legitimate child.

Code of Federal Regulations, 2014 CFR

2014-07-01

... 38 Pensions, Bonuses, and Veterans' Relief 1 2014-07-01 2014-07-01 false Claim of child other than legitimate child. 10.42 Section 10.42 Pensions, Bonuses, and Veterans' Relief DEPARTMENT OF VETERANS AFFAIRS ADJUSTED COMPENSATION Adjusted Compensation; General § 10.42 Claim of child other than legitimate child. A...

38 CFR 10.42 - Claim of child other than legitimate child.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 38 Pensions, Bonuses, and Veterans' Relief 1 2011-07-01 2011-07-01 false Claim of child other than legitimate child. 10.42 Section 10.42 Pensions, Bonuses, and Veterans' Relief DEPARTMENT OF VETERANS AFFAIRS ADJUSTED COMPENSATION Adjusted Compensation; General § 10.42 Claim of child other than legitimate child. A...

The merit of meritocracy.

PubMed

Son Hing, Leanne S; Bobocel, D Ramona; Zanna, Mark P; Garcia, Donna M; Gee, Stephanie S; Orazietti, Katie

2011-09-01

We argue that the preference for the merit principle is a separate construct from hierarchy-legitimizing ideologies (i.e., system justification beliefs, prejudice, social dominance orientation), including descriptive beliefs that meritocracy currently exists in society. Moreover, we hypothesized that prescriptive beliefs about merit should have a stronger influence on reactions to the status quo when hierarchy-legitimizing ideologies are weak (vs. strong). In 4 studies, participants' preference for the merit principle and hierarchy-legitimizing ideologies were assessed; later, the participants evaluated organizational selection practices that support or challenge the status quo. Participants' prescriptive and descriptive beliefs about merit were separate constructs; only the latter predicted other hierarchy-legitimizing ideologies. In addition, as hypothesized, among participants who weakly endorsed hierarchy-legitimizing ideologies, the stronger their preference for the merit principle, the more they opposed selection practices that were perceived to be merit violating but the more they supported practices that were perceived to be merit restoring. In contrast, those who strongly endorsed hierarchy-legitimizing ideologies were always motivated to support the status quo, regardless of their preference for the merit principle. PsycINFO Database Record (c) 2011 APA, all rights reserved.

Authorities' Coercive and Legitimate Power: The Impact on Cognitions Underlying Cooperation

PubMed Central

Hofmann, Eva; Hartl, Barbara; Gangl, Katharina; Hartner-Tiefenthaler, Martina; Kirchler, Erich

2017-01-01

The execution of coercive and legitimate power by an authority assures cooperation and prohibits free-riding. While coercive power can be comprised of severe punishment and strict monitoring, legitimate power covers expert, and informative procedures. The perception of these powers wielded by authorities stimulates specific cognitions: trust, relational climates, and motives. With four experiments, the single and combined impact of coercive and legitimate power on these processes and on intended cooperation of n1 = 120, n2 = 130, n3 = 368, and n4 = 102 student participants is investigated within two exemplary contexts (tax contributions, insurance claims). Findings reveal that coercive power increases an antagonistic climate and enforced compliance, whereas legitimate power increases reason-based trust, a service climate, and voluntary cooperation. Unexpectedly, legitimate power is additionally having a negative effect on an antagonistic climate and a positive effect on enforced compliance; these findings lead to a modification of theoretical assumptions. However, solely reason-based trust, but not climate perceptions and motives, mediates the relationship between power and intended cooperation. Implications for theory and practice are discussed. PMID:28149286

Legitimisation, personalisation and maturation: Using the experiences of a compulsory mobile curriculum to reconceptualise mobile learning.

PubMed

Joynes, Viktoria; Fuller, Richard

2016-06-01

Smartphone use is well established in society, with increasing acceptance in many professional workplaces. Despite the growth in mobile resources, how students and teachers benefit from these devices remains under-researched. An exploration of student and educators views on the impact of mobile learning re-sources on placement learning experiences as part of the Leeds 'MBChB Mobile' programme. Focus groups incorporating visual methodologies were undertaken with students from each year group; semi-structured interviews were undertaken with clinical teaching staff, including those who experienced the mobile programme as students themselves. Four key themes emerged. 'Maturity of learning', related to the way in which senior students use resources in a more nuanced way than junior colleagues. 'Learning differently', identified 'personalisation' and 'just in time' opportunities that mobile resources afforded. 'Learning legitimately' was identified by students as key to ensuring they adopted appropriate behaviours in relation to mobile learning. Using mobile resources at undergraduate level was found to 'change learning patterns for life'. There is a need to further develop the educational theory behind using mobile resources for learning. The results here suggest that mobile technologies are shaping learning behaviours, and are an indicator of learning maturity, reflecting the wider context of societal enculturation.

The ambiguity of "watershed": the politics of people and conservation in northern Thailand.

PubMed

Pinkaew Laungaramsri

2000-04-01

The current conflict over watershed management between the lowlanders and highlanders in Chomthong has unveiled various aspects of the politics of people versus nature conservation. What is important is that the conflict has exposed the shifting and inconsistent views of the Thai state towards the peripheral areas and its people. Thus, on the one hand, the official discourse on "watershed" was appropriated by the urban middle-class conservationists and lowlanders to legitimize their control of highland resources to the exclusion of the highland minorities. The two groups also used ethnic differences to justify their control over the highland resources. On the other hand, the conflict also showed that the control by the dominant power could never be absolute. Highlanders responded to the "watershed regime" by redefining watershed integrity, adapting to the state conservation pressure, and seeking and forming alliances with other groups.

Cookies as agents for community membership

NASA Astrophysics Data System (ADS)

Rodriguez, Idaykis; Goertzen, Renee Michelle; Brewe, Eric; Kramer, Laird

2013-01-01

When becoming a member of a community of practice, a novice must adopt certain community norms to participate, and these include the social norms of the group. Using the analytical perspective of Legitimate Peripheral Participation in a Community of Practice, this paper explores the social role of cookies as agents for community participation and membership in a physics research group. We analyze data from an ethnographic case study of a physics research group weekly research meeting. The mentors bring cookies to each meeting and view the cookies as a token of appreciation for the graduate students' work. These cookies take on a subtler role of initiating guests and students into scientific conversations and participation. Via the cookies, members also share personal histories and stories that help members strengthen their membership. The study of social norms in this research group is part of a larger study of physics expert identity development.

Constructing Literacy in the Kindergarten: Task Structure, Collaboration, and Motivation

PubMed Central

Nolen, Susan Bobbitt

2009-01-01

This ethnographic study explores kindergarten children’s emergent motivation to read and write, its relation to their developing concepts of reading and writing (Guice & Johnston, 1994; Johnston, 1997; Turner, 1995), and to their teachers instructional goals and classroom norms. Teachers and students together constructed legitimate literate activity in their classrooms, and this construction framed the motivation of students who were at risk for developing learning disabilities in reading and writing. Specifically, the kinds of reading and writing activity that were sanctioned in each class and the role of student–student collaboration colored students’ views of the purposes of literacy and their own ability to learn. Findings extend our understanding of how young children’s literacy motivation influences, and is influenced by, their classroom literacy culture. Implications for early literacy instruction for children with learning disabilities, and for their continuing motivation to read and write, are discussed. PMID:19727336

The Role of Peripherality in Students' Entrepreneurial Learning

ERIC Educational Resources Information Center

Kubberød, Elin; Pettersen, Inger Beate

2018-01-01

Purpose: The purpose of this paper is to expand on the entrepreneurial learning literature and situated learning theory to explore how students with different educational backgrounds learn to recognise opportunities at the periphery of an entrepreneurial practice. The authors theoretically outline factors that may influence students'…

Language Policy in Japanese Ethnic Churches in Canada and the Legitimization of Church Member Identities

ERIC Educational Resources Information Center

Barrett, Tyler

2017-01-01

This paper is aimed at understanding the language policy of Japanese ethnic churches and the legitimization of church member identities in the midst of dominant languages in Canada. While church members often construct Japanese ethnic Christian churches with 'grassroots' language policies that seem to legitimize their Japanese language and…

Mapping Legitimation of Civic Engagement through Undergrad, Graduate, and Faculty Participation

ERIC Educational Resources Information Center

De Blasio, Gregory G.; Woeste, Emma

2013-01-01

The authors provide a framework for understanding the process of legitimation and the status of legitimacy as it applies to civic engagement and community-based initiatives. They apply their own case study experience with a social circus organization as an example of how legitimation occurs during the practice of civic engagement. The authors…

Improved Characters and Student Learning Outcomes through Development of Character Education Based General Physics Learning Model

ERIC Educational Resources Information Center

Derlina; Sabani; Mihardi, Satria

2015-01-01

Education Research in Indonesia has begun to lead to the development of character education and is no longer fixated on the outcomes of cognitive learning. This study purposed to produce character education based general physics learning model (CEBGP Learning Model) and with valid, effective and practical peripheral devices to improve character…

Creating Semantic Waves: Using Legitimation Code Theory as a Tool to Aid the Teaching of Chemistry

ERIC Educational Resources Information Center

Blackie, Margaret A. L.

2014-01-01

This is a conceptual paper aimed at chemistry educators. The purpose of this paper is to illustrate the use of the semantic code of Legitimation Code Theory in chemistry teaching. Chemistry is an abstract subject which many students struggle to grasp. Legitimation Code Theory provides a way of separating out abstraction from complexity both of…

Comment legitimer une innovation theorique en grammaire transformationelle: la theorie des traces (How to Legitimize a Theoretical Innovation in Transformational Grammar: The Trace Theory)

ERIC Educational Resources Information Center

Pollock, J. Y.

1976-01-01

Taking as an example the "trace theory" of movement rules developed at MIT, the article shows the conditions to which a theoretical innovation must conform in order to be considered legitimate in the context of transformational grammar's "Extended Standard Theory." (Text is in French.) (CDSH/AM)

Understanding Legitimate Teacher Authority in a Cross-Cultural Teaching Context: Pre-Service Chinese Language Teachers Undertaking Teaching Practicum in International Schools in Hong Kong

ERIC Educational Resources Information Center

Lai, Chun; Gu, Mingyue; Hu, Jingjing

2015-01-01

Legitimate teacher authority is fundamental to effective teaching, but is often a thorny issue that teachers need to grapple with when teaching in cross-cultural teaching contexts. By interviewing 18 pre-service Chinese language teachers on their understanding of legitimate teacher authority throughout teaching practicum at international schools…

Two-stage perceptual learning to break visual crowding.

PubMed

Zhu, Ziyun; Fan, Zhenzhi; Fang, Fang

2016-01-01

When a target is presented with nearby flankers in the peripheral visual field, it becomes harder to identify, which is referred to as crowding. Crowding sets a fundamental limit of object recognition in peripheral vision, preventing us from fully appreciating cluttered visual scenes. We trained adult human subjects on a crowded orientation discrimination task and investigated whether crowding could be completely eliminated by training. We discovered a two-stage learning process with this training task. In the early stage, when the target and flankers were separated beyond a certain distance, subjects acquired a relatively general ability to break crowding, as evidenced by the fact that the breaking of crowding could transfer to another crowded orientation, even a crowded motion stimulus, although the transfer to the opposite visual hemi-field was weak. In the late stage, like many classical perceptual learning effects, subjects' performance gradually improved and showed specificity to the trained orientation. We also found that, when the target and flankers were spaced too finely, training could only reduce, rather than completely eliminate, the crowding effect. This two-stage learning process illustrates a learning strategy for our brain to deal with the notoriously difficult problem of identifying peripheral objects in clutter. The brain first learned to solve the "easy and general" part of the problem (i.e., improving the processing resolution and segmenting the target and flankers) and then tackle the "difficult and specific" part (i.e., refining the representation of the target).

Perceptions of sport science students on the potential applications and limitations of blended learning in their education: a qualitative study.

PubMed

Keogh, Justin W L; Gowthorp, Lisa; McLean, Michelle

2017-09-01

This study sought to gain insight into blended learning-naive sports science students' understanding and perceptions of the potential benefits and limitations of blended (hybrid) learning, which has been defined as the thoughtful integration of face-to-face and online instructional approaches. Five focus groups, each comprising 3-4 students from either the undergraduate or postgraduate sports science programmes were conducted. The focus groups were facilitated by a researcher who was not involved in sports science. Audio recordings of the focus groups were transcribed verbatim. NVivo software was used to code the transcripts to identify the themes and subthemes. Students generally had little initial understanding of blended learning. When provided with a definition, they believed that blended learning could improve educational outcomes and assist those who were legitimately unable to attend a session. Their reservations about blended learning mainly related to some students not being sufficiently autonomous to undertake independent study, timetabling considerations and access to reliable Internet services. For blended learning to be effective, students felt the online material had to be interactive, engaging and complement the face-to-face sessions. Better understanding the perceptions of the students in the current study may assist educators who are considering implementing blended learning in their teaching.

Research on high power intra-channel crosstalk attack in optical networks

NASA Astrophysics Data System (ADS)

Ren, Shuai; Zhang, Yinfa; Wang, Jingyu; Zhang, Jumei; Rao, Xuejun; Fang, Yuanyuan

2017-02-01

The mechanism of high power intra-channel crosstalk attack is analyzed theoretically and the conclusion that power of attack signal and crosstalk coefficient of optical switch are the main factors for which high power intra-channel have destructive effect on quality of legitimate signals is drawn. Effects of high power intra-channel crosstalk attack on quality of legitimate signals and its capability of attack propagation are investigated quantitatively by building the simulation system in VPI software. The results show that legitimate signals through the first and the second stage optical switch are affected by attack and legitimate signal through the third stage optical switch is almost unaffected by attack when power of original attack signal (OAS) is above 20dB more than that of legitimate signals and crosstalk coefficient of optical switch is -20dB at optical cross connect 1 (OXC1). High power intra-channel crosstalk attack has a certain capability of attack propagation. Attack capability of OAS can be propagated to OXC3 when power of OAS is 27dB more than that of legitimate signals and crosstalk coefficient of optical switch is -20dB. We also find that the secondary attack signal (SAS) does not have capability of attack propagation.

The Effects of Restricted Peripheral Field-of-View on Spatial Learning while Navigating.

PubMed

Barhorst-Cates, Erica M; Rand, Kristina M; Creem-Regehr, Sarah H

2016-01-01

Recent work with simulated reductions in visual acuity and contrast sensitivity has found decrements in survey spatial learning as well as increased attentional demands when navigating, compared to performance with normal vision. Given these findings, and previous work showing that peripheral field loss has been associated with impaired mobility and spatial memory for room-sized spaces, we investigated the role of peripheral vision during navigation using a large-scale spatial learning paradigm. First, we aimed to establish the magnitude of spatial memory errors at different levels of field restriction. Second, we tested the hypothesis that navigation under these different levels of restriction would use additional attentional resources. Normally sighted participants walked on novel real-world paths wearing goggles that restricted the field-of-view (FOV) to severe (15°, 10°, 4°, or 0°) or mild angles (60°) and then pointed to remembered target locations using a verbal reporting measure. They completed a concurrent auditory reaction time task throughout each path to measure cognitive load. Only the most severe restrictions (4° and blindfolded) showed impairment in pointing error compared to the mild restriction (within-subjects). The 10° and 4° conditions also showed an increase in reaction time on the secondary attention task, suggesting that navigating with these extreme peripheral field restrictions demands the use of limited cognitive resources. This comparison of different levels of field restriction suggests that although peripheral field loss requires the actor to use more attentional resources while navigating starting at a less extreme level (10°), spatial memory is not negatively affected until the restriction is very severe (4°). These results have implications for understanding of the mechanisms underlying spatial learning during navigation and the approaches that may be taken to develop assistance for navigation with visual impairment.

Position-based coding and convex splitting for private communication over quantum channels

NASA Astrophysics Data System (ADS)

Wilde, Mark M.

2017-10-01

The classical-input quantum-output (cq) wiretap channel is a communication model involving a classical sender X, a legitimate quantum receiver B, and a quantum eavesdropper E. The goal of a private communication protocol that uses such a channel is for the sender X to transmit a message in such a way that the legitimate receiver B can decode it reliably, while the eavesdropper E learns essentially nothing about which message was transmitted. The ɛ -one-shot private capacity of a cq wiretap channel is equal to the maximum number of bits that can be transmitted over the channel, such that the privacy error is no larger than ɛ \\in (0,1). The present paper provides a lower bound on the ɛ -one-shot private classical capacity, by exploiting the recently developed techniques of Anshu, Devabathini, Jain, and Warsi, called position-based coding and convex splitting. The lower bound is equal to a difference of the hypothesis testing mutual information between X and B and the "alternate" smooth max-information between X and E. The one-shot lower bound then leads to a non-trivial lower bound on the second-order coding rate for private classical communication over a memoryless cq wiretap channel.

Beller Lecture: Is Understanding the Past in Its Own Terms Understanding?

NASA Astrophysics Data System (ADS)

Wootton, David

History of Science is in a state of intellectual confusion symbolized by its hostility to what is called ``Whig history''. The fundamental issue is whether it is legitimate to use hindsight in the writing of history. In this lecture I will defend retrospective history in three key respects: a) retrospection is generally a legitimate procedure in historical writing, primarily because historical outcomes are often unintended and unpredictable; b) retrospection is particularly legitimate where science is concerned because scientific development is path dependent; c) restrospection is particularly legitimate in history of science because science progresses, and progress can only be identified retrospectively. Defending retrospection is entirely compatible with recognizing that science is culturally specific; thus retrospection need not involve anachronism. See www.inventionofscience.com

Computer use changes generalization of movement learning.

PubMed

Wei, Kunlin; Yan, Xiang; Kong, Gaiqing; Yin, Cong; Zhang, Fan; Wang, Qining; Kording, Konrad Paul

2014-01-06

Over the past few decades, one of the most salient lifestyle changes for us has been the use of computers. For many of us, manual interaction with a computer occupies a large portion of our working time. Through neural plasticity, this extensive movement training should change our representation of movements (e.g., [1-3]), just like search engines affect memory [4]. However, how computer use affects motor learning is largely understudied. Additionally, as virtually all participants in studies of perception and actions are computer users, a legitimate question is whether insights from these studies bear the signature of computer-use experience. We compared non-computer users with age- and education-matched computer users in standard motor learning experiments. We found that people learned equally fast but that non-computer users generalized significantly less across space, a difference negated by two weeks of intensive computer training. Our findings suggest that computer-use experience shaped our basic sensorimotor behaviors, and this influence should be considered whenever computer users are recruited as study participants. Copyright © 2014 Elsevier Ltd. All rights reserved.

Post-learning stress differentially affects memory for emotional gist and detail in naturally cycling women and women on hormonal contraceptives

PubMed Central

Nielsen, Shawn E.; Ahmed, Imran; Cahill, Larry

2014-01-01

Sex differences in emotional memory have received increasing interest over the past decade. However, to date, no work has explored how a post-learning stressor might modulate the influence of sex hormone status on memory for gist and peripheral detail in an emotional versus neutral context. Here, we tested three predictions. First, compared to naturally cycling women (NC women) in the luteal phase, women on hormonal contraception (HC women) would have significantly blunted HPA reactivity to physical stress. Second, post-learning stress would enhance detail and gist memory from an emotional story in NC women, and finally, post-learning stress would not affect emotional memory for details or gist in HC women. Healthy NC and HC women viewed a brief, narrated story containing neutral or emotionally arousing elements. Immediately after, Cold Pressor Stress (CPS) or a control procedure was administered. One week later, participants received a surprise free recall test for story elements. NC women exhibited significantly greater cortisol increases to CPS compared to HC women. NC women who viewed the emotional story and were administered CPS recalled the most peripheral details overall and more gist from the emotional compared to the neutral story. In HC women, however, the post-learning cortisol release did not affect memory for gist or peripheral details from the emotional or neutral story in any way. Additionally, NC and HC women performed similarly on measures of attention and arousal. These findings suggest that in women, post-learning stress differentially affects memory for emotional information depending on their hormonal contraceptive status. PMID:24841741

[The significance of hierarchy in postgraduate education].

PubMed

Rupprecht, H

1999-01-01

There are structures of hierarchy in the postgraduate education. The postgraduate education is organized as a programme the young doctor has to absolve. The instruction and the control of the implementation of that programme must be carried out by a competent and experienced older physician, who is responsible for the correctness of that, the young doctor has to learn in his postgraduate education. The older physician unequivocally is integrated in the hierarchy above the young doctor legitimated by his knowledge, his experience and his personality. The hierarchy demonstrates itself as an indication of the moral integrity of the community and of each only individual.

Curved Saccade Trajectories Reveal Conflicting Predictions in Associative Learning

ERIC Educational Resources Information Center

Koenig, Stephan; Lachnit, Harald

2011-01-01

We report how the trajectories of saccadic eye movements are affected by memory interference acquired during associative learning. Human participants learned to perform saccadic choice responses based on the presentation of arbitrary central cues A, B, AC, BC, AX, BY, X, and Y that were trained to predict the appearance of a peripheral target…

Peripheral Administration of GSK-3β Antisense Oligonucleotide Improves Learning and Memory in SAMP8 and Tg2576 Mouse Models of Alzheimer's Disease.

PubMed

Farr, Susan A; Sandoval, Karin E; Niehoff, Michael L; Witt, Ken A; Kumar, Vijaya B; Morley, John E

2016-10-18

Glycogen synthase kinase (GSK)-3β is a multifunctional protein that has been implicated in the pathological characteristics of Alzheimer's disease (AD), including the heightened levels of neurofibrillary tangles, amyloid-beta (Aβ), and neurodegeneration. We have previously shown that an antisense oligonucleotide directed at the Tyr 216 site on GSK-3β (GAO) when injected centrally can decrease GSK-3β levels, improve learning and memory, and decrease oxidative stress. In addition, we showed that GAO can cross the blood-brain barrier. Herein the impact of peripherally administered GAO in both the non-transgenic SAMP8 and transgenic Tg2576 (APPswe) models of AD were examined respective to learning and memory. Brain tissues were then evaluated for expression changes in the phosphorylated-Tyr 216 residue, which leads to GSK-3β activation, and the phosphorylated-Ser9 residue, which reduces GSK-3β activity. SAMP8 GAO-treated mice showed improved acquisition and retention using aversive T-maze, and improved declarative memory as measured by the novel object recognition (NOR) test. Expression of the phosphorylated-Tyr 216 was decreased and the phosphorylated-Ser9 was increased in GAO-treated SAMP8 mice. Tg2576 GAO-treated mice improved acquisition and retention in both the T-maze and NOR tests, with an increased phosphorylated-Ser9 GSK-3β expression. Results demonstrate that peripheral administration of GAO improves learning and memory, corresponding with alterations in GSK-3β phosphorylation state. This study supports peripherally administered GAO as a viable means to mediate GSK-3β activity within the brain and a possible treatment for AD.

Learning through participating on an interprofessional training ward.

PubMed

Lidskog, Marie; Löfmark, Anna; Ahlström, Gerd

2009-09-01

Learning in clinical education can be understood as a process of becoming a legitimate participant in the relevant context. Interprofessional training wards (IPTWs) are designed to give students from educational programmes in health and social care a realistic experience of collaboration for the purpose of developing teamwork skills. IPTWs have been found to be appreciated by the students and to influence students' understanding of each other's professions. The aim of this study was to describe and analyse the students' learning on an interprofessional training ward in care for older persons through focusing on the students' ways of participating in the communities of practice on the ward. A case study design was chosen. Multiple data sources were used. The findings show that the students engaged as active participants in the care. At the same time there was sometimes a discrepancy between on the one hand expectations and goals, on the other hand actual participation. There were difficulties in making the training relevant for all the student groups involved. The findings indicate that in the planning of interprofessional education the choice of setting and learning situations is crucial with regard to the learning that will occur.

Are You Taking Medication as Prescribed?

MedlinePlus

... as their brand-name counterparts. You can also shop around your neighborhood or legitimate online pharmacies for the best prices on prescription drugs. For useful information about finding a legitimate online ...

Improved Arthroscopic Visualization of Peripheral Compartment

PubMed Central

Suslak, Adam G.; Mather, Richard C.; Kelly, Bryan T.; Nho, Shane J.

2012-01-01

Femoroacetabular impingement is a recognized cause of hip pain and motion restrictions. Advancements in hip arthroscopy have allowed surgeons the ability to treat this condition more effectively. However, the learning curve is steep for osteochondroplasty of the femoral head-neck junction in the peripheral compartment. Therefore we present a reproducible technique that allows improved visualization of the peripheral compartment and treatment of the cam lesion with hip arthroscopy. Our technique uses the anterior portal as a viewing portal, a distal anterolateral accessory portal as a working portal, and the anterolateral portal for soft-tissue retraction. PMID:23766977

Interference in Ballistic Motor Learning: Specificity and Role of Sensory Error Signals

PubMed Central

Lundbye-Jensen, Jesper; Petersen, Tue Hvass; Rothwell, John C.; Nielsen, Jens Bo

2011-01-01

Humans are capable of learning numerous motor skills, but newly acquired skills may be abolished by subsequent learning. Here we ask what factors determine whether interference occurs in motor learning. We speculated that interference requires competing processes of synaptic plasticity in overlapping circuits and predicted specificity. To test this, subjects learned a ballistic motor task. Interference was observed following subsequent learning of an accuracy-tracking task, but only if the competing task involved the same muscles and movement direction. Interference was not observed from a non-learning task suggesting that interference requires competing learning. Subsequent learning of the competing task 4 h after initial learning did not cause interference suggesting disruption of early motor memory consolidation as one possible mechanism underlying interference. Repeated transcranial magnetic stimulation (rTMS) of corticospinal motor output at intensities below movement threshold did not cause interference, whereas suprathreshold rTMS evoking motor responses and (re)afferent activation did. Finally, the experiments revealed that suprathreshold repetitive electrical stimulation of the agonist (but not antagonist) peripheral nerve caused interference. The present study is, to our knowledge, the first to demonstrate that peripheral nerve stimulation may cause interference. The finding underscores the importance of sensory feedback as error signals in motor learning. We conclude that interference requires competing plasticity in overlapping circuits. Interference is remarkably specific for circuits involved in a specific movement and it may relate to sensory error signals. PMID:21408054

Phase Matters: Responding to and Learning about Peripheral Stimuli Depends on Hippocampal ? Phase at Stimulus Onset

ERIC Educational Resources Information Center

Nokia, Miriam S.; Waselius, Tomi; Mikkonen, Jarno E.; Wikgren, Jan; Penttonen, Markku

2015-01-01

Hippocampal ? (3-12 Hz) oscillations are implicated in learning and memory, but their functional role remains unclear. We studied the effect of the phase of local ? oscillation on hippocampal responses to a neutral conditioned stimulus (CS) and subsequent learning of classical trace eyeblink conditioning in adult rabbits. High-amplitude, regular…

Learning from the Periphery in a Collaborative Robotics Workshop for Girls

ERIC Educational Resources Information Center

Sullivan, Florence R.; Keith, Kevin; Wilson, Nicholas C.

2016-01-01

This study investigates how students who are peripherally positioned in computer science-based, collaborative group work meaningfully engage with the group activity in order to learn. Our research took place in the context of a one-day, all-girl robotics workshop, in which the participants were learning to program robotic devices. A total of 17…

Discriminating Between Legitimate and Predatory Open Access Journals: Report from the International Federation for Emergency Medicine Research Committee

PubMed Central

Hansoti, Bhakti; Langdorf, Mark I.; Murphy, Linda S.

2016-01-01

Introduction Open access (OA) medical publishing is growing rapidly. While subscription-based publishing does not charge the author, OA does. This opens the door for “predatory” publishers who take authors’ money but provide no substantial peer review or indexing to truly disseminate research findings. Discriminating between predatory and legitimate OA publishers is difficult. Methods We searched a number of library indexing databases that were available to us through the University of California, Irvine Libraries for journals in the field of emergency medicine (EM). Using criteria from Jeffrey Beall, University of Colorado librarian and an expert on predatory publishing, and the Research Committee of the International Federation for EM, we categorized EM journals as legitimate or likely predatory. Results We identified 150 journal titles related to EM from all sources, 55 of which met our criteria for OA (37%, the rest subscription based). Of these 55, 25 (45%) were likely to be predatory. We present lists of clearly legitimate OA journals, and, conversely, likely predatory ones. We present criteria a researcher can use to discriminate between the two. We present the indexing profiles of legitimate EM OA journals, to inform the researcher about degree of dissemination of research findings by journal. Conclusion OA journals are proliferating rapidly. About half in EM are legitimate. The rest take substantial money from unsuspecting, usually junior, researchers and provide no value for true dissemination of findings. Researchers should be educated and aware of scam journals. PMID:27625710

Discriminating Between Legitimate and Predatory Open Access Journals: Report from the International Federation for Emergency Medicine Research Committee.

PubMed

Hansoti, Bhakti; Langdorf, Mark I; Murphy, Linda S

2016-09-01

Open access (OA) medical publishing is growing rapidly. While subscription-based publishing does not charge the author, OA does. This opens the door for "predatory" publishers who take authors' money but provide no substantial peer review or indexing to truly disseminate research findings. Discriminating between predatory and legitimate OA publishers is difficult. We searched a number of library indexing databases that were available to us through the University of California, Irvine Libraries for journals in the field of emergency medicine (EM). Using criteria from Jeffrey Beall, University of Colorado librarian and an expert on predatory publishing, and the Research Committee of the International Federation for EM, we categorized EM journals as legitimate or likely predatory. We identified 150 journal titles related to EM from all sources, 55 of which met our criteria for OA (37%, the rest subscription based). Of these 55, 25 (45%) were likely to be predatory. We present lists of clearly legitimate OA journals, and, conversely, likely predatory ones. We present criteria a researcher can use to discriminate between the two. We present the indexing profiles of legitimate EM OA journals, to inform the researcher about degree of dissemination of research findings by journal. OA journals are proliferating rapidly. About half in EM are legitimate. The rest take substantial money from unsuspecting, usually junior, researchers and provide no value for true dissemination of findings. Researchers should be educated and aware of scam journals.

Learning outcomes and student-perceived value of clay modeling and cat dissection in undergraduate human anatomy and physiology.

PubMed

DeHoff, Mary Ellen; Clark, Krista L; Meganathan, Karthikeyan

2011-03-01

Alternatives and/or supplements to animal dissection are being explored by educators of human anatomy at different academic levels. Clay modeling is one such alternative that provides a kinesthetic, three-dimensional, constructive, and sensory approach to learning human anatomy. The present study compared two laboratory techniques, clay modeling of human anatomy and dissection of preserved cat specimens, in the instruction of muscles, peripheral nerves, and blood vessels. Specifically, we examined the effect of each technique on student performance on low-order and high-order questions related to each body system as well as the student-perceived value of each technique. Students who modeled anatomic structures in clay scored significantly higher on low-order questions related to peripheral nerves; scores were comparable between groups for high-order questions on peripheral nerves and for questions on muscles and blood vessels. Likert-scale surveys were used to measure student responses to statements about each laboratory technique. A significantly greater percentage of students in the clay modeling group "agreed" or "strongly agreed" with positive statements about their respective technique. These results indicate that clay modeling and cat dissection are equally effective in achieving student learning outcomes for certain systems in undergraduate human anatomy. Furthermore, clay modeling appears to be the preferred technique based on students' subjective perceptions of value to their learning experience.

Reading speed in the peripheral visual field of older adults: Does it benefit from perceptual learning?

PubMed

Yu, Deyue; Cheung, Sing-Hang; Legge, Gordon E; Chung, Susana T L

2010-04-21

Enhancing reading ability in peripheral vision is important for the rehabilitation of people with central-visual-field loss from age-related macular degeneration (AMD). Previous research has shown that perceptual learning, based on a trigram letter-recognition task, improved peripheral reading speed among normally-sighted young adults (Chung, Legge, & Cheung, 2004). Here we ask whether the same happens in older adults in an age range more typical of the onset of AMD. Eighteen normally-sighted subjects, aged 55-76years, were randomly assigned to training or control groups. Visual-span profiles (plots of letter-recognition accuracy as a function of horizontal letter position) and RSVP reading speeds were measured at 10 degrees above and below fixation during pre- and post-tests for all subjects. Training consisted of repeated measurements of visual-span profiles at 10 degrees below fixation, in four daily sessions. The control subjects did not receive any training. Perceptual learning enlarged the visual spans in both trained (lower) and untrained (upper) visual fields. Reading speed improved in the trained field by 60% when the trained print size was used. The training benefits for these older subjects were weaker than the training benefits for young adults found by Chung et al. Despite the weaker training benefits, perceptual learning remains a potential option for low-vision reading rehabilitation among older adults. Copyright 2010 Elsevier Ltd. All rights reserved.

Academic leadership in nursing: legitimating the discipline in contested spaces.

PubMed

McNamara, Martin S

2009-05-01

To investigate the potential of recent conceptual developments in the sociology of education for conceptualising academic leadership in nursing. During an investigation into the current status and future trajectory of academic nursing in Ireland, academic leadership emerged as a major concern for respondents. The languages of legitimation of academic leaders were elicited in in-depth interviews and analysed as expressions of underlying legitimation principles. The concept of legitimation principles provides a way of thinking about how academic nursing is positioned in the health and higher education sectors, how its leaders construct its identity, practices and purposes, and clarifies the proper focus and goals of academic leadership in nursing. Academic leadership is concerned with legitimating the discipline of nursing as an autonomous, coherent and distinctive professional and academic endeavour. This legitimacy must be secured in academic, clinical and wider contexts in which academic nursing is viewed with ambivalence; leaders must take account of the impact of nursing history on the current status and future trajectory of the discipline. The analytic tools facilitate a better understanding of the internal and external conditions under which academic nursing will flourish, or wither, in contemporary higher education.

Coercive and legitimate authority impact tax honesty: evidence from behavioral and ERP experiments

PubMed Central

Pfabigan, Daniela M.; Lamm, Claus; Kirchler, Erich; Hofmann, Eva

2017-01-01

Abstract Cooperation in social systems such as tax honesty is of central importance in our modern societies. However, we know little about cognitive and neural processes driving decisions to evade or pay taxes. This study focuses on the impact of perceived tax authority and examines the mental chronometry mirrored in ERP data allowing a deeper understanding about why humans cooperate in tax systems. We experimentally manipulated coercive and legitimate authority and studied its impact on cooperation and underlying cognitive (experiment 1, 2) and neuronal (experiment 2) processes. Experiment 1 showed that in a condition of coercive authority, tax payments are lower, decisions are faster and participants report more rational reasoning and enforced compliance, however, less voluntary cooperation than in a condition of legitimate authority. Experiment 2 confirmed most results, but did not find a difference in payments or self-reported rational reasoning. Moreover, legitimate authority led to heightened cognitive control (expressed by increased MFN amplitudes) and disrupted attention processing (expressed by decreased P300 amplitudes) compared to coercive authority. To conclude, the neuronal data surprisingly revealed that legitimate authority may led to higher decision conflict and thus to higher cognitive demands in tax decisions than coercive authority. PMID:28402477

Legitimating Irrelevance: Management Education in Higher Education Institutions.

ERIC Educational Resources Information Center

Crowther, David; Carter, Chris

2002-01-01

Explores why the trend in management teaching and research toward increased specialization and self-referential legitimation is ultimately self-defeating because the needs of the customers involved are changing from specialization to generalization. (EV)

Implementing accountability for reasonableness--the case of pharmaceutical reimbursement in Sweden.

PubMed

Jansson, Sandra

2007-04-01

This paper aims to describe the priority-setting procedure for new original pharmaceuticals practiced by the Swedish Pharmaceutical Benefits Board (LFN), to analyse the outcome of the procedure in terms of decisions and the relative importance of ethical principles, and to examine the reactions of stakeholders. All the 'principally important' decisions made by the LFN during its first 33 months of operation were analysed. The study is theoretically anchored in the theory of fair and legitimate priority-setting procedures by Daniels and Sabin, and is based on public documents, media articles, and semi-structured interviews. Only nine cases resulted in a rejection of a subsidy by the LFN and 15 in a limited or conditional subsidy. Total rejections rather than limitations gave rise to actions by stakeholders. Primarily, the principle of cost-effectiveness was used when limiting/conditioning or totally rejecting a subsidy. This study suggests that implementing a priority-setting process that fulfils the conditions of accountability for reasonableness can result in a priority-setting process which is generally perceived as fair and legitimate by the major stakeholders and may increase social learning in terms of accepting the necessity of priority setting in health care. The principle of cost-effectiveness increased in importance when the demand for openness and transparency increased.

The influence of high intensity exercise and the Val66Met polymorphism on circulating BDNF and locomotor learning.

PubMed

Helm, Erin E; Matt, Kathleen S; Kirschner, Kenneth F; Pohlig, Ryan T; Kohl, Dave; Reisman, Darcy S

2017-10-01

Brain-derived neurotrophic factor (BDNF) has been directly related to exercise-enhanced motor performance in the neurologically injured animal model; however literature concerning the role of BDNF in the enhancement of motor learning in the human population is limited. Previous studies in healthy subjects have examined the relationship between intensity of an acute bout of exercise, increases in peripheral BDNF and motor learning of a simple isometric upper extremity task. The current study examined the role of high intensity exercise on upregulation of peripheral BDNF levels as well as the role of high intensity exercise in mediation of motor learning and retention of a novel locomotor task in neurologically intact adults. In addition, the impact of a single nucleotide polymorphism in the BDNF gene (Val66Met) in moderating the relationship between exercise and motor learning was explored. It was hypothesized that participation in high intensity exercise prior to practicing a novel walking task (split-belt treadmill walking) would elicit increases in peripheral BDNF as well as promote an increased rate and magnitude of within session learning and retention on a second day of exposure to the walking task. Within session learning and retention would be moderated by the presence or absence of Val66Met polymorphism. Fifty-four neurologically intact participants participated in two sessions of split-belt treadmill walking. Step length and limb phase were measured to assess learning of spatial and temporal parameters of walking. Serum BDNF was collected prior to and immediately following either high intensity exercise or 5min of quiet rest. The results demonstrated that high intensity exercise provides limited additional benefit to learning of a novel locomotor pattern in neurologically intact adults, despite increases in circulating BDNF. In addition, presence of a single nucleotide polymorphism on the BDNF gene did not moderate the magnitude of serum BDNF increases with high intensity exercise, nor did it moderate the relationship between high intensity exercise and locomotor learning. Copyright © 2017 Elsevier Inc. All rights reserved.

A new neural net approach to robot 3D perception and visuo-motor coordination

NASA Technical Reports Server (NTRS)

Lee, Sukhan

1992-01-01

A novel neural network approach to robot hand-eye coordination is presented. The approach provides a true sense of visual error servoing, redundant arm configuration control for collision avoidance, and invariant visuo-motor learning under gazing control. A 3-D perception network is introduced to represent the robot internal 3-D metric space in which visual error servoing and arm configuration control are performed. The arm kinematic network performs the bidirectional association between 3-D space arm configurations and joint angles, and enforces the legitimate arm configurations. The arm kinematic net is structured by a radial-based competitive and cooperative network with hierarchical self-organizing learning. The main goal of the present work is to demonstrate that the neural net representation of the robot 3-D perception net serves as an important intermediate functional block connecting robot eyes and arms.

Campus sustainable food projects: critique and engagement.

PubMed

Barlett, Peggy F

2011-01-01

Campus sustainable food projects recently have expanded rapidly. A review of four components - purchasing goals, academic programs, direct marketing, and experiential learning - shows both intent and capacity to contribute to transformational change toward an alternative food system. The published rationales for campus projects and specific purchasing guidelines join curricular and cocurricular activities to evaluate, disseminate, and legitimize environmental, economic, social justice, and health concerns about conventional food. Emerging new metrics of food service practices mark a potential shift from rhetoric to market clout, and experiential learning builds new coalitions and can reshape relations with food and place. Campus projects are relatively new and their resilience is not assured, but leading projects have had regional, state, and national impact. The emergence of sustainability rankings in higher education and contract-based compliance around purchasing goals suggests that if support continues, higher education's leadership can extend to the broader agrifood system.

Phase matters: responding to and learning about peripheral stimuli depends on hippocampal θ phase at stimulus onset

PubMed Central

Waselius, Tomi; Mikkonen, Jarno E.; Wikgren, Jan; Penttonen, Markku

2015-01-01

Hippocampal θ (3–12 Hz) oscillations are implicated in learning and memory, but their functional role remains unclear. We studied the effect of the phase of local θ oscillation on hippocampal responses to a neutral conditioned stimulus (CS) and subsequent learning of classical trace eyeblink conditioning in adult rabbits. High-amplitude, regular hippocampal θ-band responses (that predict good learning) were elicited by the CS when it was timed to commence at the fissure θ trough (Trough group). Regardless, learning in this group was not enhanced compared with a yoked control group, possibly due to a ceiling effect. However, when the CS was consistently presented to the peak of θ (Peak group), hippocampal θ-band responding was less organized and learning was retarded. In well-trained animals, the hippocampal θ phase at CS onset no longer affected performance of the learned response, suggesting a time-limited role for hippocampal processing in learning. To our knowledge, this is the first study to demonstrate that timing a peripheral stimulus to a specific phase of the hippocampal θ cycle produces robust effects on the synchronization of neural responses and affects learning at the behavioral level. Our results support the notion that the phase of spontaneous hippocampal θ oscillation is a means of regulating the processing of information in the brain to a behaviorally relevant degree. PMID:25979993

When are do-gooders treated badly? Legitimate power, role expectations, and reactions to moral objection in organizations.

PubMed

Wellman, Ned; Mayer, David M; Ong, Madeline; DeRue, D Scott

2016-06-01

Organization members who engage in "moral objection" by taking a principled stand against ethically questionable activities help to prevent such activities from persisting. Unfortunately, research suggests that they also may be perceived as less warm (i.e., pleasant, nice) than members who comply with ethically questionable procedures. In this article, we draw on role theory to explore how legitimate power influences observers' responses to moral objection. We argue that individuals expect those high in legitimate power to engage in moral objection, but expect those low in legitimate power to comply with ethically questionable practices. We further propose that these contrasting role expectations influence the extent to which moral objectors are perceived as warm and subjected to social sanctions (i.e., insults, pressure, unfriendly behavior). We test our predictions with 3 experiments. Study 1, which draws on participants' prior workplace experiences, supports the first section of our mediated moderation model in which the negative association between an actor's moral objection (vs. compliance) and observers' warmth perceptions is weaker when the actor is high rather than low in legitimate power and this effect is mediated by observers' met role expectations. Study 2, an online experiment featuring a biased hiring task, reveals that the warmth perceptions fostered by the Behavior × Legitimate Power interaction influence observers' social sanctioning intentions. Finally, Study 3, a laboratory experiment which exposes participants to unethical behavior in a virtual team task, replicates Study 2's findings and extends the results to actual as well as intended social sanctions. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

[Psychological Distress and Acceptance of Violence Legitimizing Masculinity Norms among Adolescents].

PubMed

Klein, Eva M; Wölfling, Klaus; Beutel, Manfred E; Dreier, Michael; Müller, Kai W

2017-04-01

The proportion of adolescent migrants in Germany aged 15-20 years has risen to about 29.5% in 2014 according to Federal census statistics. The purpose of the current study was to describe and to compare the psychological strains of adolescent 1 st and 2 nd generation migrants with non-migrants in a representative school survey. Acceptance of violence legitimizing masculinity norms was explored and its correlation with psychological strain was analyzed. Self-reported data of psychological strain (internalizing and externalizing problems) and acceptance of violence legitimizing masculinity were gathered among 8 518 pupils aged 12-19 years across different school types. Among the surveyed adolescents, 27.6% reported a migration background (5.8% 1 st generation migrants; 21.8% 2 nd generation migrants). Particularly 1 st generation migrants scored higher in internalizing and externalizing problems than 2 nd generation migrants or non-migrants. The differences, however, were small. Adolescents with migration background suffered from educational disadvantage, especially 1 st generation migrants. Male adolescents reported significantly higher acceptance of violence legitimizing masculinity norms than their female counterparts. Strong agreement with the measured concept of masculinity was found among pupils of lower secondary school and adolescents reported regularly tobacco and cannabis consumption. The acceptance of violence legitimizing masculinity norms was greater among migrants, particularly 1 st generation migrants, than non-migrants. Overall, high acceptance of violence legitimizing masculinity norms was related to externalizing problems, which can be understood as dysfunctional coping mechanisms of social disadvantage and a lack of prospects. © Georg Thieme Verlag KG Stuttgart · New York.

A preliminary investigation of textile fibers in smothering scenarios and alternative legitimate activities.

PubMed

Schnegg, Michael; Turchany, Morgane; Deviterne, Marie; Gueissaz, Line; Hess, Sabine; Massonnet, Geneviève

2017-10-01

Was this group of target fibers transferred during a criminal action? Is it possible that it was transferred during another legitimate activity? Acquiring knowledge about the activity, whether legitimate or criminal, leading to the transfer of a group of fibers is a recurring challenge encountered throughout the evidence interpretation process. Trace evidence such as fibers may assist with generating a reasoning of the activity which produced the trace, but this assumes that one already has a thorough understanding of the transfer phenomenon. How to generate and then use such relevant knowledge? What are the influencing parameters and which ones should (or can) be controlled? The present work focuses on homicides by smothering using a pillow and the transfer of fibers on the face of the victim in such events. A legitimate activity - represented by a night's sleep on a pillow - was also investigated since such legitimate, alternative explanations concerning the presence of fibers could likely be formulated by the suspect. The number and distribution of fibers transferred onto the victim's face in either scenario were investigated and interpreted using a Bayesian approach. Results showed that the shedding capacity of the pillowcase strongly impact the number of fibers recovered. The nature of the action, modus operandi and amount of friction could not be excluded in their influence on the transfer of fibers. Finally, likelihood ratios indicating the number of fibers recovered from the victim's face can provide relevant information by supporting either criminal or legitimate proposition (i.e., smothering or night's sleep scenario). Copyright © 2017 Elsevier B.V. All rights reserved.

Collaborative learning in pre-clinical dental hygiene education.

PubMed

Mueller-Joseph, Laura J; Nappo-Dattoma, Luisa

2013-04-01

Dental hygiene education continues to move beyond mastery of content material and skill development to learning concepts that promote critical-thinking and problem-solving skills. The purpose of this research was to evaluate the effectiveness of collaborative learning and determine the growth in intellectual development of 54 first-year dental hygiene students. The control group used traditional pre-clinical teaching and the experimental group used collaborative pedagogy for instrument introduction. All students were subjected to a post-test evaluating their ability to apply the principles of instrumentation. Intellectual development was determined using pre- and post-tests based on the Perry Scheme of Intellectual Development. Student attitudes were assessed using daily Classroom Assessment Activities and an end-of-semester departmental course evaluation. Findings indicated no significant difference between collaborative learning and traditional learning in achieving pre-clinical competence as evidenced by the students' ability to apply the principles of instrumentation. Advancement in intellectual development did not differ significantly between groups. Value added benefits of a collaborative learning environment as identified by the evaluation of student attitudes included decreased student reliance on authority, recognition of peers as legitimate sources of learning and increased self-confidence. A significant difference in student responses to daily classroom assessments was evident on the 5 days a collaborative learning environment was employed. Dental hygiene students involved in a pre-clinical collaborative learning environment are more responsible for their own learning and tend to have a more positive attitude toward the subject matter. Future studies evaluating collaborative learning in clinical dental hygiene education need to investigate the cost/benefit ratio of the value added outcomes of collaborative learning.

Do Learning-Disabled Children Exhibit Peripheral Deficits in Selective Attention? An Analysis of Eye Movements during Reading.

ERIC Educational Resources Information Center

Lahey, Benjamin B.; And Others

1982-01-01

The learning disabled children did not differ from their reading level controls on any of 10 measures but showed a pattern of eye movements that was generally slower and less smooth than their grade placement controls. (Author)

34 CFR 99.36 - What conditions apply to disclosure of information in health and safety emergencies?

Code of Federal Regulations, 2012 CFR

2012-07-01

... have legitimate educational interests in the behavior of the student; or (3) Disclosing appropriate... schools who have been determined to have legitimate educational interests in the behavior of the student...

34 CFR 99.36 - What conditions apply to disclosure of information in health and safety emergencies?

Code of Federal Regulations, 2014 CFR

2014-07-01

... have legitimate educational interests in the behavior of the student; or (3) Disclosing appropriate... schools who have been determined to have legitimate educational interests in the behavior of the student...

Effects of interactive instructional techniques in a web-based peripheral nervous system component for human anatomy.

PubMed

Allen, Edwin B; Walls, Richard T; Reilly, Frank D

2008-02-01

This study investigated the effects of interactive instructional techniques in a web-based peripheral nervous system (PNS) component of a first year medical school human anatomy course. Existing data from 9 years of instruction involving 856 students were used to determine (1) the effect of web-based interactive instructional techniques on written exam item performance and (2) differences between student opinions of the benefit level of five different types of interactive learning objects used. The interactive learning objects included Patient Case studies, review Games, Simulated Interactive Patients (SIP), Flashcards, and unit Quizzes. Exam item analysis scores were found to be significantly higher (p < 0.05) for students receiving the instructional treatment incorporating the web-based interactive learning objects than for students not receiving this treatment. Questionnaires using a five-point Likert scale were analysed to determine student opinion ratings of the interactive learning objects. Students reported favorably on the benefit level of all learning objects. Students rated the benefit level of the Simulated Interactive Patients (SIP) highest, and this rating was significantly higher (p < 0.05) than all other learning objects. This study suggests that web-based interactive instructional techniques improve student exam performance. Students indicated a strong acceptance of Simulated Interactive Patient learning objects.

Coercive and legitimate authority impact tax honesty: evidence from behavioral and ERP experiments.

PubMed

Gangl, Katharina; Pfabigan, Daniela M; Lamm, Claus; Kirchler, Erich; Hofmann, Eva

2017-07-01

Cooperation in social systems such as tax honesty is of central importance in our modern societies. However, we know little about cognitive and neural processes driving decisions to evade or pay taxes. This study focuses on the impact of perceived tax authority and examines the mental chronometry mirrored in ERP data allowing a deeper understanding about why humans cooperate in tax systems. We experimentally manipulated coercive and legitimate authority and studied its impact on cooperation and underlying cognitive (experiment 1, 2) and neuronal (experiment 2) processes. Experiment 1 showed that in a condition of coercive authority, tax payments are lower, decisions are faster and participants report more rational reasoning and enforced compliance, however, less voluntary cooperation than in a condition of legitimate authority. Experiment 2 confirmed most results, but did not find a difference in payments or self-reported rational reasoning. Moreover, legitimate authority led to heightened cognitive control (expressed by increased MFN amplitudes) and disrupted attention processing (expressed by decreased P300 amplitudes) compared to coercive authority. To conclude, the neuronal data surprisingly revealed that legitimate authority may led to higher decision conflict and thus to higher cognitive demands in tax decisions than coercive authority. © The Author (2017). Published by Oxford University Press.

Audio-Enhanced Computer Assisted Learning and Computer Controlled Audio-Instruction.

ERIC Educational Resources Information Center

Miller, K.; And Others

1983-01-01

Describes aspects of use of a microcomputer linked with a cassette recorder as a peripheral to enhance computer-assisted learning (CAL) and a microcomputer-controlled tape recorder linked with a microfiche reader in a commercially available teaching system. References and a listing of control programs are appended. (EJS)

An Occurrence at Glen Rock: Classroom Educators Learn More about Teaching and Learning from the Arts

ERIC Educational Resources Information Center

Amorino, Joseph S.

2008-01-01

Glen Rock Public Schools in New Jersey transformed instruction by enabling teachers to discover the richness of incorporating various aspects of the arts into their classroom work. In a deeper vein, Glen Rock teachers learned that art should not be peripheralized because the arts have unique potential as vehicles that can open new ways of thinking…

Massive pediatric neurosurgical injuries and lessons learned following a tornado disaster in Alabama.

PubMed

Chern, Joshua J; Miller, Joseph H; Tubbs, R Shane; Whisenhunt, Thomas R; Johnston, James M; Wellons, John C; Rozzelle, Curtis J; Blount, Jeffrey P; Oakes, W Jerry

2011-12-01

A large volume of patients presented to a Level I pediatric trauma center during and after a recent tornado disaster. Injuries of the central and peripheral nervous systems and the medical responses of a pediatric neurosurgical team are reviewed. The clinical courses of patients who suffered cranial, spinal, and peripheral nerve injuries due to the tornado storm are reported. The clinical actions taken by the neurosurgical team during and after the event are reviewed and the lessons learned are discussed. The tornado storm system moved through the Tuscaloosa and Birmingham metropolitan areas on the early evening hours of April 27, 2011. Twenty-four patients received care from the neurosurgical team. A total of 11 cranial (including placement of an external ventricular drain), 2 spine, and 2 peripheral procedures were performed for the victims. Nine procedures were performed within the first 12 hours of the event, and an additional 6 surgeries were performed in the following 24 hours. Injuries of the peripheral nervous system often presented in a delayed fashion. Several key components were identified that enabled adequate neurosurgical care for a large influx of acute patients. Massive casualties due to tornados are rare. A well-organized physician team working with the hospital administration may decrease the mortality and morbidity of such events.

Authority and the Development of Political Orientations.

ERIC Educational Resources Information Center

Parks, Robert

The legitimate use of authority in political and moral education is examined from a cognitive-developmental perspective. However, legitimate authoritative communications by a teacher must have the potential for reasoned elaboration. These communications then mark off the boundaries of rational and authoritative communication from non- and…

12 CFR 7.2023 - Reverse stock splits.

Code of Federal Regulations, 2010 CFR

2010-01-01

... Corporate Practices § 7.2023 Reverse stock splits. (a) Authority to engage in reverse stock splits. A national bank may engage in a reverse stock split if the transaction serves a legitimate corporate purpose and provides adequate dissenting shareholders' rights. (b) Legitimate corporate purpose. Examples of...

Religious Education Forum: Legitimizing Your Value List.

ERIC Educational Resources Information Center

McBride, Alfred

1979-01-01

Addressing the problem that educators have in compiling a legitimate list of values to teach, the author examines the Bible as a source of value legitimacy and details the values expressed in the Hebrew and Christian covenants, the Ten Commandments, and the six beatitudes. (SJL)

Becoming Socialized into a New Professional Role: LPN to BN Student Nurses' Experiences with Legitimation

PubMed Central

Melrose, Sherri; Miller, Jean; Gordon, Kathryn; Janzen, Katherine J.

2012-01-01

This paper presents findings from a qualitative descriptive study that explored the professional socialization experiences of Licensed Practical Nurses (LPNs) who attended an online university to earn a Baccalaureate degree in nursing (BN), a prerequisite to writing the Canadian Registered Nurse (RN) qualifying exam. The project was framed from a constructivist worldview and Haas and Shaffir's theory of legitimation. Participants were 27 nurses in a Post-LPN to BN program who came from across Canada to complete required practicums. Data was collected from digital recordings of four focus groups held in different cities. Transcripts were analyzed for themes and confirmed with participants through member checking. Two overarching themes were identified and are presented to explain how these unique adult learners sought to legitimize their emerging identity as Registered Nurses (RNs). First, Post-LPN to BN students need little, if any, further legitimation to affirm their identities as “nurse.” Second, practicum interactions with instructors and new clinical experiences are key socializing agents. PMID:22548165

Becoming Socialized into a New Professional Role: LPN to BN Student Nurses' Experiences with Legitimation.

PubMed

Melrose, Sherri; Miller, Jean; Gordon, Kathryn; Janzen, Katherine J

2012-01-01

This paper presents findings from a qualitative descriptive study that explored the professional socialization experiences of Licensed Practical Nurses (LPNs) who attended an online university to earn a Baccalaureate degree in nursing (BN), a prerequisite to writing the Canadian Registered Nurse (RN) qualifying exam. The project was framed from a constructivist worldview and Haas and Shaffir's theory of legitimation. Participants were 27 nurses in a Post-LPN to BN program who came from across Canada to complete required practicums. Data was collected from digital recordings of four focus groups held in different cities. Transcripts were analyzed for themes and confirmed with participants through member checking. Two overarching themes were identified and are presented to explain how these unique adult learners sought to legitimize their emerging identity as Registered Nurses (RNs). First, Post-LPN to BN students need little, if any, further legitimation to affirm their identities as "nurse." Second, practicum interactions with instructors and new clinical experiences are key socializing agents.

Colonial scientific-medical documentary films and the legitimization of an ideal state in post-war Spain.

PubMed

Tabernero, Carlos; Jiménez-Lucena, Isabel; Molero-Mesa, Jorge

2017-01-01

This paper explores the role of film and medical-health practices and discourses in the building and legitimating strategies of Franco's fascist regime in Spain. The analysis of five medical-colonial documentary films produced during the 1940s explores the relationship between mass media communication practices and techno-scientific knowledge production, circulation and management processes. These films portray a non-problematic colonial space where social order is articulated through scientific-medical practices and discourses that match the regime's need to consolidate and legitimize itself while asserting the inclusion-exclusion dynamics involved in the definition of social prototypes through processes of medicalization.

Strategies for preventing peripheral intravenous cannula infection.

PubMed

Morris, Wendy; Heong Tay, Mooi

Peripheral intravenous (IV) cannulation is a procedure that involves breaching the integrity of the skin, exposing patients to the risk of infection. Acquisition of infection has associated costs both for patients and the NHS. The high number of peripheral IV cannulae (PICs) inserted annually has resulted in serious infection and significant morbidity (O'Grady et al, 2002). Risks associated with PIC infection must be addressed to reduce patient morbidity and increased cost of prolonged hospital admission and treatment. This article discusses the sources and routes of infection associated with peripheral IV cannulation, and examines healthcare management strategies for preventing infection when performing peripheral cannulation. These comprise: the Peripheral Venous Cannulation Policy, which empowers practitioners to challenge poor cannulation skills and standardize practice; education, which provides learning opportunities within programmes such as Infection Control Core Competencies Study Days, designed to promote infection prevention strategies directly related to cannula care and aimed at all levels of Trust staff; and the Peripheral Cannula Care Plan, which ensures accurate documentation of cannulation procedures. This last strategy is simple to use and provides a route for improving cannula-related documentation. A high standard of documentation will also assist audit, which is crucial to reducing PIC infection.

Socioeconomic Status and Unionization Attitudes in the United States.

ERIC Educational Resources Information Center

Cornfield, Daniel B.; Kim, Hyunhee

1994-01-01

Survey responses from a national sample of 1,195 nonunion, nonfarm workers suggest that corporations legitimize themselves by appealing to occupational identities of high-status workers, whereas unions legitimize themselves by appealing to social background identities (ethnic, racial, and gender identities) of low-status workers. Prounion…

Legitimizing Community Engagement with K-12 Schools

ERIC Educational Resources Information Center

Furco, Andrew

2013-01-01

This article examines the issue of internal legitimization and its importance in securing high-quality community engagement in K-12 schools. Drawing on the literature from the fields of community engagement, school reform, school-university partnerships, and school-community partnerships, this article describes some of the prevailing challenges…

Higher Education and State Legitimation in Cyprus.

ERIC Educational Resources Information Center

Persianis, Panayiotis

1999-01-01

Investigates Cyprus' utilization of higher education policy as compensatory legitimization. Argues that establishment of the University of Cyprus (following considerable political opposition and hesitation over the years) and the character of the state-based university, which is linked to the international community of scholarship, result from the…

Improving Learning Performance in Laboratory Instruction by Means of SMS Messaging

ERIC Educational Resources Information Center

Martinez-Torres, M. R.; Toral, S. L.; Barrero, F.; Gallardo, S.

2007-01-01

The study described in this paper outlines an attempt to explore those factors that contribute to learning performance improvement in laboratory instruction. As a case study, the educational methodology involved in a basic microcontroller course was analyzed. Traditional lab sessions based on the control of peripherals with low interactivity have…

Learning with Portable Digital Devices in Australian Schools: 20 Years On!

ERIC Educational Resources Information Center

Newhouse, C. Paul

2014-01-01

Portable computing technologies such as laptops, tablets, smartphones, wireless networking, voice/stylus input, and plug and play peripheral devices, appear to offer the means of finally realising much of the long heralded vision for computers to support learning in schools. There is the possibility for the technology to finally become a…

47 CFR 22.936 - Dismissal of applications in cellular renewal proceedings.

Code of Federal Regulations, 2010 CFR

2010-10-01

... CARRIER SERVICES PUBLIC MOBILE SERVICES Cellular Radiotelephone Service § 22.936 Dismissal of applications... its principals has received or will receive any money or other consideration in excess of legitimate... principals has paid or will pay money or other consideration in excess of the legitimate and prudent expenses...

47 CFR 22.936 - Dismissal of applications in cellular renewal proceedings.

Code of Federal Regulations, 2013 CFR

2013-10-01

... CARRIER SERVICES PUBLIC MOBILE SERVICES Cellular Radiotelephone Service § 22.936 Dismissal of applications... its principals has received or will receive any money or other consideration in excess of legitimate... principals has paid or will pay money or other consideration in excess of the legitimate and prudent expenses...

47 CFR 22.936 - Dismissal of applications in cellular renewal proceedings.

Code of Federal Regulations, 2011 CFR

2011-10-01

... CARRIER SERVICES PUBLIC MOBILE SERVICES Cellular Radiotelephone Service § 22.936 Dismissal of applications... its principals has received or will receive any money or other consideration in excess of legitimate... principals has paid or will pay money or other consideration in excess of the legitimate and prudent expenses...

47 CFR 22.936 - Dismissal of applications in cellular renewal proceedings.

Code of Federal Regulations, 2012 CFR

2012-10-01

... CARRIER SERVICES PUBLIC MOBILE SERVICES Cellular Radiotelephone Service § 22.936 Dismissal of applications... its principals has received or will receive any money or other consideration in excess of legitimate... principals has paid or will pay money or other consideration in excess of the legitimate and prudent expenses...

47 CFR 22.936 - Dismissal of applications in cellular renewal proceedings.

Code of Federal Regulations, 2014 CFR

2014-10-01

... CARRIER SERVICES PUBLIC MOBILE SERVICES Cellular Radiotelephone Service § 22.936 Dismissal of applications... its principals has received or will receive any money or other consideration in excess of legitimate... principals has paid or will pay money or other consideration in excess of the legitimate and prudent expenses...

Patriotism, History and the Legitimate Aims of American Education

ERIC Educational Resources Information Center

Merry, Michael S.

2009-01-01

This article argues that while an attachment to one's country is both natural and even partially justifiable, cultivating loyal patriotism in schools is untenable insofar as it conflicts with the legitimate aims of education. These aims include the epistemological competence necessary for ascertaining important truths germane to the various…

Professional Challenges in School Counseling: Organizational, Institutional and Political

ERIC Educational Resources Information Center

Hatch, Trish A.

2008-01-01

The school counseling profession has struggled throughout history to secure a legitimate integral position in the educational mission of school. The profession is more likely to gain acceptance and be seen as a legitimate profession if we understand three theories that form the foundation of professional legitimacy: Organizational Theory,…

Legitimating Clinical Research in the Study of Organizational Culture.

ERIC Educational Resources Information Center

Schein, Edgar H.

1993-01-01

Argues that traditional research model used in industrial-organizational psychology is not useful in understanding deeper dynamics of organizations, especially those phenomena labeled as "cultural." Contends that use of data obtained during clinical and consulting work should be legitimated as valid research data. Spells out clinical model and…

Some observations on World Development Report 2011: conflict, security and development.

PubMed

Gangolli, Leena V

2011-01-01

The World Development Report 2011 describes the relationship between conflict, security and development and makes a strong argument in favour of strengthening legitimate institutions to reduce the fragility of countries facing protracted cycles of violence, and moving from violence to resilience in order to realise development goals. While highlighting some of the lessons learned from the report (the nature of violence in the 21st century, the global reach of seemingly local conflicts, the universality of conflict as an impediment to development, the role of the international community, and the impact on health), this comment discusses the role of development on conflict and security--particularly the role of imbalanced inequitable development on fuelling conflict and insecurity.

Improved Visual Cognition through Stroboscopic Training

PubMed Central

Appelbaum, L. Gregory; Schroeder, Julia E.; Cain, Matthew S.; Mitroff, Stephen R.

2011-01-01

Humans have a remarkable capacity to learn and adapt, but surprisingly little research has demonstrated generalized learning in which new skills and strategies can be used flexibly across a range of tasks and contexts. In the present work we examined whether generalized learning could result from visual–motor training under stroboscopic visual conditions. Individuals were assigned to either an experimental condition that trained with stroboscopic eyewear or to a control condition that underwent identical training with non-stroboscopic eyewear. The training consisted of multiple sessions of athletic activities during which participants performed simple drills such as throwing and catching. To determine if training led to generalized benefits, we used computerized measures to assess perceptual and cognitive abilities on a variety of tasks before and after training. Computer-based assessments included measures of visual sensitivity (central and peripheral motion coherence thresholds), transient spatial attention (a useful field of view – dual task paradigm), and sustained attention (multiple-object tracking). Results revealed that stroboscopic training led to significantly greater re-test improvement in central visual field motion sensitivity and transient attention abilities. No training benefits were observed for peripheral motion sensitivity or peripheral transient attention abilities, nor were benefits seen for sustained attention during multiple-object tracking. These findings suggest that stroboscopic training can effectively improve some, but not all aspects of visual perception and attention. PMID:22059078

Outcomes from Building System Courseware for Teaching and Testing in a Discipline-Based Human Structure Curriculum

ERIC Educational Resources Information Center

Reilly, Frank D.

2011-01-01

This study investigated the educational benefits of system-based lecture notes and interactive learning objects in a peripheral nervous system component of a traditional first-year medical school human anatomy course. The impetus for the investigation was anecdotal evidence suggesting enhanced learner satisfaction with the learning resources.…

High School Students' Scientific Epistemological Beliefs, Self-Efficacy in Learning Physics and Attitudes toward Physics: A Structural Equation Model

ERIC Educational Resources Information Center

Kapucu, Serkan; Bahçivan, Eralp

2015-01-01

Background: There are some theoretical evidences that explain the relationships between core beliefs (i.e., epistemological beliefs) and peripheral beliefs (self-efficacy in learning) in the literature. The close relationships of such type of beliefs with attitudes are also discussed by some researchers. Constructing a model that investigates…

nStudy: A System for Researching Information Problem Solving

ERIC Educational Resources Information Center

Winne, Philip H.; Nesbit, John C.; Popowich, Fred

2017-01-01

A bottleneck in gathering big data about learning is instrumentation designed to record data about processes students use to learn and information on which those processes operate. The software system nStudy fills this gap. nStudy is an extension to the Chrome web browser plus a server side database for logged trace data plus peripheral modules…

Memory-updating abrogates extinction of learned immunosuppression.

PubMed

Hadamitzky, Martin; Bösche, Katharina; Wirth, Timo; Buck, Benjamin; Beetz, Oliver; Christians, Uwe; Schniedewind, Björn; Lückemann, Laura; Güntürkün, Onur; Engler, Harald; Schedlowski, Manfred

2016-02-01

When memories are recalled, they enter a transient labile phase in which they can be impaired or enhanced followed by a new stabilization process termed reconsolidation. It is unknown, however, whether reconsolidation is restricted to neurocognitive processes such as fear memories or can be extended to peripheral physiological functions as well. Here, we show in a paradigm of behaviorally conditioned taste aversion in rats memory-updating in learned immunosuppression. The administration of sub-therapeutic doses of the immunosuppressant cyclosporin A together with the conditioned stimulus (CS/saccharin) during retrieval blocked extinction of conditioned taste aversion and learned suppression of T cell cytokine (interleukin-2; interferon-γ) production. This conditioned immunosuppression is of clinical relevance since it significantly prolonged the survival time of heterotopically transplanted heart allografts in rats. Collectively, these findings demonstrate that memories can be updated on both neural and behavioral levels as well as on the level of peripheral physiological systems such as immune functioning. Copyright © 2015 Elsevier Inc. All rights reserved.

Using Intermodal Psychodrama to Personalize Drama Students' Experience: Two Case Illustrations

ERIC Educational Resources Information Center

Orkibi, Hod

2011-01-01

J. L. Moreno (1889-1974), the founder of psychodrama, argued against legitimate theater, asserting it is a "rigid drama conserve," a finished product of the preceding creative process. In particular, Moreno protested against the centripetal manner in which actors of legitimate theater assimilate a role from a written play: an external…

15 CFR 710.4 - Overview of scheduled chemicals and examples of affected industries.

Code of Federal Regulations, 2012 CFR

2012-01-01

... WEAPONS CONVENTION REGULATIONS GENERAL INFORMATION AND OVERVIEW OF THE CHEMICAL WEAPONS CONVENTION... Schedule 2 chemicals may be useful in the production of chemical weapons, they also have legitimate uses in... may be useful in the production of chemical weapons, they also have legitimate uses in areas such as...

"We Don't Do Anything": Analysing the Construction of Legitimate Knowledge in Multilingual Schools

ERIC Educational Resources Information Center

Patiño-Santos, Adriana; Pérez-Milans, Miguel; Relaño-Pastor, Ana María

2015-01-01

This article explores the ways in which what counts as "legitimate" knowledge is produced and negotiated in two multilingual classrooms of two different programmes designed to "attend to diversity" at secondary schools in the Madrid region. Following a sociolinguistic approach, the article focuses on the ways in which local…

Speaking about Education Reform: Constructing Failure to Legitimate Entrepreneurial Reforms of Teacher Preparation

ERIC Educational Resources Information Center

Hollar, Jesslyn

2017-01-01

This paper investigates how this conception of failure came to prevail in the political discourse around the reform of teacher education. It explores how discursive structures and strategies in two speeches by former Secretary of Education Arne Duncan legitimate a particular construction of the failure of teacher education and encourage…

The Three Faces of Power: The U.S. Supreme Court's Legitimization of School Authority's Parental, Police, and Pedagogic Roles.

ERIC Educational Resources Information Center

Ehrensal, Patricia A.

2003-01-01

Examines legal and ethical ramifications of three roles of school authorities (agents-of-state, custodial, tutelary) legitimated in two Supreme Court decisions: "New Jersey v. T.L.0." (search and seizure) and "Vernonia v. Action" (drug use testing). (Contains 34 references.)(PKP)

The Legitimization of Dialectic: Socratic Strategy in the "Gorgias."

ERIC Educational Resources Information Center

Palmerton, Patricia

In the "Gorgias," Plato focuses attention upon the value of dialectic as opposed to rhetoric, as well as the status of orators as opposed to philosophers. Through his agent, Socrates, Plato confirms dialectic as a legitimate endeavor while calling into question the place of rhetoric. Socrates is portrayed as a director who enacts a…

"I Don't Want to Hear That!": Legitimating Whiteness through Silence in Schools

ERIC Educational Resources Information Center

Castagno, Angelina E.

2008-01-01

In this article, I examine the ways in which silences around race contribute to the maintenance and legitimation of Whiteness. Drawing on ethnographic data from two demographically different schools, I highlight patterns of racially coded language, teacher silence, silencing students' race talk, and the conflating of culture with race, equality…

Enhancing Tax Compliance through Coercive and Legitimate Power of Tax Authorities by Concurrently Diminishing or Facilitating Trust in Tax Authorities.

PubMed

Hofmann, Eva; Gangl, Katharina; Kirchler, Erich; Stark, Jennifer

2014-07-01

Both coercion, such as strict auditing and the use of fines, and legitimate procedures, such as assistance by tax authorities, are often discussed as means of enhancing tax compliance. However, the psychological mechanisms that determine the effectiveness of each strategy are not clear. Although highly relevant, there is rare empirical literature examining the effects of both strategies applied in combination. It is assumed that coercion decreases implicit trust in tax authorities, leading to the perception of a hostile antagonistic tax climate and enforced tax compliance. Conversely, it is suggested that legitimate power increases reason-based trust in the tax authorities, leading to the perception of a service climate and eventually to voluntary cooperation. The combination of both strategies is assumed to cause greater levels of intended compliance than each strategy alone. We conducted two experimental studies with convenience samples of 261 taxpayers overall. The studies describe tax authorities as having low or high coercive power (e.g., imposing lenient or severe sanctions) and/or low or high legitimate power (e.g., having nontransparent or transparent procedures). Data analyses provide supportive evidence for the assumptions regarding the impact on intended tax compliance. Coercive power did not reduce implicit trust in tax authorities; however, it had an effect on reason-based trust, interaction climate, and intended tax compliance if applied solely. When wielded in combination with legitimate power, it had no effect.

Enhancing Tax Compliance through Coercive and Legitimate Power of Tax Authorities by Concurrently Diminishing or Facilitating Trust in Tax Authorities

PubMed Central

Hofmann, Eva; Gangl, Katharina; Kirchler, Erich; Stark, Jennifer

2014-01-01

Both coercion, such as strict auditing and the use of fines, and legitimate procedures, such as assistance by tax authorities, are often discussed as means of enhancing tax compliance. However, the psychological mechanisms that determine the effectiveness of each strategy are not clear. Although highly relevant, there is rare empirical literature examining the effects of both strategies applied in combination. It is assumed that coercion decreases implicit trust in tax authorities, leading to the perception of a hostile antagonistic tax climate and enforced tax compliance. Conversely, it is suggested that legitimate power increases reason-based trust in the tax authorities, leading to the perception of a service climate and eventually to voluntary cooperation. The combination of both strategies is assumed to cause greater levels of intended compliance than each strategy alone. We conducted two experimental studies with convenience samples of 261 taxpayers overall. The studies describe tax authorities as having low or high coercive power (e.g., imposing lenient or severe sanctions) and/or low or high legitimate power (e.g., having nontransparent or transparent procedures). Data analyses provide supportive evidence for the assumptions regarding the impact on intended tax compliance. Coercive power did not reduce implicit trust in tax authorities; however, it had an effect on reason-based trust, interaction climate, and intended tax compliance if applied solely. When wielded in combination with legitimate power, it had no effect. PMID:26074656

Defining and comparing learning actions in two simulation modalities: students training on a latex arm and each other's arms.

PubMed

Ravik, Monika; Havnes, Anton; Bjørk, Ida Torunn

2017-12-01

To explore, describe and compare learning actions that nursing students used during peripheral vein cannulation training on a latex arm or each other's arms in a clinical skills centre. Simulation-based training is thought to enhance learning and transfer of learning from simulation to the clinical setting and is commonly recommended in nursing education. What students actually are doing during simulation-based training is, however, less explored. The analysis of learning actions used during simulation-based training could contribute to development and improvement of simulation as a learning strategy in nursing education. A qualitative explorative and descriptive research design, involving content analysis of video recordings, was used. Video-supported observation of nine nursing students practicing vein cannulation was conducted in a clinical skills centre in late 2012. The students engaged in various learning actions. Students training on a latex arm used a considerably higher number of learning actions relative to those training on each other's arms. In both groups, students' learning actions consisted mainly of seeking and giving support. The teacher provided students training on each other's arms with detailed feedback regarding insertion of the cannula into the vein, while those training on a latex arm received sparse feedback from the teacher and fellow students. The teacher played an important role in facilitating nursing students' practical skill learning during simulation. The provision of support from both teachers and students should be emphasised to ensure that nursing students' learning needs are met. This study suggest that student nurses may be differently and inadequately prepared in peripheral vein cannulation in two simulation modalities used in the academic setting; training on a latex arm and on each other's arms. © 2017 John Wiley & Sons Ltd.

Impact of a women's program for science, mathematics and engineering on undergraduate women: Activity systems on the periphery

NASA Astrophysics Data System (ADS)

Kahveci, Ajda

National reports such as National Science Foundation's highlight women's disproportionate distribution and differential treatment in the science, mathematics, and engineering (SM&E) fields, in both education and the workforce in the US. Women are less likely than men to choose a career that involves SM&E, and are more likely than men to earn bachelor's degrees in non-science and non-engineering fields. The need for support and encouragement is obvious for women already in college intending to pursue a major in a SM&E field. Comprehensive support networks can be and are established through programs for women entering college and willing to pursue careers in SM&E fields. The context of this research was the Program for Women in Science, Engineering and Mathematics (PWISEM) established in 2001 by a Southern teaching and research university in the US. I constructed a thorough theoretical lens by interweaving the theory of situated learning/legitimate peripheral participation and the cultural-historical activity theory. I explored the interactions and contradictions that affected the science identity formation of the PWISEM students, how they identified themselves as future scientists, and the key factors PWISEM involved in motivating and supporting women students in their intended SM&E majors. The design of the research was dominant-less dominant, the dominant approach being qualitative and the less-dominant being quantitative. The Program was successful in fostering the participation and retention of undergraduate women in SM&E. However, the women in the Program were more likely to internalize the status quo in the SM&E realms without actively challenging it (liberal feminist approach). To change the masculine culture embedded in SM&E, engaging in activism is essential. This research suggests that in fact, programs like PWISEM provide promising contexts for reforming the SM&E culture to be more appealing and inclusive of all. I suggest that there can be both explicit and implicit ways of transformation within such contexts and argue that the implicit approach is more powerful. This research also informs the theory of situated learning in that newcomer interactions are a key aspect and their actions should be understood to involve much more than knowledge circulation.

The transformative experiences of a scientist-professor with teacher candidates

NASA Astrophysics Data System (ADS)

Lashley, Terry Lee Hester

This case study documented the pedagogical and philosophical change experiences of a senior research scientist-professor at a large Research I University as he implemented an open inquiry immersion course with secondary science teacher candidates. The 4-semester hour graduate-level credit course (Botany 531) is titled "Knowing and Teaching Science: Just Do-It!" The students were 5th-year education students who possessed an undergraduate degree in the biological sciences. The premise for the course is that to teach science effectively, one must be able to DO science. Students were provided with extensive opportunities to design and carry out experiments and communicate the results both orally and in a written format. The focus of this dissertation was on changes in the pedagogical philosophy and practice of the scientist-professor as he taught this course over a 4-year period, 1997--2000. The data used in this study include the scientist-professor's reflective journals (1997--2000), the students' journals (1997--2000), and interviews with the scientist-professor (2001--2002). HyperRESEARCH 2.03 software was used to code and analyze the reflective journals and transcribed interviews. Data were reviewed and then placed into original codes. The codes were then grouped into themes for analysis. Identified themes included (1) Reflective Practice, (2) Social Construction of Knowledge, (3) Legitimate Peripheral Participation, and (4) the Zone of Proximal Development. There is clear evidence that the scientist-professor experienced transformative changes in his philosophy and practice over the 4-year period. This is shown by (1) differences in learning outcomes and expectations for Do-It! course students and traditional course students, (2) documentation of the scientist-professor's movement through the Concerns Based Adoption Model (CBAM) Stages of Concern, (3) increased collaboration and support from the college of education, (4) development and delivery of two other courses patterned after the Do-It! course, (5) interest and participation in education research, (6) presentation and participation in national and regional science education conferences, and (7) efforts to influence colleagues regarding teaching and learning. Furthermore, questioning strategies are an instructional strategy and dialogue is a component of all his university courses. Moreover, his professional research interest includes science pedagogy and he coauthors research articles with science educators.

Critical information literacy as core skill for lifelong STEM learning in the 21st century: reflections on the desirability and feasibility for widespread science media education

NASA Astrophysics Data System (ADS)

Storksdieck, Martin

2016-03-01

Grace Reid and the late Stephen Norris argue in this issue the urgent need for widespread Science Media Education (SME) as an integral part of formal and informal science education. SME is to achieve two goals: First, allow learners to critically evaluate any media as a source for scientific information by understanding the socio-economic and socio-cultural context of how and why news and entertainment media are created, and secondly, utilize media as a legitimate and productive source for science education and science learning. While laudable, I will argue that SME as an integral part of STEM education is unrealistic, and offer instead that the broader concept of Information Literacy might be more easily achieved within the current strong movement to conceptualize STEM education via science and engineering practices and within the broad goals of strengthening learners' 21st century skills.

Effects of Motion in the Far Peripheral Visual Field on Cognitive Test Performance and Cognitive Load.

PubMed

Bevilacqua, Andy; Paas, Fred; Krigbaum, Genomary

2016-04-01

Cognitive load theory posits that limited attention is in actuality a limitation in working memory resources. The load theory of selective attention and cognitive control sees the interplay between attention and awareness as separate modifying functions that act on working memory. Reconciling the theoretical differences in these two theories has important implications for learning. Thirty-nine adult participants performed a cognitively demanding test, with and without movement in the far peripheral field. Although the results for movement effects on cognitive load in this experiment were not statistically significant, men spent less time on the cognitive test in the peripheral movement condition than in the conditions without peripheral movement. No such difference was found for women. The implications of these results and recommendations for future research that extends the present study are presented. © The Author(s) 2016.

45 CFR 2526.30 - How do convictions for the possession or sale of controlled substances affect an education award...

Code of Federal Regulations, 2013 CFR

2013-10-01

... trafficking of controlled substances; (F) Length of time between offenses; (G) Employment history; (H) Service... this section has successfully completed a legitimate drug rehabilitation program, or in the case of a first conviction that the individual has enrolled in a legitimate drug rehabilitation program, the...

Institutional Tendencies of Legitimate Evaluation: A Comparison of Finnish and English Higher Education Evaluations

ERIC Educational Resources Information Center

Vartiainen, Pirkko

2005-01-01

This article analyses institutional evaluations of higher education in England and Finland through the concept of legitimacy. The focus of the article is on the institutional tendencies of legitimacy. This author's hypothesis is that evaluation is legitimate when the evaluation process is of a good quality and accepted both morally and in practice…

45 CFR 2526.30 - How do convictions for the possession or sale of controlled substances affect an education award...

Code of Federal Regulations, 2011 CFR

2011-10-01

... trafficking of controlled substances; (F) Length of time between offenses; (G) Employment history; (H) Service... this section has successfully completed a legitimate drug rehabilitation program, or in the case of a first conviction that the individual has enrolled in a legitimate drug rehabilitation program, the...

Crisis of Youth or Youth in Crisis? Education, Employment and Legitimation Crisis

ERIC Educational Resources Information Center

Simmons, Robin; Smyth, John

2016-01-01

This paper uses the Habermasian concept of legitimation crisis to critique the relationship between post-compulsory education and training and the chronic levels of youth unemployment and under-employment which now characterise post-industrial Western economies, such as the UK. It draws on data from an ethnographic study of the lives of young…

Politics as Education: The Foundations of the Morally Legitimate State.

ERIC Educational Resources Information Center

Crockenberg, Vincent

The author argues that education should be the end and aim of politics. Further, he argues that in order for a state to be morally legitimate it must provide social and political conditions that promote and further human education and development and concludes with a practical intimation of this principle. Traditional liberal political theory…

40 CFR 261.5 - Special requirements for hazardous waste generated by conditionally exempt small quantity...

Code of Federal Regulations, 2010 CFR

2010-07-01

... batteries managed under the requirements of 40 CFR part 266, subpart G; or (6) Is universal waste managed... waste prior to beneficial use or reuse, or legitimate recycling or reclamation; or (vii) For universal... waste prior to beneficial use or reuse, or legitimate recycling or reclamation; or (vii) For universal...

40 CFR 261.5 - Special requirements for hazardous waste generated by conditionally exempt small quantity...

Code of Federal Regulations, 2011 CFR

2011-07-01

... batteries managed under the requirements of 40 CFR part 266, subpart G; or (6) Is universal waste managed... waste prior to beneficial use or reuse, or legitimate recycling or reclamation; or (vii) For universal... waste prior to beneficial use or reuse, or legitimate recycling or reclamation; or (vii) For universal...

Speaking out or Keeping Silent: International Students' Identity as Legitimate Speakers and Teachers of English

ERIC Educational Resources Information Center

Xuan, Pham Thi Thanh

2014-01-01

Few studies have focused on the identity formation of non-native English speaking teachers (NNESTs) as legitimate speakers and teachers of English. Drawing on Norton's (2000) poststructuralist theory of identity as a process of struggling and changing, this study examined whether and how Asian international students studying for a Masters in…

45 CFR 2526.30 - How do convictions for the possession or sale of controlled substances affect an education award...

Code of Federal Regulations, 2010 CFR

2010-10-01

... trafficking of controlled substances; (F) Length of time between offenses; (G) Employment history; (H) Service... this section has successfully completed a legitimate drug rehabilitation program, or in the case of a first conviction that the individual has enrolled in a legitimate drug rehabilitation program, the...

40 CFR 261.5 - Special requirements for hazardous waste generated by conditionally exempt small quantity...

Code of Federal Regulations, 2014 CFR

2014-07-01

... academic entity pursuant to § 262.213. For purposes of this provision, the term eligible academic entity... waste prior to beneficial use or reuse, or legitimate recycling or reclamation; or (vii) For universal... waste prior to beneficial use or reuse, or legitimate recycling or reclamation; or (vii) For universal...

40 CFR 261.5 - Special requirements for hazardous waste generated by conditionally exempt small quantity...

Code of Federal Regulations, 2012 CFR

2012-07-01

... academic entity pursuant to § 262.213. For purposes of this provision, the term eligible academic entity... waste prior to beneficial use or reuse, or legitimate recycling or reclamation; or (vii) For universal... waste prior to beneficial use or reuse, or legitimate recycling or reclamation; or (vii) For universal...

40 CFR 261.5 - Special requirements for hazardous waste generated by conditionally exempt small quantity...

Code of Federal Regulations, 2013 CFR

2013-07-01

... academic entity pursuant to § 262.213. For purposes of this provision, the term eligible academic entity... waste prior to beneficial use or reuse, or legitimate recycling or reclamation; or (vii) For universal... waste prior to beneficial use or reuse, or legitimate recycling or reclamation; or (vii) For universal...

Prevent Spam Filters from Blocking Legitimate E-Mail

ERIC Educational Resources Information Center

Goldsborough, Reid

2004-01-01

There's no question about it: Spam is a scourge. This ever-increasing torrent of unsolicited commercial mass e-mail saps productivity and, for some, threatens the very viability of e-mail. The battle against spam, unfortunately, is creating problems of its own, with people sometimes unable to send legitimate e-mail and other times unable to…

"A New Life in the Countryside Awaits": Interactive Lessons in the Rural Utopia in "Farming" Simulation Games

ERIC Educational Resources Information Center

Cole, Matthew; Stewart, Kate

2017-01-01

This paper critically analyses the legitimation of exploitative human-nonhuman animal relations in online "farming" simulation games, especially the game Hay Day. The analysis contributes to a wider project of critical analyses of popular culture representations of nonhuman animals. The paper argues that legitimation is effected in Hay…

Learning to identify contrast-defined letters in peripheral vision

PubMed Central

Chung, Susana T.L.; Levi, Dennis M.; Li, Roger W.

2009-01-01

Performance for identifying luminance-defined letters in peripheral vision improves with training. The purpose of the present study was to examine whether performance for identifying contrast-defined letters also improves with training in peripheral vision, and whether any improvement transfers to luminance-defined letters. Eight observers were trained to identify contrast-defined letters presented singly at 10° eccentricity in the inferior visual field. Before and after training, we measured observers’ thresholds for identifying luminance-defined and contrast-defined letters, embedded within a field of white luminance noise (maximum luminance contrast = 0, 0.25, and 0.5), at the same eccentric location. Each training session consisted of 10 blocks (100 trials per block) of identifying contrast-defined letters at a background noise contrast of 0.5. Letters (x-height = 4.2°) were the 26 lowercase letters of the Times-Roman alphabet. Luminance-defined letters were generated by introducing a luminance difference between the stimulus letter and its mid-gray background. The background noise covered both the letter and its background. Contrast-defined letters were generated by introducing a differential noise contrast between the group of pixels that made up the stimulus letter and the group of pixels that made up the background. Following training, observers showed a significant reduction in threshold for identifying contrast-defined letters (p < 0.0001). Averaged across observers and background noise contrasts, the reduction was 25.8%, with the greatest reduction (32%) occurring at the trained background noise contrast. There was virtually no transfer of improvement to luminance-defined letters, or to an untrained letter size (2× original), or an untrained retinal location (10° superior field). In contrast, learning transferred completely to the untrained contralateral eye. Our results show that training improves performance for identifying contrast-defined letters in peripheral vision. This perceptual learning effect seems to be stimulus-specific, as it shows no transfer to the identification of luminance-defined letters. The complete interocular transfer, and the retinotopic (retinal location) and size specificity of the learning effect are consistent with the properties of neurons in early visual area V2. PMID:16337252

Peer learning partnerships: exploring the experience of pre-registration nursing students.

PubMed

Christiansen, Angela; Bell, Amelia

2010-03-01

This paper explores the impact of a peer learning initiative developed to facilitate, purposefully, mutually supportive learning relationships between student nurses in the practice setting. Finding effective strategies to support learning in the practice setting has been the focus of professional concern for a considerable time. In the UK clinical mentorship is seen as pivotal to ensuring fitness to practice; however, recent debate on the nature of learning has revealed the clinical workplace as a rich learning environment where learning occurs not only through hierarchical relationships, but also from a network of peer relationships. Formalising peer relationships through peer assisted learning is increasingly suggested as a strategy to support workplace learning and support novice students' transition to the clinical setting. Despite the developing literature in this field there is limited understanding about how students experience facilitated peer relationships. An interpretive qualitative design. Focus group interviews were used to collect interactive and situated discourse from nursing students who had recently participated in peer learning partnerships (n = 54). Narrative data were analysed thematically. Findings suggest that active support from a fellow student reduced the feelings of social isolation experienced by novice students in initial clinical placements, helping them to deal more effectively with the challenges faced and reducing the factors that have an impact on attrition. In addition, the reciprocity of the peer learning partnerships facilitated understanding of mentorship and created a heightened sense of readiness for registration and professional practice. Peer learning partnerships facilitated by mentors in clinical practice can support the transition to nursing for first year students and can help more experienced students gain a confidence and a heightened readiness for mentorship and registered practice. Facilitated peer learning partnerships can enhance the student experience in the practice setting and can help maximise opportunities for learning and support. This suggests that peer assisted learning is a legitimate area for innovation and further research.

Donating Peripheral Blood Stem Cells

MedlinePlus

... Badges Translated badges Sign up for Email Updates Shop Support the Cause Jeff, donor The cure for ... a community transplanting hope. Give . Join . Volunteer . Learn . Shop Careers Working with us Career opportunities Employee benefits ...

Adults with Congenital Heart Defects

MedlinePlus

... Peripheral Artery Disease Venous Thromboembolism Aortic Aneurysm More Web Booklet: Adults With Congenital Heart Defects Updated:Aug ... topic from the list below to learn more. Web Booklet: Adults With Congenital Heart Defects Introduction Introduction: ...

Using Supervised Machine Learning to Classify Real Alerts and Artifact in Online Multisignal Vital Sign Monitoring Data.

PubMed

Chen, Lujie; Dubrawski, Artur; Wang, Donghan; Fiterau, Madalina; Guillame-Bert, Mathieu; Bose, Eliezer; Kaynar, Ata M; Wallace, David J; Guttendorf, Jane; Clermont, Gilles; Pinsky, Michael R; Hravnak, Marilyn

2016-07-01

The use of machine-learning algorithms to classify alerts as real or artifacts in online noninvasive vital sign data streams to reduce alarm fatigue and missed true instability. Observational cohort study. Twenty-four-bed trauma step-down unit. Two thousand one hundred fifty-three patients. Noninvasive vital sign monitoring data (heart rate, respiratory rate, peripheral oximetry) recorded on all admissions at 1/20 Hz, and noninvasive blood pressure less frequently, and partitioned data into training/validation (294 admissions; 22,980 monitoring hours) and test sets (2,057 admissions; 156,177 monitoring hours). Alerts were vital sign deviations beyond stability thresholds. A four-member expert committee annotated a subset of alerts (576 in training/validation set, 397 in test set) as real or artifact selected by active learning, upon which we trained machine-learning algorithms. The best model was evaluated on test set alerts to enact online alert classification over time. The Random Forest model discriminated between real and artifact as the alerts evolved online in the test set with area under the curve performance of 0.79 (95% CI, 0.67-0.93) for peripheral oximetry at the instant the vital sign first crossed threshold and increased to 0.87 (95% CI, 0.71-0.95) at 3 minutes into the alerting period. Blood pressure area under the curve started at 0.77 (95% CI, 0.64-0.95) and increased to 0.87 (95% CI, 0.71-0.98), whereas respiratory rate area under the curve started at 0.85 (95% CI, 0.77-0.95) and increased to 0.97 (95% CI, 0.94-1.00). Heart rate alerts were too few for model development. Machine-learning models can discern clinically relevant peripheral oximetry, blood pressure, and respiratory rate alerts from artifacts in an online monitoring dataset (area under the curve > 0.87).

Replacing stressful challenges with positive coping strategies: a resilience program for clinical placement learning.

PubMed

Delany, C; Miller, K J; El-Ansary, D; Remedios, L; Hosseini, A; McLeod, S

2015-12-01

Clinical education is foundational to health professional training. However, it is also a time of increased stress for students. A student's perception of stressors and their capacity to effectively manage them is a legitimate concern for educators, because anxiety and decreased coping strategies can interfere with effective learning, clinical performance and capacity to care for patients. Resilience is emerging as a valuable construct to underpin positive coping strategies for learning and professional practice. We report the development and evaluation of a psycho-education resilience program designed to build practical skills-based resilience capacities in health science (physiotherapy) students. Six final year undergraduate physiotherapy students attended four action research sessions led by a clinical health psychologist. Resilience strategies drawn from cognitive behavioural therapy, and positive and performance psychology were introduced. Students identified personal learning stressors and their beliefs and responses. They chose specific resilience-based strategies to address them, and then reported their impact on learning performance and experiences. Thematic analysis of the audio-recorded and transcribed action research sessions, and students' de identified notes was conducted. Students' initial descriptions of stressors as 'problems' outside their control resulting in poor thinking and communication, low confidence and frustration, changed to a focus on how they managed and recognized learning challenges as normal or at least expected elements of the clinical learning environment. The research suggests that replacing stressful challenges with positive coping strategies offers a potentially powerful tool to build self-efficacy and cognitive control as well as greater self-awareness as a learner and future health practitioner.

Why Litigation-Driven History Matters: Lessons Learned from the Secret History of TCE.

PubMed

Zahniser, Keith A

2015-02-01

Litigation drives extensive historical research but often allows only select observers to see the results. Historians have conducted untold studies for litigation that become "secret histories" because these histories are not published. An example is the historical use and regulation of the chemical trichloroethylene (TCE), a hazardous chemical at issue in much environmental litigation, but a topic virtually absent in the secondary literature. This practice seems to contravene accepted standards of open scholarship. Although not directly aligned with the traditional academic model of historical practice, however, historical research and writing for litigation achieve legitimate and important results without abandoning the discipline's professional standards. History done by consultants for litigation is neither a history of compromised standards nor as "secret" as feared.

Awareness-Raising, Legitimation or Backlash? Effects of the UN Convention on the Rights of Persons with Disabilities on Education Systems in Germany

ERIC Educational Resources Information Center

Powell, Justin J. W.; Edelstein, Benjamin; Blanck, Jonna M.

2016-01-01

Global discourse about human rights, education for all, and inclusive education has altered social norms relating to dis/ability and schooling, especially through awareness-raising, by legitimating advocates' positions and by facilitating policy reforms. Affected by societal and educational change, special education systems and their participants…

The Evolution of the Quality Agenda in Higher Education: The Politics of Legitimation

ERIC Educational Resources Information Center

Filippakou, Ourania

2017-01-01

Taking the evolution of the quality agenda in the UK as its centrepiece, this article analyses the politics of legitimation accompanying the emergence of quality assurance and the contribution of quality enhancement to the power play therein. This article argues that over the last 25 years the quality agenda has been used as a proxy--a state…

Deconstruction and Reconstruction of Legal Education in China: Legitimacy and Diffusion of an Academic Discipline from 1949 to 2012

ERIC Educational Resources Information Center

Liu, Zixi; Ting, Kwok-Fai

2017-01-01

Using documentary data, we investigate the evolution of legal education in China from 1949 to 2012. During this period, legal education evolved from an illegitimate practice to a legitimate practice over three distinct periods of nullification, reconstruction, and rationalization. Textual data suggest that the legitimization of legal education has…

Economic Education within the BME Research Community: Rejoinder to "Identifying Research Topic Development in Business and Management Education Research Using Legitimation Code Theory"

ERIC Educational Resources Information Center

Asarta, Carlos J.

2016-01-01

Carlos Asarta comments here that Arbaugh, Fornaciari, and Hwang (2016) are to be commended for their work ("Identifying Research Topic Development in Business and Management Education Research Using Legitimation Code Theory" "Journal of Management Education," Dec 2016, see EJ1118407). Asarta says that they make several…

The Legitimation of Black Subordination: The Impact of Color-Blind Ideology on African American Education

ERIC Educational Resources Information Center

Williams, Dawn G.; Land, Roderic R.

2006-01-01

The analysis of the critical race theorist's (CRT) perspective of the intersection of race, color-blind ideology and various African American education policies and practices show that most of the laws and policies leads to the legitimation of the African-American subordination. The author suggests that such legacy of color-blind ideologies and…

Controlled Bidirectional Quantum Secure Direct Communication

PubMed Central

Chou, Yao-Hsin; Lin, Yu-Ting; Zeng, Guo-Jyun; Lin, Fang-Jhu; Chen, Chi-Yuan

2014-01-01

We propose a novel protocol for controlled bidirectional quantum secure communication based on a nonlocal swap gate scheme. Our proposed protocol would be applied to a system in which a controller (supervisor/Charlie) controls the bidirectional communication with quantum information or secret messages between legitimate users (Alice and Bob). In this system, the legitimate users must obtain permission from the controller in order to exchange their respective quantum information or secret messages simultaneously; the controller is unable to obtain any quantum information or secret messages from the decoding process. Moreover, the presence of the controller also avoids the problem of one legitimate user receiving the quantum information or secret message before the other, and then refusing to help the other user decode the quantum information or secret message. Our proposed protocol is aimed at protecting against external and participant attacks on such a system, and the cost of transmitting quantum bits using our protocol is less than that achieved in other studies. Based on the nonlocal swap gate scheme, the legitimate users exchange their quantum information or secret messages without transmission in a public channel, thus protecting against eavesdroppers stealing the secret messages. PMID:25006596

Another nail in the coffin for learning styles? Disparities among undergraduate anatomy students' study strategies, class performance, and reported VARK learning styles.

PubMed

Husmann, Polly R; O'Loughlin, Valerie Dean

2018-03-13

The concept and existence of learning styles has been fraught with controversy, and recent studies have thrown their existence into doubt. Yet, many students still hold to the conventional wisdom that learning styles are legitimate, and may adapt their outside of class study strategies to match these learning styles. Thus, this study aims to assess if undergraduate anatomy students are more likely to utilize study strategies that align with their hypothetical learning styles (using the VARK analysis from Fleming and Mills, , Improve Acad. 11:137-155) and, if so, does this alignment correlate with their outcome in an anatomy course. Relatedly, this study examines whether students' VARK learning styles are correlated with course outcomes regardless of the students' study strategies, and whether any study strategies are correlated with course outcomes, regardless of student-specific VARK results. A total of 426 anatomy students from the 2015 and 2016 Fall semesters completed a study strategies survey and an online VARK questionnaire. Results demonstrated that most students did not report study strategies that correlated with their VARK assessment, and that student performance in anatomy was not correlated with their score in any VARK categories. Rather, some specific study strategies (irrespective of VARK results), such as use of the virtual microscope, were found to be positively correlated with final class grade. However, the alignment of these study strategies with VARK results had no correlation with anatomy course outcomes. Thus, this research provides further evidence that the conventional wisdom about learning styles should be rejected by educators and students alike. Anat Sci Educ. © 2018 American Association of Anatomists. © 2018 American Association of Anatomists.

Ambiguities and Tensions in English Language Teaching: Portraits of EFL Teachers as Legitimate Speakers. ESL & Applied Linguistics Professional Series

ERIC Educational Resources Information Center

Sayer, Peter

2012-01-01

The central theme of this book is the ambiguities and tensions teachers face as they attempt to position themselves in ways that legitimize them as language teachers, and as English speakers. Focusing on three EFL teachers and their schools in the southern Mexican state of Oaxaca, it documents how ordinary practices of language educators are…

Rediscovering Paideia and the Meaning of a Scholarly Career: Rejoinder to "Identifying Research Topic Development in Business and Management Education Research Using Legitimation Code Theory"

ERIC Educational Resources Information Center

Antonacopoulou, Elena P.

2016-01-01

In "Identifying Research Topic Development in Business and Management Education Research Using Legitimation Code Theory," authors J.B. Arbaugh, Charles J. Fornaciari, and Alvin Hwang ("Journal of Management Education," December 2016 vol. 40 no. 6 p654-691, see EJ1118407) used citation analysis to track the development of…

Progress in the Legitimacy of Business and Management Education Research: Rejoinder to "Identifying Research Topic Development in Business and Management Education Research Using Legitimation Code Theory"

ERIC Educational Resources Information Center

Bacon, Donald R.

2016-01-01

In this rejoinder to "Identifying Research Topic Development in Business and Management Education Research Using Legitimation Code Theory," published in the "Journal of Management Education," Dec 2016 (see EJ1118407), Donald R. Bacon discusses the similarities between Arbaugh et al.'s (2016) findings and the scholarship…

Learning of goal-relevant and -irrelevant complex visual sequences in human V1.

PubMed

Rosenthal, Clive R; Mallik, Indira; Caballero-Gaudes, Cesar; Sereno, Martin I; Soto, David

2018-06-12

Learning and memory are supported by a network involving the medial temporal lobe and linked neocortical regions. Emerging evidence indicates that primary visual cortex (i.e., V1) may contribute to recognition memory, but this has been tested only with a single visuospatial sequence as the target memorandum. The present study used functional magnetic resonance imaging to investigate whether human V1 can support the learning of multiple, concurrent complex visual sequences involving discontinous (second-order) associations. Two peripheral, goal-irrelevant but structured sequences of orientated gratings appeared simultaneously in fixed locations of the right and left visual fields alongside a central, goal-relevant sequence that was in the focus of spatial attention. Pseudorandom sequences were introduced at multiple intervals during the presentation of the three structured visual sequences to provide an online measure of sequence-specific knowledge at each retinotopic location. We found that a network involving the precuneus and V1 was involved in learning the structured sequence presented at central fixation, whereas right V1 was modulated by repeated exposure to the concurrent structured sequence presented in the left visual field. The same result was not found in left V1. These results indicate for the first time that human V1 can support the learning of multiple concurrent sequences involving complex discontinuous inter-item associations, even peripheral sequences that are goal-irrelevant. Copyright © 2018. Published by Elsevier Inc.

Nectar replenishment maintains the neutral effects of nectar robbing on female reproductive success of Salvia przewalskii (Lamiaceae), a plant pollinated and robbed by bumble bees

PubMed Central

Ye, Zhong-Ming; Jin, Xiao-Fang; Inouye, David W.

2017-01-01

Background and Aims It has been suggested that the dynamics of nectar replenishment could differ for flowers after being nectar robbed or visited legitimately, but further experimental work is needed to investigate this hypothesis. This study aimed to assess the role of nectar replenishment in mediating the effects of nectar robbing on pollinator behaviour and plant reproduction. Methods Plant–robber–pollinator interactions in an alpine plant, Salvia przewalskii, were studied. It is pollinated by long-tongued Bombus religiosus and short-tongued B. friseanus, but robbed by B. friseanus. Nectar production rates for flowers after they were either robbed or legitimately visited were compared, and three levels of nectar robbing were created to detect the effects of nectar robbing on pollinator behaviour and plant reproduction. Key Results Nectar replenishment did not differ between flowers that had been robbed or legitimately visited. Neither fruit set nor seed set was significantly affected by nectar robbing. In addition, nectar robbing did not significantly affect visitation rate, flowers visited within a plant per foraging bout, or flower handling time of the legitimate pollinators. However, a tendency for a decrease in relative abundance of the pollinator B. religiosus with an increase of nectar robbing was found. Conclusions Nectar robbing did not affect female reproductive success because nectar replenishment ensures that pollinators maintain their visiting activity to nectar-robbed flowers. Nectar replenishment might be a defence mechanism against nectar robbing to enhance reproductive fitness by maintaining attractiveness to pollinators. Further studies are needed to reveal the potential for interference competition among bumble bees foraging as robbers and legitimate visitors, and to investigate variation of nectar robbing in communities with different bumble bee species composition. PMID:28158409

Cerebellum tunes the excitability of the motor system: evidence from peripheral motor axons.

PubMed

Nodera, Hiroyuki; Manto, Mario

2014-12-01

Cerebellum is highly connected with the contralateral cerebral cortex. So far, the motor deficits observed in acute focal cerebellar lesions in human have been mainly explained on the basis of a disruption of the cerebello-thalamo-cortical projections. Cerebellar circuits have also numerous anatomical and functional interactions with brainstem nuclei and projects also directly to the spinal cord. Cerebellar lesions alter the excitability of peripheral motor axons as demonstrated by peripheral motor threshold-tracking techniques in cerebellar stroke. The biophysical changes are correlated with the functional scores. Nerve excitability measurements represent an attractive tool to extract the rules underlying the tuning of excitability of the motor pathways by the cerebellum and to discover the contributions of each cerebellar nucleus in this key function, contributing to early plasticity and sensorimotor learning.

(Why) should we require consent to participation in research?

PubMed Central

Wertheimer, Alan

2014-01-01

It is widely accepted that informed consent is a requirement of ethical biomedical research. It is less clear why this is so. As an argumentative strategy the article asks whether it would be legitimate for the state to require people to participate in research. This article argues that the consent requirement cannot be defended by appeal to any simple principle, such as not treating people merely as a means, bodily integrity, and autonomy. As an argumentative strategy the article asks whether it would be legitimate for the state to require people to participate in research. I argue that while it would be legitimate and potentially justifiable to coerce people to participate in research as a matter of first-order moral principles, there are good reasons to adopt a general prohibition on coercive participation as a matter of second-order morality. PMID:25937932

Electrical stimulation as a means for achieving recovery of function in stroke patients.

PubMed

Popović, Dejan B; Sinkaer, Thomas; Popović, Mirjana B

2009-01-01

This review presents technologies used in and assesses the main clinical outcomes of electrical therapies designed to speed up and increase functional recovery in stroke patients. The review describes methods which interface peripheral systems (e.g., cyclic neural stimulation, stimulation triggered by electrical activity of muscles, therapeutic functional electrical stimulation) and transcranial brain stimulation with surface and implantable electrodes. Our conclusion from reviewing these data is that integration of electrical therapy into exercise-active movement mediated by electrical activation of peripheral and central sensory-motor mechanisms enhances motor re-learning following damage to the central nervous system. Motor re-learning is considered here as a set of processes associated with practice or experience that leads to long-term changes in the capability for movement. An important suggestion is that therapeutic effects are likely to be much more effective when treatment is applied in the acute, rather than in the chronic, phase of stroke.

A deep (learning) dive into visual search behaviour of breast radiologists

NASA Astrophysics Data System (ADS)

Mall, Suneeta; Brennan, Patrick C.; Mello-Thoms, Claudia

2018-03-01

Visual search, the process of detecting and identifying objects using the eye movements (saccades) and the foveal vision, has been studied for identification of root causes of errors in the interpretation of mammography. The aim of this study is to model visual search behaviour of radiologists and their interpretation of mammograms using deep machine learning approaches. Our model is based on a deep convolutional neural network, a biologically-inspired multilayer perceptron that simulates the visual cortex, and is reinforced with transfer learning techniques. Eye tracking data obtained from 8 radiologists (of varying experience levels in reading mammograms) reviewing 120 two-view digital mammography cases (59 cancers) have been used to train the model, which was pre-trained with the ImageNet dataset for transfer learning. Areas of the mammogram that received direct (foveally fixated), indirect (peripherally fixated) or no (never fixated) visual attention were extracted from radiologists' visual search maps (obtained by a head mounted eye tracking device). These areas, along with the radiologists' assessment (including confidence of the assessment) of suspected malignancy were used to model: 1) Radiologists' decision; 2) Radiologists' confidence on such decision; and 3) The attentional level (i.e. foveal, peripheral or none) obtained by an area of the mammogram. Our results indicate high accuracy and low misclassification in modelling such behaviours.

Establishing the Legitimacy of a School's Claim to Be "International": The Provision of an International Curriculum as the Institutional Primary Task

ERIC Educational Resources Information Center

Bunnell, Tristan; Fertig, Michael; James, Chris

2017-01-01

The recent growth in the number and diversity of schools around the world classified as "International Schools" raises questions about what makes a school's claim to be an International School legitimate. From the analysis we report here, the provision of an international curriculum emerges as what a school must do to be legitimate as an…

Diplomatic Counterterrorist Deterrence: Moving beyond Military Means

DTIC Science & Technology

2015-08-01

diplo- macy, nation building , and local cultural/political partnerships, which would allow a legitimate vision and alternative to terrorist pathways...who “systemati- cally combed through both open and classified data on jihadists and would-be jihadists around the world,” concluding that “al-Qaeda...Strategies that legitimize the governments of afflicted nations and build societies that no longer allow freedom of movement to terrorist groups offer long

Deterrence and WMD Terrorism: Calibrating Its Potential Contributions to Risk Reduction

DTIC Science & Technology

2007-06-01

ideology and aspiration (so-called franchisees ) • operational enablers (financiers etc.) • moral legitimizers • state sponsors • passive state...of al Qaeda • groups affiliated by ideology and aspiration (so-called franchisees ) • operational enablers (financiers etc.) • moral legitimizers...of deterrence.14 One is “deterrence by the threat of punishment,” which compels the adversary to try to calculate whether the potential benefits of

Institutionalizing Telemedicine Applications: The Challenge of Legitimizing Decision-Making

PubMed Central

Lettieri, Emanuele

2011-01-01

During the last decades a variety of telemedicine applications have been trialed worldwide. However, telemedicine is still an example of major potential benefits that have not been fully attained. Health care regulators are still debating why institutionalizing telemedicine applications on a large scale has been so difficult and why health care professionals are often averse or indifferent to telemedicine applications, thus preventing them from becoming part of everyday clinical routines. We believe that the lack of consolidated procedures for supporting decision making by health care regulators is a major weakness. We aim to further the current debate on how to legitimize decision making about the institutionalization of telemedicine applications on a large scale. We discuss (1) three main requirements— rationality, fairness, and efficiency—that should underpin decision making so that the relevant stakeholders perceive them as being legitimate, and (2) the domains and criteria for comparing and assessing telemedicine applications—benefits and sustainability. According to these requirements and criteria, we illustrate a possible reference process for legitimate decision making about which telemedicine applications to implement on a large scale. This process adopts the health care regulators’ perspective and is made up of 2 subsequent stages, in which a preliminary proposal and then a full proposal are reviewed. PMID:21955510

Institutionalizing telemedicine applications: the challenge of legitimizing decision-making.

PubMed

Zanaboni, Paolo; Lettieri, Emanuele

2011-09-28

During the last decades a variety of telemedicine applications have been trialed worldwide. However, telemedicine is still an example of major potential benefits that have not been fully attained. Health care regulators are still debating why institutionalizing telemedicine applications on a large scale has been so difficult and why health care professionals are often averse or indifferent to telemedicine applications, thus preventing them from becoming part of everyday clinical routines. We believe that the lack of consolidated procedures for supporting decision making by health care regulators is a major weakness. We aim to further the current debate on how to legitimize decision making about the institutionalization of telemedicine applications on a large scale. We discuss (1) three main requirements--rationality, fairness, and efficiency--that should underpin decision making so that the relevant stakeholders perceive them as being legitimate, and (2) the domains and criteria for comparing and assessing telemedicine applications--benefits and sustainability. According to these requirements and criteria, we illustrate a possible reference process for legitimate decision making about which telemedicine applications to implement on a large scale. This process adopts the health care regulators' perspective and is made up of 2 subsequent stages, in which a preliminary proposal and then a full proposal are reviewed.

Fleshing out vulnerability.

PubMed

Tavaglione, Nicolas; Martin, Angela K; Mezger, Nathalie; Durieux-Paillard, Sophie; François, Anne; Jackson, Yves; Hurst, Samia A

2015-02-01

In the literature on medical ethics, it is generally admitted that vulnerable persons or groups deserve special attention, care or protection. One can define vulnerable persons as those having a greater likelihood of being wronged - that is, of being denied adequate satisfaction of certain legitimate claims. The conjunction of these two points entails what we call the Special Protection Thesis. It asserts that persons with a greater likelihood of being denied adequate satisfaction of their legitimate claims deserve special attention, care or protection. Such a thesis remains vague, however, as long as we do not know what legitimate claims are. This article aims at dispelling this vagueness by exploring what claims we have in relation to health care - thus fleshing out a claim-based conception of vulnerability. We argue that the Special Protection Thesis must be enriched as follows: If individual or group X has a greater likelihood of being denied adequate satisfaction of some of their legitimate claims to (i) physical integrity, (ii) autonomy, (iii) freedom, (iv) social provision, (v) impartial quality of government, (vi) social bases of self-respect or (vii) communal belonging, then X deserves special attention, care or protection. With this improved understanding of vulnerability, vulnerability talk in healthcare ethics can escape vagueness and serve as an adequate basis for practice. © 2013 John Wiley & Sons Ltd.

Are Pesticides Taking Away the Ability of Our Children to Learn?

ERIC Educational Resources Information Center

O'Brien, Mary

1991-01-01

The effects of neurotoxins on the development of the central and peripheral nervous systems are discussed. Organophosphates, carbamates, organic solvents, and dioxin are highlighted. The effects of long- and short-term exposure are described. (CW)

a Gender Perspective on Peace Education and the Work for Peace

NASA Astrophysics Data System (ADS)

Brock-Utne, Birgit

2009-05-01

This article offers a gender perspective on peace education and the work for peace. To what extent are girls and boys in our society being socialised equally or differently when it comes to learning how to care, empathise with others and engage in or endure violent behaviour? Why are women generally more likely than men to support conscientious objectors, and oppose war toys and war itself? Gender is a powerful legitimator of war and national security. As in other conflict situations around the world, gendered discourses were used in the US following 11 September 2001 in order to reinforce mutual hostilities. Our acceptance of a remasculinised society rises considerably during times of war and uncertainty. War as a masculine activity has been central to feminist investigations.

Audiovisual physics reports: students' video production as a strategy for the didactic laboratory

NASA Astrophysics Data System (ADS)

Vinicius Pereira, Marcus; de Souza Barros, Susana; de Rezende Filho, Luiz Augusto C.; Fauth, Leduc Hermeto de A.

2012-01-01

Constant technological advancement has facilitated access to digital cameras and cell phones. Involving students in a video production project can work as a motivating aspect to make them active and reflective in their learning, intellectually engaged in a recursive process. This project was implemented in high school level physics laboratory classes resulting in 22 videos which are considered as audiovisual reports and analysed under two components: theoretical and experimental. This kind of project allows the students to spontaneously use features such as music, pictures, dramatization, animations, etc, even when the didactic laboratory may not be the place where aesthetic and cultural dimensions are generally developed. This could be due to the fact that digital media are more legitimately used as cultural tools than as teaching strategies.

Teaching Physics Through Comic Books

NASA Astrophysics Data System (ADS)

Thompson, Rebecca

2011-04-01

Comics have been around as a form of entertainment for decades. They are often as seen as one of the distracting vices of kids (and adults!), but comics and their more adult version, the graphic novel, are increasingly valued as a legitimate genre of literature. The APS Outreach Department has created three comic books, one featuring Nikola Tesla and his battles with the evil Thomas Edison, and two about laser super hero Spectra and her continuing battles with the nefarious Miss Alignment. These comics have struck a delicate balance between education and entertainment being well received by both the comic book and education communities. By creating a compelling comic story that has correct physics, it is possible to use this under-appreciated medium to excite middle-school students who might otherwise be turned off by traditional teaching methods. One lesson-learned is that It is very important to make sure first and foremost that the students enjoy the story and that they feel a connection to the characters. Students are thus hooked and once they are drawn in, the learning happens automatically.

Teaching Physics Through Comic Books

NASA Astrophysics Data System (ADS)

Thompson, Rebecca; Owen, Tassia

2011-03-01

Comics have been around as a form of entertainment for decades. They are often as seen as one of the distracting vices of kids (and adults!), but comics and their more adult version, the graphic novel, are increasingly valued as a legitimate genre of literature. The APS Outreach Department has created three comic books, one featuring Nikola Tesla and his battles with the evil Thomas Edison, and two about laser super hero Spectra and her continuing battles with the nefarious Miss Alignment. These comics have struck a delicate balance between education and entertainment being well received by both the comic book and education communities. By creating a compelling comic story that has correct physics, it is possible to use this under-appreciated medium to excite middle-school students who might otherwise be turned off by traditional teaching methods. One lesson-learned is that It is very important to make sure first and foremost that the students enjoy the story and that they feel a connection to the characters. Students are thus hooked and once they are drawn in, the learning happens automatically..

Hybrid discourse practice and science learning

NASA Astrophysics Data System (ADS)

Kamberelis, George; Wehunt, Mary D.

2012-09-01

In this article, we report on a study of how creative linguistic practices (which we call hybrid discourse practices) were enacted by students in a fifth-grade science unit on barn owls and how these practices helped to produce a synergistic micro-community of scientific practice in the classroom that constituted a fertile space for students (and the teacher) to construct emergent but increasingly legitimate and dynamic disciplinary knowledges and identities. Our findings are important for the ways in which they demonstrate (a) how students use hybrid discourse practices to self-scaffold their work within complex curricular tasks and when they are not completely sure about how to enact these tasks (b) how hybrid discourse practices can promote inquiry orientations to science, (c) how hybrid discourse practices index new and powerful forms of science pedagogy, and (d) how hybrid discourse practices are relevant to more global issues such as the crucial roles of language fluency and creativity, which are known prerequisites for advanced science learning and which aid students in developing skills that are necessary for entry into science and technology careers.

A validity generalization procedure to test relations between intrinsic and extrinsic motivation and influence tactics.

PubMed

Barbuto, John E; Moss, Jennifer A

2006-08-01

The relations of intrinsic and extrinsic motivation with use of consultative, legitimating, and pressure influence tactics were examined using validity generalization procedures. 5 to 7 field studies with cumulative samples exceeding 800 were used to test each relationship. Significance was found for relation between agents' intrinsic motivation and their use of consultative influence tactics and agents' extrinsic motivation and their use of legitimating influence tactics.

The institutional workers of biomedical science: Legitimizing academic entrepreneurship and obscuring conflicts of interest.

PubMed

Axler, Renata E; Miller, Fiona A; Lehoux, Pascale; Lemmens, Trudo

2018-06-01

Given growing initiatives incentivizing academic researchers to engage in 'entrepreneurial' activities, this article examines how these academic entrepreneurs claim value in their entrepreneurial engagements, and navigate concerns related to conflicts of interest. Using data from qualitative interviews with twenty-four academic entrepreneurs in Canada, we show how these scientists value entrepreneurial activities for providing financial and intellectual resources to academic science, as well as for their potential to create impact through translation. Simultaneously, these scientists claimed to maintain academic norms of disinterested science and avoid conflicts of interest. Using theories of institutional work, we demonstrate how entrepreneurial scientists engage in processes of institutional change-through-maintenance, drawing on the maintenance of academic norms as institutional resources to legitimize entrepreneurial activities. As entrepreneurial scientists work to legitimize new zones of academic scientific practice, there is a need to carefully regulate and scrutinize these activities so that their potential harms do not become obscured.

A Cross-cultural Exploration of Children's Everyday Ideas: Implications for science teaching and learning

NASA Astrophysics Data System (ADS)

Wee, Bryan

2012-03-01

Children's everyday ideas form critical foundations for science learning yet little research has been conducted to understand and legitimize these ideas, particularly from an international perspective. This paper explores children's everyday ideas about the environment across the US, Singapore and China to understand what they reveal about children's relationship to the environment and discuss its implications for science teaching and learning. A social constructivist lens guides research, and a visual methodology is used to frame children's realities. Participants' ages range from elementary to middle school, and a total of 210 children comprized mainly of Asians and Asian Americans were sampled from urban settings. Drawings are used to elicit children's everyday ideas and analyzed inductively using open coding and categorizing of data. Several categories support existing literature about how children view the environment; however, novel categories such as affect also emerged and lend new insight into the role that language, socio-cultural norms and perhaps ethnicity play in shaping children's everyday ideas. The findings imply the need for (a) a change in the role of science teachers from knowledge providers to social developers, (b) a science curriculum that is specific to learners' experiences in different socio-cultural settings, and (c) a shift away from inter-country comparisons using international science test scores.

Anticipated and Actual Implementation of Case-Based Learning by Dental Faculty Members During and After Training.

PubMed

Behar-Horenstein, Linda S; Catalanotto, Frank A; Nascimento, Marcelle M

2015-09-01

The aims of this study were to describe the processes used to train dental faculty members in case-based learning (CBL) and to determine their beliefs about the anticipated implementation of CBL and perceptions of actual implementation following use of the CBL approach. Participants were dental faculty members at the University of Florida who received a four-day intensive training course in the use of CBL. Two focus groups were conducted. The first occurred during training to assess how the participants anticipated using CBL. The second was conducted during the faculty members' implementation of CBL. All 19 trainees participated in focus group 1 (100%). During the course of the study, two faculty members left the school; of the remaining 17, 12 participated in focus group 2 (participation rate of 71%). The findings showed that initially the faculty members were hesitant and uncertain about using CBL. Following implementation, those issues dissipated, as the participants began to consider how to optimize the effectiveness of CBL as a legitimate method for fostering student ownership of learning and active participation. Understanding what CBL means for individual educators at varying stages of change will likely allow the dental education community to better anticipate and address tensions and challenges that faculty members are likely to experience.

Adaptive Self-Tuning Networks

NASA Astrophysics Data System (ADS)

Knox, H. A.; Draelos, T.; Young, C. J.; Lawry, B.; Chael, E. P.; Faust, A.; Peterson, M. G.

2015-12-01

The quality of automatic detections from seismic sensor networks depends on a large number of data processing parameters that interact in complex ways. The largely manual process of identifying effective parameters is painstaking and does not guarantee that the resulting controls are the optimal configuration settings. Yet, achieving superior automatic detection of seismic events is closely related to these parameters. We present an automated sensor tuning (AST) system that learns near-optimal parameter settings for each event type using neuro-dynamic programming (reinforcement learning) trained with historic data. AST learns to test the raw signal against all event-settings and automatically self-tunes to an emerging event in real-time. The overall goal is to reduce the number of missed legitimate event detections and the number of false event detections. Reducing false alarms early in the seismic pipeline processing will have a significant impact on this goal. Applicable both for existing sensor performance boosting and new sensor deployment, this system provides an important new method to automatically tune complex remote sensing systems. Systems tuned in this way will achieve better performance than is currently possible by manual tuning, and with much less time and effort devoted to the tuning process. With ground truth on detections in seismic waveforms from a network of stations, we show that AST increases the probability of detection while decreasing false alarms.

The use of machine learning for the identification of peripheral artery disease and future mortality risk.

PubMed

Ross, Elsie Gyang; Shah, Nigam H; Dalman, Ronald L; Nead, Kevin T; Cooke, John P; Leeper, Nicholas J

2016-11-01

A key aspect of the precision medicine effort is the development of informatics tools that can analyze and interpret "big data" sets in an automated and adaptive fashion while providing accurate and actionable clinical information. The aims of this study were to develop machine learning algorithms for the identification of disease and the prognostication of mortality risk and to determine whether such models perform better than classical statistical analyses. Focusing on peripheral artery disease (PAD), patient data were derived from a prospective, observational study of 1755 patients who presented for elective coronary angiography. We employed multiple supervised machine learning algorithms and used diverse clinical, demographic, imaging, and genomic information in a hypothesis-free manner to build models that could identify patients with PAD and predict future mortality. Comparison was made to standard stepwise linear regression models. Our machine-learned models outperformed stepwise logistic regression models both for the identification of patients with PAD (area under the curve, 0.87 vs 0.76, respectively; P = .03) and for the prediction of future mortality (area under the curve, 0.76 vs 0.65, respectively; P = .10). Both machine-learned models were markedly better calibrated than the stepwise logistic regression models, thus providing more accurate disease and mortality risk estimates. Machine learning approaches can produce more accurate disease classification and prediction models. These tools may prove clinically useful for the automated identification of patients with highly morbid diseases for which aggressive risk factor management can improve outcomes. Copyright © 2016 Society for Vascular Surgery. Published by Elsevier Inc. All rights reserved.

Effects of voluntary running on plasma levels of neurotrophins, hippocampal cell proliferation and learning and memory in stressed rats.

PubMed

Yau, S-Y; Lau, B W-M; Zhang, E-D; Lee, J C-D; Li, A; Lee, T M C; Ching, Y-P; Xu, A-M; So, K-F

2012-10-11

Previous studies have shown that a 2-week treatment with 40 mg/kg corticosterone (CORT) in rats suppresses hippocampal neurogenesis and decreases hippocampal brain-derived neurotrophic factor (BDNF) levels and impairs spatial learning, all of which could be counteracted by voluntary wheel running. BDNF and insulin-like growth factor (IGF-1) have been suggested to mediate physical exercise-enhanced hippocampal neurogenesis and cognition. Here we examined whether such running-elicited benefits were accompanied by corresponding changes of peripheral BDNF and IGF-1 levels in a rat model of stress. We examined the effects of acute (5 days) and chronic (4 weeks) treatment with CORT and/or wheel running on (1) hippocampal cell proliferation, (2) spatial learning and memory and (3) plasma levels of BDNF and IGF-1. Acute CORT treatment improved spatial learning without altered cell proliferation compared to vehicle treatment. Acute CORT-treated non-runners showed an increased trend in plasma BDNF levels together with a significant increase in hippocampal BDNF levels. Acute running showed no effect on cognition, cell proliferation and peripheral BDNF and IGF-1 levels. Conversely, chronic CORT treatment in non-runners significantly impaired spatial learning and suppressed cell proliferation in association with a decreased trend in plasma BDNF level and a significant increase in hippocampal BDNF levels. Running counteracted cognitive deficit and restored hippocampal cell proliferation following chronic CORT treatment; but without corresponding changes in plasma BDNF and IGF-1 levels. The results suggest that the beneficial effects of acute stress on cognitive improvement may be mediated by BDNF-enhanced synaptic plasticity that is hippocampal cell proliferation-independent, whereas chronic stress may impair cognition by decreasing hippocampal cell proliferation and BDNF levels. Furthermore, the results indicate a trend in changes of plasma BDNF levels associated with a significant alteration in hippocampal levels, suggesting that treatment with running/CORT for 4 weeks may induce a change in central levels of hippocampal BDNF level, which may not lead to a significant change in peripheral levels. Copyright © 2012 IBRO. Published by Elsevier Ltd. All rights reserved.

Treadmill Exercise Ameliorates Spatial Learning and Memory Deficits Through Improving the Clearance of Peripheral and Central Amyloid-Beta Levels.

PubMed

Khodadadi, Davar; Gharakhanlou, Reza; Naghdi, Naser; Salimi, Mona; Azimi, Mohammad; Shahed, Atabak; Heysieattalab, Soomaayeh

2018-06-11

Aggregated amyloid beta (Aβ) peptides are believed to play a decisive role in the pathology of Alzheimer's disease (AD). Previous evidence suggested that exercise contributes to the improvement of cognitive decline and slows down pathogenesis of AD; however, the exact mechanisms for this have not been fully understood. Here, we evaluated the effect of a 4-week moderate treadmill exercise on spatial memory via central and peripheral Aβ clearance mechanisms following developed AD-like neuropathology induced by intra-hippocampal Aβ 1-42 injection in male Wistar rats. We found Aβ 1-42 -treated animals showed spatial learning and memory impairment which was accompanied by increased levels of amyloid plaque load and soluble Aβ 1-42 (sAβ 1-42 ), decreased mRNA and protein expression of neprilysin (NEP), insulin degrading enzyme (IDE) and low-density lipoprotein receptor-related protein-1 (LRP-1) in the hippocampus. Aβ 1-42 -treated animals also exhibited a higher level of sAβ 1-42 and a lower level of soluble LRP-1 (sLRP-1) in plasma, as well as a decreased level of LRP-1 mRNA and protein content in the liver. However, exercise training improved the spatial learning and memory deficits, reduced both plaque load and sAβ 1-42 levels, and up-regulated expression of NEP, IDE, and LRP-1 in the hippocampus of Aβ 1-42 -treated animals. Aβ 1-42 -treated animals subjected to treadmill exercise also revealed decreased levels of sAβ 1-42 and increased levels of sLRP-1 in plasma, as well as increased levels of LRP-1 mRNA and protein in the liver. In conclusion, our findings suggest that exercise-induced improvement in both of central and peripheral Aβ clearance are likely involved in ameliorating spatial learning and memory deficits in an animal model of AD. Future studies need to determine their relative contribution.

Potential predatory and legitimate biomedical journals: can you tell the difference? A cross-sectional comparison.

PubMed

Shamseer, Larissa; Moher, David; Maduekwe, Onyi; Turner, Lucy; Barbour, Virginia; Burch, Rebecca; Clark, Jocalyn; Galipeau, James; Roberts, Jason; Shea, Beverley J

2017-03-16

The Internet has transformed scholarly publishing, most notably, by the introduction of open access publishing. Recently, there has been a rise of online journals characterized as 'predatory', which actively solicit manuscripts and charge publications fees without providing robust peer review and editorial services. We carried out a cross-sectional comparison of characteristics of potential predatory, legitimate open access, and legitimate subscription-based biomedical journals. On July 10, 2014, scholarly journals from each of the following groups were identified - potential predatory journals (source: Beall's List), presumed legitimate, fully open access journals (source: PubMed Central), and presumed legitimate subscription-based (including hybrid) journals (source: Abridged Index Medicus). MEDLINE journal inclusion criteria were used to screen and identify biomedical journals from within the potential predatory journals group. One hundred journals from each group were randomly selected. Journal characteristics (e.g., website integrity, look and feel, editors and staff, editorial/peer review process, instructions to authors, publication model, copyright and licensing, journal location, and contact) were collected by one assessor and verified by a second. Summary statistics were calculated. Ninety-three predatory journals, 99 open access, and 100 subscription-based journals were analyzed; exclusions were due to website unavailability. Many more predatory journals' homepages contained spelling errors (61/93, 66%) and distorted or potentially unauthorized images (59/93, 63%) compared to open access journals (6/99, 6% and 5/99, 5%, respectively) and subscription-based journals (3/100, 3% and 1/100, 1%, respectively). Thirty-one (33%) predatory journals promoted a bogus impact metric - the Index Copernicus Value - versus three (3%) open access journals and no subscription-based journals. Nearly three quarters (n = 66, 73%) of predatory journals had editors or editorial board members whose affiliation with the journal was unverified versus two (2%) open access journals and one (1%) subscription-based journal in which this was the case. Predatory journals charge a considerably smaller publication fee (median $100 USD, IQR $63-$150) than open access journals ($1865 USD, IQR $800-$2205) and subscription-based hybrid journals ($3000 USD, IQR $2500-$3000). We identified 13 evidence-based characteristics by which predatory journals may potentially be distinguished from presumed legitimate journals. These may be useful for authors who are assessing journals for possible submission or for others, such as universities evaluating candidates' publications as part of the hiring process.

Political Theory, Values and Public Health

PubMed Central

Latham, Stephen R.

2016-01-01

This article offers some general criticisms of the idea that any political theory can legitimate public health interventions, and then some particular criticisms of Civic Republicanism as a political theory for public health. Civic Republicanism, I argue, legitimizes liberty-infringing public health interventions by demanding high levels of civic engagement in framing and reviewing them; to demand such engagement in pursuit of such a baseline value as health will leave insufficient civic energy for the pursuit of higher values. PMID:27551295

Austrian Security Strategy: Need For Reformulation Due To Security Developments

DTIC Science & Technology

2016-02-14

migration from Africa and the Middle East, and reality has overtaken the security strategy. The terrorist attacks in Paris and the sexual assaults on women...legitimate use of physical force” i.e., a state is a system based on the legitimate “relation of domination of man over man.”6, 7 Strategy is...called peace dividend to stimulate the economy and invest in infrastructure projects. Modern security policy must be assessed in all areas, since

Reversal learning enhanced by lysergic acid diethylamide (LSD)

PubMed Central

King, A.R.; Martin, I.L.; Arabella Melville, K.

1974-01-01

1 Small doses of lysergic acid diethylamide (LSD) (12.5-50 μg/kg) consistently facilitated learning of a brightness discrimination reversal. 2 2-Bromo-lysergic acid diethylamide (BOL-148), a structural analogue of LSD, with similar peripheral anti-5-hydroxytrypamine activity but no psychotomimetic properties, had no effect in this learning situation at a similar dose (25 μg/kg). 3 LSD, but not BOL-148, caused a small but significant increase in brain 5-hydroxytryptamine levels, but had no effect on the levels of catecholamines in the brain at 25 μg/kg. PMID:4458849

Reversal learning enhanced by lysergic acid diethylamide (LSD): concomitant rise in brain 5-hydroxytryptamine levels.

PubMed

King, A R; Martin, I L; Melville, K A

1974-11-01

1 Small doses of lysergic acid diethylamide (LSD) (12.5-50 mug/kg) consistently facilitated learning of a brightness discrimination reversal.2 2-Bromo-lysergic acid diethylamide (BOL-148), a structural analogue of LSD, with similar peripheral anti-5-hydroxytrypamine activity but no psychotomimetic properties, had no effect in this learning situation at a similar dose (25 mug/kg).3 LSD, but not BOL-148, caused a small but significant increase in brain 5-hydroxytryptamine levels, but had no effect on the levels of catecholamines in the brain at 25 mug/kg.

Lecturers and students as stakeholders for education commissioning for learning disability nursing: focus group findings from a multiple method study.

PubMed

Gates, Bob; Statham, Mark

2013-10-01

In England, the numbers of learning disability nurses are declining; a need for urgent attention to workforce planning issues has been advocated. This paper considers views of lecturers, students and potential students as legitimate stakeholders for future education commissioning for this field of nursing. This project aimed to undertake a strategic review of learning disability nursing educational commissioning, to provide an 'evidence based' evaluation to inform future strategic commissioning of learning disability nursing for one Health Authority, UK. The project adopted a structured multiple methods approach to generate evidence from a number of data sources, this paper reports on the findings from one method [focus groups] used for two groups of stakeholders. Informants comprised 10 learning disability nursing students studying at a Higher Education Institution, 25 health and social care students studying at a Further Education College, and 6 academic staff from 5 universities; all informants were from the south of England. The method reported on in this paper is focus group methodology. Once completed, transcripts made were read in full, and subjected to content analysis. The process of content analysis led to the development of 11 theoretical categories that describe the multiplicity of views of informants, as to issues of importance for this element of the health workforce. The paper concludes by identifying key messages from these informants. It is suggested that both method and findings have national and international resonance, as stakeholder engagement is a universal issue in health care education commissioning. Copyright © 2013 Elsevier Ltd. All rights reserved.

Nectar replenishment maintains the neutral effects of nectar robbing on female reproductive success of Salvia przewalskii (Lamiaceae), a plant pollinated and robbed by bumble bees.

PubMed

Ye, Zhong-Ming; Jin, Xiao-Fang; Wang, Qing-Feng; Yang, Chun-Feng; Inouye, David W

2017-04-01

It has been suggested that the dynamics of nectar replenishment could differ for flowers after being nectar robbed or visited legitimately, but further experimental work is needed to investigate this hypothesis. This study aimed to assess the role of nectar replenishment in mediating the effects of nectar robbing on pollinator behaviour and plant reproduction. Plant-robber-pollinator interactions in an alpine plant, Salvia przewalskii , were studied. It is pollinated by long-tongued Bombus religiosus and short-tongued B. friseanus , but robbed by B. friseanus . Nectar production rates for flowers after they were either robbed or legitimately visited were compared, and three levels of nectar robbing were created to detect the effects of nectar robbing on pollinator behaviour and plant reproduction. Nectar replenishment did not differ between flowers that had been robbed or legitimately visited. Neither fruit set nor seed set was significantly affected by nectar robbing. In addition, nectar robbing did not significantly affect visitation rate, flowers visited within a plant per foraging bout, or flower handling time of the legitimate pollinators. However, a tendency for a decrease in relative abundance of the pollinator B. religiosus with an increase of nectar robbing was found. Nectar robbing did not affect female reproductive success because nectar replenishment ensures that pollinators maintain their visiting activity to nectar-robbed flowers. Nectar replenishment might be a defence mechanism against nectar robbing to enhance reproductive fitness by maintaining attractiveness to pollinators. Further studies are needed to reveal the potential for interference competition among bumble bees foraging as robbers and legitimate visitors, and to investigate variation of nectar robbing in communities with different bumble bee species composition. © The Author 2017. Published by Oxford University Press on behalf of the Annals of Botany Company. All rights reserved. For Permissions, please email: journals.permissions@oup.com

[Ultrasound-guided peripheral catheterization].

PubMed

Salleras-Duran, Laia; Fuentes-Pumarola, Concepció

2016-01-01

Peripheral catheterization is a technique that can be difficult in some patients. Some studies have recently described the use of ultrasound to guide the venous catheterization. To describe the success rate, time required, complications of ultrasound-guided peripheral venous catheterization. and patients and professionals satisfaction The search was performed in databases (Medline-PubMed, Cochrane Library, CINAHL and Cuiden Plus) for studies published about ultrasound-guided peripheral venous catheterization performed on patients that provided results on the success of the technique, complications, time used, patient satisfaction and the type of professional who performed the technique. A total of 21 studies were included. Most of them get a higher success rate 80% in the catheterization ecoguide and time it is not higher than the traditional technique. The Technical complications analyzed were arterial puncture rates and lower nerve 10%. In all studies measuring and comparing patient satisfaction in the art ecoguide is greater. Various professional groups perform the technique. The use of ultrasound for peripheral pipes has a high success rate, complications are rare and the time used is similar to that of the traditional technique. The technique of inserting catheters through ultrasound may be learned by any professional group performing venipuncture. Finally, it gets underscores the high patient satisfaction with the use of this technique. Copyright © 2015 Elsevier España, S.L.U. All rights reserved.

Central and Peripheral factors contributing to Obstructive Sleep Apneas

PubMed Central

Ramirez, Jan-Marino; Garcia, Alfredo J.; Anderson, Tatiana M.; Koschnitzky, Jenna E.; Peng, Ying-Jie; Kumar, Ganesh; Prabhakar, Nanduri

2013-01-01

Apnea, the cessation of breathing, is a common physiological and pathophysiological phenomenon with many basic scientific and clinical implications. Among the different forms of apnea, obstructive sleep apnea (OSA) is clinically the most prominent manifestation. OSA is characterized by repetitive airway occlusions that are typically associated with peripheral airway obstructions. However, it would be a gross oversimplification to conclude that OSA is caused by peripheral obstructions. OSA is the result of a dynamic interplay between chemo- and mechanosensory reflexes, neuromodulation, behavioral state and the differential activation of the central respiratory network and its motor outputs. This interplay has numerous neuronal and cardiovascular consequences that are initially adaptive but in the long-term become major contributors to the morbidity and mortality associated with OSA. However, not only OSA, but all forms of apnea have multiple, and partly overlapping mechanisms. In all cases the underlying mechanisms are neither “exclusively peripheral” nor “exclusively central” in origin. While the emphasis has long been on the role of peripheral reflex pathways in the case of OSA, and central mechanisms in the case of central apneas, we are learning that such a separation is inconsistent with the integration of these mechanisms in all cases of apneas. This review discusses the complex interplay of peripheral and central nervous components that characterizes the cessation of breathing. PMID:23770311

Developmental Exposure to A Commercial PBDE Mixture: Effects on Protein Networks in the Cerebellum and Hippocampus of Rats

EPA Science Inventory

BACKGROUND: Polybrominated diphenyl ethers (PBDEs) are structurally similar topolychlorinated biphenyls (PCBs) and have both central (learning and memory deficits) and peripheral (motor dysfunction) neurotoxic effects at concentrations/doses similar to those of PCBs. The cellular...

[Construction of an educational technology for teaching about nursing on peripheral venipuncture].

PubMed

Frota, Natasha Marques; Barros, Lívia Moreira; de Araújo, Thiago Moura; Caldini, Luana Nunes; do Nascimento, Jennara Cândido; Caetano, Joselany Afio

2013-06-01

The aim of the study was to describe the construction of a course on peripheral venipuncture using the Information and Communication Technologies. This is a methodological research, developed at the Federal University of Ceara from January to March 2012. The construction phases are: the analysis, design and development according to the theoretical framework of Galvis-Panqueva. In the analysis, objectives, content target audience, the study environment and technology infrastructure were delimited. During the design phase the environment interface and navigation structure of the course were evaluated. The development consisted in the materialization of all that was designed in the previous phase Once all three phases of construction of the course were conducted it was available in the Virtual Learning Environment SOLAR. The finalproduct of the course is presented as support of nursing students and consequently the training of future nurses in their care practice on peripheral venipuncture.

Doe v. Attorney General of the United States.

PubMed

1989-08-25

The Federal Bureau of Investigation stopped referring employees and applicants to the plaintiff physician's clinic upon learning that he had contracted AIDS and Kaposi's sarcoma. The plaintiff sued under the federal Rehabilitation Act, which forbids government funded programs from discriminating against otherwise qualified persons solely on the basis of a handicap. The District Court held that no private cause of action existed against a government agency that purchases services from a plaintiff's employer, because case precedent has ruled against such a cause of action and because Justice Department regulations provide only administrative remedies. The court also ruled that the FBI did not violate the plaintiff's privacy rights, because FBI officials acted with legitimate concern for their affiliates' welfare based on extant knowledge, and had discussed the matter only with the clinic's director and within the Justice Department.

Dysfunction and Decline: Lessons Learned from Inside Al-Qa’ida in Iraq

DTIC Science & Technology

2009-03-16

facilitated AQI’s decline by killing and capturing  key   leadership, disrupting communications and logistics  processes , and giving  the  local  tribes a legitimate...dysfunctional politics will create space for al‐Qa`ida than that al‐Qa`ida will  unilaterally upset  the  political  process .  AQI’s setbacks have created a...jihadists that became AQI—offering little more than its reputation and  brand  name.   The  lessons of AQI’s failure are only partially applicable elsewhere

Friendly Skulls, Mechanical Bodies: Encounters with Cadavers in a Medical School in Egypt.

PubMed

Abdalla, Mustafa

2015-01-01

Anatomy and cadavers trigger fear and produce contradictory responses. In these circumstances, allegedly Western models of learning and the exposure to death have to be appropriated to become viable. Furthermore, references to the religious and cultural backgrounds of students shape their responses. According to students, death is an event when the deceased acquires supernatural powers; thus, they take shield in religion to ward off potential dangers caused by spirits. The exposure to the interior of the body also produces heightened feelings of religiosity and perceiving the body as a miracle. Befriending skulls and body parts and giving them names are strategies to humanize dead bodies and render them familiar. However, in order to legitimize working with cadavers and the dissection of bodies, students tend to dehumanize cadavers and observe them as mechanical objects.

Counterfeit Drug Penetration into Global Legitimate Medicine Supply Chains: A Global Assessment

PubMed Central

Mackey, Tim K.; Liang, Bryan A.; York, Peter; Kubic, Thomas

2015-01-01

Counterfeit medicines are a global public health risk. We assess counterfeit reports involving the legitimate supply chain using 2009–2011 data from the Pharmaceutical Security Institute Counterfeit Incident System (PSI CIS) database that uses both open and nonpublic data sources. Of the 1,510 identified CIS reports involving counterfeits, 27.6% reported China as the source country of the incident/detection. Further, 51.3% were reported as counterfeit but the specific counterfeit subcategory was not known or verifiable. The most prevalent therapeutic category was anti-infectives (21.1%) with most reports originating from health-related government agencies. Geographically, Asian and Latin American regions and, economically, middle-income markets were most represented. A total of 127 (64.8%) of a total of 196 countries had no legitimate supply chain CIS counterfeit reports. Improvements in surveillance, including detection of security breaches, data collection, analysis, and dissemination are urgently needed to address public health needs to combat the global counterfeit medicines trade. PMID:25897059

Counterfeit drug penetration into global legitimate medicine supply chains: a global assessment.

PubMed

Mackey, Tim K; Liang, Bryan A; York, Peter; Kubic, Thomas

2015-06-01

Counterfeit medicines are a global public health risk. We assess counterfeit reports involving the legitimate supply chain using 2009-2011 data from the Pharmaceutical Security Institute Counterfeit Incident System (PSI CIS) database that uses both open and nonpublic data sources. Of the 1,510 identified CIS reports involving counterfeits, 27.6% reported China as the source country of the incident/detection. Further, 51.3% were reported as counterfeit but the specific counterfeit subcategory was not known or verifiable. The most prevalent therapeutic category was anti-infectives (21.1%) with most reports originating from health-related government agencies. Geographically, Asian and Latin American regions and, economically, middle-income markets were most represented. A total of 127 (64.8%) of a total of 196 countries had no legitimate supply chain CIS counterfeit reports. Improvements in surveillance, including detection of security breaches, data collection, analysis, and dissemination are urgently needed to address public health needs to combat the global counterfeit medicines trade. © The American Society of Tropical Medicine and Hygiene.

Learning to recognize letters in the periphery: Effects of repeated exposure, letter frequency, and letter complexity

PubMed Central

Husk, Jesse S.; Yu, Deyue

2017-01-01

Patients with central vision loss must rely on their peripheral vision for reading. Unfortunately, limitations of peripheral vision, such as crowding, pose significant challenges to letter recognition. As a result, there is a need for developing effective training methods for improving crowded letter recognition in the periphery. Several studies have shown that extensive practice with letter stimuli is beneficial to peripheral letter recognition. Here, we explore stimulus-related factors that might influence the effectiveness of peripheral letter recognition training. Specifically, we examined letter exposure (number of letter occurrences), frequency of letter use in English print, and letter complexity and evaluated their contributions to the amount of improvement observed in crowded letter recognition following training. We analyzed data collected across a range of training protocols. Using linear regression, we identified the best-fitting model and observed that all three stimulus-related factors contributed to improvement in peripheral letter recognition with letter exposure being the most important factor. As an important explanatory variable, pretest accuracy was included in the model as well to avoid estimate biases and was shown to have influence on the relationship between training improvement and letter exposure. When developing training protocols for peripheral letter recognition, it may be beneficial to not only consider the overall length of training, but also to tailor the number of stimulus occurrences for each letter according to its initial performance level, frequency, and complexity. PMID:28265651

Understanding adolescent student perceptions of science education

NASA Astrophysics Data System (ADS)

Ebert, Ellen Kress

This study used the Relevance of Science Education (ROSE) survey (Sjoberg & Schreiner, 2004) to examine topics of interest and perspectives of secondary science students in a large school district in the southwestern U.S. A situated learning perspective was used to frame the project. The research questions of this study focused on (a) perceptions students have about themselves and their science classroom and how these beliefs may influence their participation in the community of practice of science; (b) consideration of how a future science classroom where the curriculum is framed by the Next Generation Science Standards might foster students' beliefs and perceptions about science education and their legitimate peripheral participation in the community of practice of science; and (c) reflecting on their school science interests and perspectives, what can be inferred about students' identities as future scientists or STEM field professionals? Data were collected from 515 second year science students during a 4-week period in May of 2012 using a Web-based survey. Data were disaggregated by gender and ethnicity and analyzed descriptively and by statistical comparison between groups. Findings for Research Question 1 indicated that boys and girls showed statistically significant differences in scientific topics of interest. There were no statistical differences between ethnic groups although. For Research Question 2, it was determined that participants reported an increase in their interest when they deemed the context of the content to be personally relevant. Results for Research Question 3 showed that participants do not see themselves as youthful scientists or as becoming scientists. While participants value the importance of science in their lives and think all students should take science, they do not aspire to careers in science. Based on this study, a need for potential future work has been identified in three areas: (a) exploration of the perspectives and interests of non-mainstream students and urban students whose representation in this study was limited; (b) investigation of topics where students expressed low interests topics; and (c) development and design of authentic communities of practice in the science classroom.

Epinephrine increases contextual learning through activation of peripheral β2-adrenoceptors.

PubMed

Alves, Ester; Lukoyanov, Nikolay; Serrão, Paula; Moura, Daniel; Moreira-Rodrigues, Mónica

2016-06-01

Phenylethanolamine-N-methyltransferase knockout (Pnmt-KO) mice are unable to synthesize epinephrine and display reduced contextual fear. However, the precise mechanism responsible for impaired contextual fear learning in these mice is unknown. Our aim was to study the mechanism of epinephrine-dependent contextual learning. Wild-type (WT) or Pnmt-KO (129x1/SvJ) mice were submitted to a fear conditioning test either in the absence or in the presence of epinephrine, isoprenaline (non-selective β-adrenoceptor agonist), fenoterol (selective β2-adrenoceptor agonist), epinephrine plus sotalol (non-selective β-adrenoceptor antagonist), and dobutamine (selective β1-adrenoceptor agonist). Catecholamines were separated by reverse-phase HPLC and quantified by electrochemical detection. Blood glucose was measured by coulometry. Re-exposure to shock context induced higher freezing in WT and Pnmt-KO mice treated with epinephrine and fenoterol than in mice treated with vehicle. In addition, freezing response in Pnmt-KO mice was much lower than in WT mice. Freezing induced by epinephrine was blocked by sotalol in Pnmt-KO mice. Epinephrine and fenoterol treatment restored glycemic response in Pnmt-KO mice. Re-exposure to shock context did not induce a significant difference in freezing in Pnmt-KO mice treated with dobutamine and vehicle. Aversive memories are best retained if moderately high plasma epinephrine concentrations occur at the same moment as the aversive stimulus. In addition, epinephrine increases context fear learning by acting on peripheral β2-adrenoceptors, which may induce high levels of blood glucose. Since glucose crosses the blood-brain barrier, it may enhance hippocampal-dependent contextual learning.

UNESCO, "universal bioethics," and state regulation of health risks: a philosophical critique.

PubMed

Cherry, Mark J

2009-06-01

The United Nations Educational, Scientific, and Cultural Organization's (UNESCO) Universal Declaration on Bioethics and Human Rights announces a significant array of welfare entitlements--to personal health and health care, medicine, nutrition, water, improved living conditions, environmental protection, and so forth--as well as corresponding governmental duties to provide for such public health measures, though the simple expedient of announcing that such entitlements are "basic human rights." The Universal Declaration provides no argument for the legitimacy of the sweeping governmental authority, taxation, and regulation to create and impose such "rights." As this paper explores that some action promotes a purported good, such as "health," does not thereby make the action morally permissible. Just as there are moral limits on legitimate personal actions, there are also moral limits on legitimate governmental actions to promote purported goods, including health. A core question of any governmental regulation, therefore, is whether it is a legitimate application of moral political authority or an unauthorized act of state coercion. Pace UNESCO's wide-ranging assertions, this paper argues that promoting health only falls within the legitimate authority of governments in very narrowly defined circumstances. As the paper critically explores, at stake are foundational moral and political questions concerning the limits of governmental authority to intervene in the consensual interaction of persons. Imposing such duties on others, including citizens of a state through regulatory activity and taxation, must be justified, nonarbitrary, and demonstrably within the limits of moral political authority. UNESCO's assertions do not meet this burden of proof.

Legitimation problems of participatory processes in technology assessment and technology policy.

PubMed

Saretzki, Thomas

2012-11-01

Since James Carroll (1971) made a strong case for "participatory technology", scientists, engineers, policy-makers and the public at large have seen quite a number of different approaches to design and implement participatory processes in technology assessment and technology policy. As these participatory experiments and practices spread over the last two decades, one could easily get the impression that participation turned from a theoretical normative claim to a working practice that goes without saying. Looking beyond the well-known forerunners and considering the ambivalent experiences that have been made under different conditions in various places, however, the "if" and "how" of participation are still contested issues when questions of technology are on the agenda. Legitimation problems indicate that attempts to justify participation in a given case have not been entirely successful in the eyes of relevant groups among the sponsors, participants, organizers or observers. Legitimation problems of participatory processes in technology assessment and technology policy vary considerably, and they do so not only with the two domains and the ways of their interrelation or the specific features of the participatory processes. If we ask whether or not participation is seen as problematic in technology assessment and technology policy-making and in what sense it is being evaluated as problematic, then we find that the answer depends also on the approaches and criteria that have been used to legitimize or delegitimize the call for a specific design of participation.

Methods of legitimation: how ethics committees decide which reasons count in public policy decision-making.

PubMed

Edwards, Kyle T

2014-07-01

In recent years, liberal democratic societies have struggled with the question of how best to balance expertise and democratic participation in the regulation of emerging technologies. This study aims to explain how national deliberative ethics committees handle the practical tension between scientific expertise, ethical expertise, expert patient input, and lay public input by explaining two institutions' processes for determining the legitimacy or illegitimacy of reasons in public policy decision-making: that of the United Kingdom's Human Fertilisation and Embryology Authority (HFEA) and the United States' American Society for Reproductive Medicine (ASRM). The articulation of these 'methods of legitimation' draws on 13 in-depth interviews with HFEA and ASRM members and staff conducted in January and February 2012 in London and over Skype, as well as observation of an HFEA deliberation. This study finds that these two institutions employ different methods in rendering certain arguments legitimate and others illegitimate: while the HFEA attempts to 'balance' competing reasons but ultimately legitimizes arguments based on health and welfare concerns, the ASRM seeks to 'filter' out arguments that challenge reproductive autonomy. The notably different structures and missions of each institution may explain these divergent approaches, as may what Sheila Jasanoff (2005) terms the distinctive 'civic epistemologies' of the US and the UK. Significantly for policy makers designing such deliberative committees, each method differs substantially from that explicitly or implicitly endorsed by the institution. Copyright © 2014 Elsevier Ltd. All rights reserved.

78 FR 20328 - Peripheral and Central Nervous System Drugs Advisory Committee; Notice of Meeting

Federal Register 2010, 2011, 2012, 2013, 2014

2013-04-04

... regarding special accommodations due to a disability, visitor parking, and transportation may be accessed at... advisory committee meeting link, or call the advisory committee information line to learn about possible... make every effort to accommodate persons with physical [[Page 20329

Central Localization of Plasticity Involved in Appetitive Conditioning in "Lymnaea"

ERIC Educational Resources Information Center

Straub, Volko A.; Styles, Benjamin J.; Ireland, Julie S.; O'Shea, Michael; Benjamin, Paul R.

2004-01-01

Learning to associate a conditioned (CS) and unconditioned stimulus (US) results in changes in the processing of CS information. Here, we address directly the question whether chemical appetitive conditioning of "Lymnaea" feeding behavior involves changes in the peripheral and/or central processing of the CS by using extracellular recording…

A Word of Caution on Individualized Instruction in Teacher Education.

ERIC Educational Resources Information Center

Pearson, Robert P.

This paper expresses the fear that competency-based teacher education, with its use of individualized instructional modules, may neglect the central skill of teaching--the communicative process. Communicative experience cannot be packaged. Subjects peripheral to the act of teaching are best suited to modules for individual learning. Teachers,…

Getting Started with Microcomputers--A Practical Beginner's Guide.

ERIC Educational Resources Information Center

Davies, Norman F.

1985-01-01

Discusses the results of a questionnaire sent to experts in the field of computer assisted language learning. Covers such topics as: 1) points to consider before buying a microcomputer; 2) recommended brands and peripheral equipment; 3) software; 4) utilizing programming languages; and 5) literature and contact organizations. (SED)

The Critical Difference: Identifying the Dyslexic.

ERIC Educational Resources Information Center

Burgett, Russell; King, James

A study compared peripheral vision applied to letter-pair and Dolch word recognition. Subjects, 6 normal readers, 12 Chapter 1 students, and 34 learning disabled (and assumed dyslexic) students from grades one through three enrolled in a parochial school, a public school, and a university summer reading clinic, completed a test designed to…

Extension to linear dynamics for hybrid stress finite element formulation based on additional displacements

NASA Astrophysics Data System (ADS)

Sumihara, K.

Based upon legitimate variational principles, one microscopic-macroscopic finite element formulation for linear dynamics is presented by Hybrid Stress Finite Element Method. The microscopic application of Geometric Perturbation introduced by Pian and the introduction of infinitesimal limit core element (Baby Element) have been consistently combined according to the flexible and inherent interpretation of the legitimate variational principles initially originated by Pian and Tong. The conceptual development based upon Hybrid Finite Element Method is extended to linear dynamics with the introduction of physically meaningful higher modes.

Mobility scooter driving ability in visually impaired individuals.

PubMed

Cordes, Christina; Heutink, Joost; Brookhuis, Karel A; Brouwer, Wiebo H; Melis-Dankers, Bart J M

2018-06-01

To investigate how well visually impaired individuals can learn to use mobility scooters and which parts of the driving task deserve special attention. A mobility scooter driving skill test was developed to compare driving skills (e.g. reverse driving, turning) between 48 visually impaired (very low visual acuity = 14, low visual acuity = 10, peripheral field defects = 11, multiple visual impairments = 13) and 37 normal-sighted controls without any prior experience with mobility scooters. Performance on this test was rated on a three-point scale. Furthermore, the number of extra repetitions on the different elements were noted. Results showed that visually impaired participants were able to gain sufficient driving skills to be able to use mobility scooters. Participants with visual field defects combined with low visual acuity showed most problems learning different skills and needed more training. Reverse driving and stopping seemed to be most difficult. The present findings suggest that visually impaired individuals are able to learn to drive mobility scooters. Mobility scooter allocators should be aware that these individuals might need more training on certain elements of the driving task. Implications for rehabilitation Visual impairments do not necessarily lead to an inability to acquire mobility scooter driving skills. Individuals with peripheral field defects (especially in combination with reduced visual acuity) need more driving ability training compared to normal-sighted people - especially to accomplish reversing. Individual assessment of visually impaired people is recommended, since participants in this study showed a wide variation in ability to learn driving a mobility scooter.

Development of a Medical Humanities Program at Dalhousie University Faculty of Medicine, Nova Scotia, Canada, 1992-2003.

PubMed

Murray, Jock

2003-10-01

The Medical Humanities Program at Dalhousie University Faculty of Medicine in Nova Scotia, Canada, was initiated in 1992 to incorporate the medical humanities into the learning and experiences of medical students. The goal of the program was to gain acceptance as an integral part of the medical school. The program assumed a broad concept of the medical humanities that includes medical history, literature, music, art, multiculturalism, philosophy, epistemology, theology, anthropology, professionalism, history of alternative therapies, writing, storytelling, health law, international medicine, and ethics. Phase I of the program has provided the same elective and research opportunities in the medical humanities that are available to the students in clinical and basic sciences, and has encouraged and legitimized the involvement of the humanities in the life and learning of the medical student through a wide array of programs and activities. Phase II will focus on further incorporation of the humanities into the curriculum. Phase III will be the development of a graduate program in medical humanities to train more faculty who will incorporate the humanities into their teaching and into the development of education programs.

Forgiveness, acceptance and the matter of expectation.

PubMed

Siassi, Shahrzad

2007-12-01

In this paper, the author argues for a dynamic conceptualization of forgiveness during psychoanalysis. The trauma of failed expectations in intimate relationships is narcissistically dislodging. When legitimate expectations in relationships are not met, forgiveness becomes a challenge for ego to restore the lost narcissistic balance through the resumption of a significant internal bond. The author argues that the ending of any successful analysis is marked by three possibilities regarding the patient's relationship to significant others and his traumas: in cases where the relationship was marked by minimal expectations, one simply learns to accept the wrongdoer without ever feeling the need for forgiveness; in cases where a relationship was marked by high expectations, the patient can learn to accept the trauma without the will or need to forgive its perpetrator. However, even with the painful frustration of high expectations in an intimate relationship, the patient can come to forgive his wrongdoer if there remains enough of a positive internal bond to be salvaged. The developmental roots of such forgiveness, as well as the addictive characteristics of 'nursing a grudge' and the conversion of the qualitative mode of seeking fulfillment into a quantitative one, are further investigated.

Secondary students in professional laboratories: Discoveries about science learning in a community of practitioners

NASA Astrophysics Data System (ADS)

Song, Mary Elizabeth

This study explores what educators may learn from the experiences of secondary students working in professional scientific laboratories. My investigation is guided by the methodology of phenomenological; I depend primarily on interviews conducted with students and professional researchers. This material is supported primarily by on-site observations, and by informal conversations between me and the study participants. My dissertation has three goals: (one) to use the work of secondary students in scientific research laboratories to consider how they know the discipline; (two) to distinguish the students' professional accomplishments from science learning at school; and, (three) to engage readers in a reflection about authority within the scientific community, and the possibility that by accomplishing research, students take their legitimate place among those who construct scientific knowledge. My methods and focus have allowed me to capture qualities of the student narratives that support the emergence of three major themes: the importance of doing "real work" in learning situations; the inapplicability of "school learning" to professional research arenas; and the inclusive nature of the scientific community. At the same time, the study is confined by the narrow pool of participants I interviewed over a short period of time. These talented students were all academically successful, articulate, "well-rounded" and in this sense, mature. They typically had strong family support, and they talked about ideas with their parents. Indeed, the students were all capable story-tellers who were anxious to share their experiences publicly. Yet they themselves remind the reader of their struggles to overcome naivete in the lab. By doing so they suggested to me that their experiences might be accessible to a broad range of young men and women; thus this study is a good beginning for further research.

Love and fear of heights: the pathophysiology and psychology of height imbalance.

PubMed

Salassa, John R; Zapala, David A

2009-01-01

Individual psychological responses to heights vary on a continuum from acrophobia to height intolerance, height tolerance, and height enjoyment. This paper reviews the English literature and summarizes the physiologic and psychological factors that generate different responses to heights while standing still in a static or motionless environment. Perceptual cues to height arise from vision. Normal postural sway of 2 cm for peripheral objects within 3 m increases as eye-object distance increases. Postural sway >10 cm can result in a fall. A minimum of 20 minutes of peripheral retinal arc is required to detect motion. Trigonometry dictates that a 20-minute peripheral retinal arch can no longer be achieved in a standing position at an eye-object distance of >20 m. At this distance, visual cues conflict with somatosensory and vestibular inputs, resulting in variable degrees of imbalance. Co-occurring deficits in the visual, vestibular, and somatosensory systems can significantly increase height imbalance. An individual's psychological makeup, influenced by learned and genetic factors, can influence reactions to height imbalance. Enhancing peripheral vision and vestibular, proprioceptive, and haptic functions may improve height imbalance. Psychotherapy may improve the troubling subjective sensations to heights.

The physician's virtues and legitimate self-interest in the patient-physician contract.

PubMed

McCullough, L B

1993-01-01

I will be the first to admit that we are now well into uncharted territory of the patient-physician contract. I also detect missing stretches of my dermal layer and you may spy some that I have yet to notice. In any case, I put to your serious consideration the proposal that part of the patient-physician contract must include respect for the legitimate interests of the physician by patients and third parties. The virtues of self-effacement and self-sacrifice and the concept of legitimate self-interest help us to understand in concrete, clinically applicable terms what such respect means in practice. That respect will, I think, be expressed with some variability, because there is no simple algorithm for negotiating conflicts between legitimate self-interest and the virtues of self-effacement and self-sacrifice. One important consequence of this moral variability is that the patient-physician contract and the virtues that sustain it will not yield to a single, finally authoritative account of how such conflicts should be negotiated. Instead, as we turn more attention to these matters, we will, I believe, discover that there is a range or continuum of ways in which the management of such ethical conflict can reliably be understood in the patient-physician contract. Rather than a single account of the ethical dimensions of the patient-physician contract, we should expect to develop a range of reliable accounts. A kind of rich and engaging moral pluralism should thus govern our understanding of the ethical dimensions of the patient-physician contract.(ABSTRACT TRUNCATED AT 250 WORDS)

Sustaining quality improvement and patient safety training in graduate medical education: lessons from social theory.

PubMed

Wong, Brian M; Kuper, Ayelet; Hollenberg, Elisa; Etchells, Edward E; Levinson, Wendy; Shojania, Kaveh G

2013-08-01

Despite an official mandate to incorporate formal quality improvement (QI) and patient safety (PS) training into graduate medical education, many QI/PS curricular efforts face implementation challenges and are not sustained. Educators are increasingly turning to sociocultural theories to address issues such as curricular uptake in medical education. The authors conducted a case study using Bourdieu's concepts of "field" and "habitus" to identify theoretically derived strategies that can promote sustained implementation of QI/PS curricula. From October 2010 through May 2011, the authors conducted semistructured interviews with principal authors of studies included in a systematic review of QI/PS curricula and with key informants (identified by study participants) who did not publish on their QI/PS curricular efforts. The authors purposively sampled to theoretical saturation and analyzed data concurrently with iterative data gathering within Bourdieu's theoretical framework. The study included 16 participants representing six specialties in the United States and Canada. Data analysis revealed that academic physicians belong to, and compete for legitimate forms of capital within, two separate but related fields associated with QI/PScurricular implementation: the "academic field" and the "health care delivery field." Respondents used specific strategies toexploit and/or redefine the prevailingforms of legitimate capital in each field to encourage changes inacademic physicians' habitus that would legitimizeQI/PS. Situating study findings in a sociocultural theory enables articulation of concrete strategies that can legitimize QI/PS in the academic and health care delivery fields. These strategies can promote sustained QI/PS curricula in graduate medical education.

The new psychology of strategic leadership.

PubMed

Gavetti, Giovanni

2011-01-01

Firms in an industry typically cluster around a few strategic positions, and the intense competition on those occupied "mountaintops" makes it hard for firms to gain attractive returns. Superior opportunities lie on unoccupied mountaintops. Yet because those opportunities are "cognitively distant"--far from the status quo--strategists have trouble recognizing and acting on them. Competition, therefore, is weak. Most managers are trained to analyze economic forces when they want to identify new opportunities. But that approach usually won't uncover the kinds of ideas that overturn the status quo. Recent research on human cognition suggests that leaders would do better to use associative thinking to spot, act on, and legitimize distant opportunities. They should learn to make analogies with businesses in other industries, for example. For example, Charles Merrill launched an extraordinarily successful business when he reimagined banking as a "financial supermarket." This article explores ways to jump-start associational thinking--and to bring stakeholders along on the journey.

European user trial of paging by satellite

NASA Technical Reports Server (NTRS)

Fudge, R. E.; Fenton, C. J.

1990-01-01

British Telecom conceived the idea of adapting their existing paging service, together with the use of existing terrestrial pagers, to yield a one way data (i.e., paging) satellite service to mobiles. The user trial of paging by satellites was successful. It demonstrated that services could be provided over a wide geographical area to low priced terminals. Many lessons were learned in unexpected areas. These include the need for extensive liaison with all users involved, especially the drivers, to ensure they understood the potential benefits. There was a significant desire for a return acknowledgement channel or even a return data channel. Above all there is a need to ensure that the equipment can be taken across European borders and legitimately used in all European countries. The next step in a marketing assessment would be to consider the impact of two way data messaging such as INMARSAT-C.

Science-policy processes for transboundary water governance.

PubMed

Armitage, Derek; de Loë, Rob C; Morris, Michelle; Edwards, Tom W D; Gerlak, Andrea K; Hall, Roland I; Huitema, Dave; Ison, Ray; Livingstone, David; MacDonald, Glen; Mirumachi, Naho; Plummer, Ryan; Wolfe, Brent B

2015-09-01

In this policy perspective, we outline several conditions to support effective science-policy interaction, with a particular emphasis on improving water governance in transboundary basins. Key conditions include (1) recognizing that science is a crucial but bounded input into water resource decision-making processes; (2) establishing conditions for collaboration and shared commitment among actors; (3) understanding that social or group-learning processes linked to science-policy interaction are enhanced through greater collaboration; (4) accepting that the collaborative production of knowledge about hydrological issues and associated socioeconomic change and institutional responses is essential to build legitimate decision-making processes; and (5) engaging boundary organizations and informal networks of scientists, policy makers, and civil society. We elaborate on these conditions with a diverse set of international examples drawn from a synthesis of our collective experiences in assessing the opportunities and constraints (including the role of power relations) related to governance for water in transboundary settings.

Finite-key analysis for measurement-device-independent quantum key distribution.

PubMed

Curty, Marcos; Xu, Feihu; Cui, Wei; Lim, Charles Ci Wen; Tamaki, Kiyoshi; Lo, Hoi-Kwong

2014-04-29

Quantum key distribution promises unconditionally secure communications. However, as practical devices tend to deviate from their specifications, the security of some practical systems is no longer valid. In particular, an adversary can exploit imperfect detectors to learn a large part of the secret key, even though the security proof claims otherwise. Recently, a practical approach--measurement-device-independent quantum key distribution--has been proposed to solve this problem. However, so far its security has only been fully proven under the assumption that the legitimate users of the system have unlimited resources. Here we fill this gap and provide a rigorous security proof against general attacks in the finite-key regime. This is obtained by applying large deviation theory, specifically the Chernoff bound, to perform parameter estimation. For the first time we demonstrate the feasibility of long-distance implementations of measurement-device-independent quantum key distribution within a reasonable time frame of signal transmission.

Methodologic support in habilitation and rehabilitation: communicative action between practice and science.

PubMed

Iwarsson, S; Jernryd, E; Rutström, C; Boqvist, A

2000-01-01

This study evaluated the early phase of development of a model for quality improvement of habilitation and rehabilitation project processes. The focus of the methodologic support in habilitation and rehabilitation model was on cooperation between practice contexts and science. Habermas' theory about communicative action was a theoretical frame of reference. Three project coordinators and ten project leaders were interviewed. The results revealed different attitudes towards methodologic support activities, demonstrating the importance of acknowledging cognitive and social functions, the process of legitimization, different approaches of practice versus science, and problems regarding information and communication. The model was shown to be important in bridging the gap between practice and science. To support reflective and emancipatory cognitive learning, more efforts to foster communicative action are called for, and more attention must be paid to the importance different missions and organizational structures have for the development of the dialog between practitioners and researchers.

Behavioural conditioning of immune functions: how the central nervous system controls peripheral immune responses by evoking associative learning processes.

PubMed

Riether, Carsten; Doenlen, Raphaël; Pacheco-López, Gustavo; Niemi, Maj-Britt; Engler, Andrea; Engler, Harald; Schedlowski, Manfred

2008-01-01

During the last 30 years of psychoneuroimmunology research the intense bi-directional communication between the central nervous system (CNS) and the immune system has been demonstrated in studies on the interaction between the nervous-endocrine-immune systems. One of the most intriguing examples of such interaction is the capability of the CNS to associate an immune status with specific environmental stimuli. In this review, we systematically summarize experimental evidence demonstrating the behavioural conditioning of peripheral immune functions. In particular, we focus on the mechanisms underlying the behavioural conditioning process and provide a theoretical framework that indicates the potential feasibility of behaviourally conditioned immune changes in clinical situations.

Placement of central venous port catheters and peripherally inserted central catheters in the routine clinical setting of a radiology department: analysis of costs and intervention duration learning curve.

PubMed

Rotzinger, Roman; Gebauer, Bernhard; Schnapauff, Dirk; Streitparth, Florian; Wieners, Gero; Grieser, Christian; Freyhardt, Patrick; Hamm, Bernd; Maurer, Martin H

2017-12-01

Background Placement of central venous port catheters (CVPS) and peripherally inserted central catheters (PICC) is an integral component of state-of-the-art patient care. In the era of increasing cost awareness, it is desirable to have more information to comprehensively assess both procedures. Purpose To perform a retrospective analysis of interventional radiologic implantation of CVPS and PICC lines in a large patient population including a cost analysis of both methods as well as an investigation the learning curve in terms of the interventions' durations. Material and Methods All CVPS and PICC line related interventions performed in an interventional radiology department during a three-year period from January 2011 to December 2013 were examined. Documented patient data included sex, venous access site, and indication for CVPS or PICC placement. A cost analysis including intervention times was performed based on the prorated costs of equipment use, staff costs, and expenditures for disposables. The decrease in intervention duration in the course of time conformed to the learning curve. Results In total, 2987 interventions were performed by 16 radiologists: 1777 CVPS and 791 PICC lines. An average implantation took 22.5 ± 0.6 min (CVPS) and 10.1 ± 0.9 min (PICC lines). For CVPS, this average time was achieved by seven radiologists newly learning the procedures after performing 20 CVPS implantations. Total costs per implantation were €242 (CVPS) and €201 (PICC lines). Conclusion Interventional radiologic implantations of CVPS and PICC lines are well-established procedures, easy to learn by residents, and can be implanted at low costs.

Psychoactive Substances Bill and Act of New Zealand: A Chance to Engage Undergraduate Scientists with Society using a Transfer Learning Paradigm.

PubMed

Gliddon, Catherine M; Cridge, Belinda

2015-01-01

Our aim was to develop a teaching paradigm that connected undergraduate's neuropharmacological/toxicological knowledge to that of government policy. One goal of undergraduate education should be to help develop scientists that can use their scientific knowledge to critique government policy. There is little research, however, on whether democratization of science occurs: nor how to achieve this. Our work focused on a semi-structured workshop designed around the Psychoactive Substances Bill (PSB). Third year science students were given a questionnaire that was designed to address whether participating in the workshop enhanced their understanding of the PSB and its relationship to their established knowledge (i.e., transfer learning). Furthermore, whether they felt that they had enough expertise to consider making a submission (i.e., societal engagement). Results showed that the students appreciated the opportunity to explore potential application of their knowledge and delve into a socio-scientific issue. However, our findings suggested they felt uncomfortable discussing their ideas outside the classroom: nor, did they identify themselves as having sufficient knowledge to contribute to a submission. In conclusion, this study highlights two points. First, that discussion based transfer learning can be used in the tertiary sector and students value the opportunity to apply their knowledge to socio-scientific issue. Second, if social participation and democratization of science is a goal, then more emphasis should be placed on how students can realistically and confidently apply their learning to change social policy. In order to achieve this, education programs need to focus on legitimate real-life processes such as the PSB for engagement.

Society's symbolic order and political trials: toward sacrificing the self for the "Big Other".

PubMed

Lubin, Avi

2005-12-01

The need to establish a borderline between legitimate and illegitimate political trial is one of the central societal discourses. In this paper the author claims that the issues are complex and that a political trial can remain legitimate as long as it is not dealing with a confrontation with the symbolic order on which the society (and the court itself) is founded and as long as the subject (or action) it is dealing with does not threaten the symbolic order's (or the "Big Other") existence. When the symbolic order's existence is in danger, the court is bound to participate in an act of "sacrifice" that is intended to protect the "order." The author uses Jacques Lacan's psychoanalytic theory of the "Big Other" (and its development to ideological-political terms) in examining three categories of sacrifice. Through these categories the author claims that in extreme cases of confrontation with the existence of the symbolic order, the court cannot remain objective and it would be difficult to justify the trial as legitimate (especially in historical perspective).

Hypnosis in Spain (1888-1905): from spectacle to medical treatment of mediumship.

PubMed

Graus, Andrea

2014-12-01

Towards the end of the nineteenth century, some Spanish physicians sought to legitimize hypnotherapy within medicine. At the same time, hypnotism was being popularized among the Spanish population through stage hypnosis shows. In order to extend the use of medical hypnotherapy, some physicians made efforts to demarcate the therapeutic use of hypnotic suggestion from its application for recreational purposes, as performed by stage hypnotists. However, in the eyes of some physicians, the first public session to legitimize hypnotherapy turned out to be a complete failure due to its similarities with a stage hypnosis performance. Apart from exploring this kind of hitherto little-known historical cases, we explore the role of spiritists in legitimizing medical hypnosis. At a time when Spanish citizens were still reluctant to accept hypnotherapy, the spiritists sponsored a charitable clinic where treatment using hypnosis was offered. We conclude that the clinic was effective in promoting the use of hypnotherapy, both among physicians as clinical practice, and as a medical treatment for patients from the less privileged classes of Spanish society. Copyright © 2014 Elsevier Ltd. All rights reserved.

Floral Nectar Guide Patterns Discourage Nectar Robbing by Bumble Bees

PubMed Central

Leonard, Anne S.; Brent, Joshua; Papaj, Daniel R.; Dornhaus, Anna

2013-01-01

Floral displays are under selection to both attract pollinators and deter antagonists. Here we show that a common floral trait, a nectar guide pattern, alters the behavior of bees that can act opportunistically as both pollinators and as antagonists. Generally, bees access nectar via the floral limb, transporting pollen through contact with the plant’s reproductive structures; however bees sometimes extract nectar from a hole in the side of the flower that they or other floral visitors create. This behavior is called “nectar robbing” because bees may acquire the nectar without transporting pollen. We asked whether the presence of a symmetric floral nectar guide pattern on artificial flowers affected bumble bees’ (Bombus impatiens) propensity to rob or access nectar “legitimately.” We discovered that nectar guides made legitimate visits more efficient for bees than robbing, and increased the relative frequency of legitimate visits, compared to flowers lacking nectar guides. This study is the first to show that beyond speeding nectar discovery, a nectar guide pattern can influence bees’ flower handling in a way that could benefit the plant. PMID:23418475

Act No. 42/1988 instituting the Preliminary Title and First Book of the Civil Code, 27 October 1988.

PubMed

1988-01-01

This document contains major provisions of the Preliminary Title and First Book (dealing with persons and the family) of the Civil Code enacted by Rwanda in 1988. These include the portions of Part 1 (physical persons) which deal with personality, birth, identification of physical persons, legal names, residence and domicile, and proof of civil status. Included sections of Part 2 (the family) cover marriage, engagement, the conclusion of marriage (with sections devoted to general provisions, substantive conditions, obligations arising from marriage, and respective rights and duties of spouses), the annulment of marriages and the effects of an annulled marriage, the dissolution of marriage and separation (divorce for specific reasons, divorce by mutual consent, and the effects of divorce), kinship and filiation (the kinship of children born legitimately or in marriage; proof of legitimate filiation; and legitimization, recognition, and support of natural children), adoption, and parental authority (general provisions, the right of custody, legal administration, legal enjoyment, loss of parental authority). The only section of Part 3 contained herein relates to the duty of the customary family council.

Implicit social learning in relation to autistic-like traits.

PubMed

Hudson, Matthew; Nijboer, Tanja C W; Jellema, Tjeerd

2012-12-01

We investigated if variation in autistic traits in the typically-developed population (using the Autism-spectrum Quotient, AQ) influenced implicit learning of social information. In the learning phase, participants repeatedly observed two identities whose gaze and expression conveyed either a pro- or antisocial disposition. These identities were then employed in a gaze-cueing paradigm. Participants made speeded responses to a peripheral target that was spatially pre-cued by a non-predictive gaze direction. The low AQ group (n = 50) showed a smaller gaze-cueing effect for the antisocial than for the prosocial identity. The high AQ group (n = 48) showed equivalent gaze-cueing for both identities. Others' intentions/dispositions can be learned implicitly and affect subsequent responses to their behavior. This ability is impaired with increasing levels of autistic traits.

Essays of a peripheral mind: Wyatt Earp, T. rex, and other dinosaurs

USDA-ARS?s Scientific Manuscript database

There are many examples of science reforming and expanding and building on what we know in a fashion very different from what we had previously learned. The scientific method is doing exactly what it is supposed to do. We always start research from an incomplete understanding, so we interpret base...

"Allies," Alliance for Learning: Investing in the Education of Students

ERIC Educational Resources Information Center

Hoaglund, Amy E.; Birkenfeld, Karen J.; Stone, Amanda; Rogers, Betsy

2016-01-01

Samford University's Initial Teacher Education program subscribes to the philosophy of developing teacher leaders to become a part of a K-12 faculty rather than a peripheral support system. The goal of the program is to acknowledge and develop desirable teacher leader abilities. Expertise, professionalism, enthusiasm, passion, and commitment are…

Comparing the Cost-Effectiveness of Simulation Modalities: A Case Study of Peripheral Intravenous Catheterization Training

ERIC Educational Resources Information Center

Isaranuwatchai, Wanrudee; Brydges, Ryan; Carnahan, Heather; Backstein, David; Dubrowski, Adam

2014-01-01

While the ultimate goal of simulation training is to enhance learning, cost-effectiveness is a critical factor. Research that compares simulation training in terms of educational- and cost-effectiveness will lead to better-informed curricular decisions. Using previously published data we conducted a cost-effectiveness analysis of three…

Effects of exposure to different types of radiation on behaviors mediated by peripheral or central systems

NASA Technical Reports Server (NTRS)

Rabin, B. M.; Joseph, J. A.; Erat, S.

1998-01-01

The effects of exposure to ionizing radiation on behavior may result from effects on peripheral or on central systems. For behavioral endpoints that are mediated by peripheral systems (e.g., radiation-induced conditioned taste aversion or vomiting), the behavioral effects of exposure to heavy particles (56Fe, 600 MeV/n) are qualitatively similar to the effects of exposure to gamma radiation (60Co) and to fission spectrum neutrons. For these endpoints, the only differences between the different types of radiation are in terms of relative behavioral effectiveness. For behavioral endpoints that are mediated by central systems (e.g., amphetamine-induced taste aversion learning), the effects of exposure to 56Fe particles are not seen following exposure to lower LET gamma rays or fission spectrum neutrons. These results indicate that the effects of exposure to heavy particles on behavioral endpoints cannot necessarily be extrapolated from studies using gamma rays, but require the use of heavy particles.

Sex and spatial position effects on object location memory following intentional learning of object identities.

PubMed

Alexander, Gerianne M; Packard, Mark G; Peterson, Bradley S

2002-01-01

Memory for object location relative both to veridical center (left versus right visual hemispace) and to eccentricity (central versus peripheral objects) was measured in 26 males and 25 females using the Silverman and Eals Location Memory Task. A subset of participants (17 males and 13 females) also completed a measure of implicit learning, the mirror-tracing task. No sex differences were observed in memory for object identities. Further, in both sexes, memory for object locations was better for peripherally located objects than for centrally located objects. In contrast to these similarities in female and male task performance, females but not males showed better recovery of object locations in the right compared to the left visual hemispace. Moreover, memory for object locations in the right hemispace was associated with mirror-tracing performance in women but not in men. Together, these data suggest that the processing of object features and object identification in the left cerebral hemisphere may include processing of spatial information that may contribute to superior object location memory in females relative to males.

A Simulation-Based Blended Curriculum for Short Peripheral Intravenous Catheter Insertion: An Industry-Practice Collaboration.

PubMed

Glover, Kevin R; Stahl, Brian R; Murray, Connie; LeClair, Matthew; Gallucci, Susan; King, Mary Anne; Labrozzi, Laura J; Schuster, Catherine; Keleekai, Nowai L

2017-09-01

Despite peripheral intravenous catheter (PIVC) insertion being a commonly performed skill, practicing nurses may receive little substantive education, training, or opportunities to practice this skill at a competent level. This article describes a collaboration between private industry and a hospital to modify, implement, and evaluate a simulation-based blended PIVC insertion continuing education program for staff nurses. Included is an overview of the practical and theoretical rationale for the initial development of the curriculum to address an identified PIVC insertion education gap, the collaborative modification and implementation of the program, and an evaluation of the program. The curriculum combined self-paced e-learning and classroom-based deliberate practice with simulation tools of varying fidelity in a peer-to-peer learning environment. Given the mutual challenges of resource allocation in industry training and clinical nursing education departments, interprofessional partnerships may be an effective option for sharing instructional knowledge and resources to promote innovation and improve patient care. J Contin Educ Nurs. 2017;48(9):397-406. Copyright 2017, SLACK Incorporated.

[Dutch parliament legitimizes harmful quackery].

PubMed

van Dam, Frits S A M; Renckens, Cees N M

2010-01-01

The Dutch parliament has recently accepted a tax law in which certain groups of alternative therapists can be exempt from VAT. To be eligible for this VAT exemption, the disciplines to which the therapists belong have to meet certain training requirements. In this article it is contended, in agreement with the Royal College of Physicians in the UK, that statutory regulation is inappropriate for disciplines whose therapies are neither of proved benefit nor appropriately tested. It legitimizes harmful therapies. This is illustrated by two serious accidents, previously described in this journal, caused by a chiropractor and a craniosacral therapist.

Medical students benefit from the use of ultrasound when learning peripheral IV techniques.

PubMed

Osborn, Scott R; Borhart, Joelle; Antonis, Michael S

2012-03-06

Recent studies support high success rates after a short learning period of ultrasound IV technique, and increased patient and provider satisfaction when using ultrasound as an adjunct to peripheral IV placement. No study to date has addressed the efficacy for instructing ultrasound-naive providers. We studied the introduction of ultrasound to the teaching technique of peripheral IV insertion on first- and second-year medical students. This was a prospective, randomized, and controlled trial. A total of 69 medical students were randomly assigned to the control group with a classic, landmark-based approach (n = 36) or the real-time ultrasound-guided group (n = 33). Both groups observed a 20-min tutorial on IV placement using both techniques and then attempted vein cannulation. Students were given a survey to report their results and observations by a 10-cm visual analog scale. The survey response rate was 100%. In the two groups, 73.9% stated that they attempted an IV previously, and 63.7% of students had used an ultrasound machine prior to the study. None had used ultrasound for IV access prior to our session. The average number of attempts at cannulation was 1.42 in either group. There was no difference between the control and ultrasound groups in terms of number of attempts (p = 0.31). In both groups, 66.7% of learners were able to cannulate in one attempt, 21.7% in two attempts, and 11.6% in three attempts. The study group commented that they felt they gained more knowledge from the experience (p < 0.005) and that it was easier with ultrasound guidance (p < 0.005). Medical students feel they learn more when using ultrasound after a 20-min tutorial to place IVs and cannulation of the vein feels easier. Success rates are comparable between the traditional and ultrasound teaching approaches.

Heat Perception and Aversive Learning in Honey Bees: Putative Involvement of the Thermal/Chemical Sensor AmHsTRPA

PubMed Central

Junca, Pierre; Sandoz, Jean-Christophe

2015-01-01

The recent development of the olfactory conditioning of the sting extension response (SER) has provided new insights into the mechanisms of aversive learning in honeybees. Until now, very little information has been gained concerning US detection and perception. In the initial version of SER conditioning, bees learned to associate an odor CS with an electric shock US. Recently, we proposed a modified version of SER conditioning, in which thermal stimulation with a heated probe is used as US. This procedure has the advantage of allowing topical US applications virtually everywhere on the honeybee body. In this study, we made use of this possibility and mapped thermal responsiveness on the honeybee body, by measuring workers' SER after applying heat on 41 different structures. We then show that bees can learn the CS-US association even when the heat US is applied on body structures that are not prominent sensory organs, here the vertex (back of the head) and the ventral abdomen. Next, we used a neuropharmalogical approach to evaluate the potential role of a recently described Transient Receptor Potential (TRP) channel, HsTRPA, on peripheral heat detection by bees. First, we applied HsTRPA activators to assess if such activation is sufficient for triggering SER. Second, we injected HsTRPA inhibitors to ask whether interfering with this TRP channel affects SER triggered by heat. These experiments suggest that HsTRPA may be involved in heat detection by bees, and represent a potential peripheral detection system in thermal SER conditioning. PMID:26635613

Schisantherin A Improves Learning and Memory of Mice with D-Galactose-Induced Learning and Memory Impairment through Its Antioxidation and Regulation of p19/p53/p21/Cyclin D1/CDK4/RB Gene Expressions.

PubMed

Liu, Cong; Sun, Weijing; Li, Ning; Gao, Jiaqi; Yu, Chunyan; Wang, Chunmei; Sun, Jinghui; Jing, Shu; Chen, Jianguang; Li, He

2018-05-31

Schisantherin A (SCA) was evaluated for possible function in restoring the learning and memory impairment induced by D-galactose in mice. ICR mice were treated with D-galactose subcutaneously (220 mg·kg -1 ), and followed by SCA in different doses (1.25, 2.50 and 5.00 mg·kg -1 , administered orally) for 42 days. Effects of SCA on learning and memory were examined by step-through tests and Morris water maze tests. The activity of superoxide dismutase (SOD), the content of malondialdehyde (MDA) in the peripheral blood and hippocampus of mice were assayed by water-soluble tetrazolium-1 (WST-1) and thiobarbituric acid (TBA) methods. The contents of 8 hydroxy deoxy guanosine (8-OHdG) in the hippocampus of mice were detected by immunosorbent assay methods, respectively. Quantitative real-time PCR and Western Blot were respectively used to detect the expression of p19, p53, p21, cyclin D1, CDK4 and RB genes, and the phosphorylation of RB in the hippocampus of mice. We found that SCA significantly improved the learning and memory impairment induced by D-galactose in mice. After SCA treatment, SOD activity was increased and the content of MDA was decreased in both peripheral blood and hippocampus of mice. 8-OHDG content was also decreased in the hippocampus of mice. Furthermore, the expression of p19, p53 and p21 genes was reduced and the expression of cyclin D1 and CDK4 and the phosphorylation of RB protein were elevated in the hippocampus. SCA may improve the learning and memory impairment induced by D-galactose by enhancing the antioxidant capacity, and regulating the expression of p19/p53/p21/cyclinD1/CDK4 genes, and the phosphorylation of RB protein in the hippocampus of mice.

Majority Group Members' Negative Reactions to Future Demographic Shifts Depend on the Perceived Legitimacy of Their Status: Findings from the United States and Portugal.

PubMed

Outten, H Robert; Lee, Timothy; Costa-Lopes, Rui; Schmitt, Michael T; Vala, Jorge

2018-01-01

Using concepts from social identity theory (Tajfel and Turner, 1979), we examined whether racial/ethnic majority group members' reactions to future demographic shifts is a function of the degree to which they perceive their ingroup's higher-status in society to be legitimate. In two studies, participants who varied in the degree to which they perceived their group's status to be legitimate were either exposed to real projections for 2060 (i.e., large decline in proportion of population that is the "majority" group), or fake projections for 2060-that resembled current figures (i.e., small decline). In Study 1, White Americans who perceived their status to be highly legitimate expressed greater intergroup threat, and negative feelings (anger and fear) toward minorities after exposure to projections with a large decline in the relative size of the White American population. In contrast, demographic shift condition had no effect on intergroup threat and negative feelings toward minorities among White Americans who perceived their status to be relatively illegitimate; negative feelings and threat remained low across both conditions. Similarly, in Study 2, ethnic Portuguese people in Portugal exposed to projections in which there was a large decline in the relative size of the ethnic Portuguese population experienced more intergroup threat and expressed a greater desire to engage in anti-immigration behaviors. The effect of demographic shift condition on intergroup threat and anti-immigration behaviors was stronger among ethnic Portuguese who perceived their status to be legitimate compared to ethnic Portuguese people who perceived their status to be relatively illegitimate. These results highlight that across different cultural contexts, majority group members' beliefs about the legitimacy of intergroup relations can affect their reactions to the prospect of increased diversity.

Does the Sole Description of a Tax Authority Affect Tax Evasion? - The Impact of Described Coercive and Legitimate Power

PubMed Central

Hartl, Barbara; Hofmann, Eva; Gangl, Katharina; Hartner-Tiefenthaler, Martina; Kirchler, Erich

2015-01-01

Following the classic economic model of tax evasion, taxpayers base their tax decisions on economic determinants, like fine rate and audit probability. Empirical findings on the relationship between economic key determinants and tax evasion are inconsistent and suggest that taxpayers may rather rely on their beliefs about tax authority’s power. Descriptions of the tax authority’s power may affect taxpayers’ beliefs and as such tax evasion. Experiment 1 investigates the impact of fines and beliefs regarding tax authority’s power on tax evasion. Experiments 2-4 are conducted to examine the effect of varying descriptions about a tax authority’s power on participants’ beliefs and respective tax evasion. It is investigated whether tax evasion is influenced by the description of an authority wielding coercive power (Experiment 2), legitimate power (Experiment 3), and coercive and legitimate power combined (Experiment 4). Further, it is examined whether a contrast of the description of power (low to high power; high to low power) impacts tax evasion (Experiments 2-4). Results show that the amount of fine does not impact tax payments, whereas participants’ beliefs regarding tax authority’s power significantly shape compliance decisions. Descriptions of high coercive power as well as high legitimate power affect beliefs about tax authority’s power and positively impact tax honesty. This effect still holds if both qualities of power are applied simultaneously. The contrast of descriptions has little impact on tax evasion. The current study indicates that descriptions of the tax authority, e.g., in information brochures and media reports, have more influence on beliefs and tax payments than information on fine rates. Methodically, these considerations become particularly important when descriptions or vignettes are used besides objective information. PMID:25923770

Does the sole description of a tax authority affect tax evasion?--the impact of described coercive and legitimate power.

PubMed

Hartl, Barbara; Hofmann, Eva; Gangl, Katharina; Hartner-Tiefenthaler, Martina; Kirchler, Erich

2015-01-01

Following the classic economic model of tax evasion, taxpayers base their tax decisions on economic determinants, like fine rate and audit probability. Empirical findings on the relationship between economic key determinants and tax evasion are inconsistent and suggest that taxpayers may rather rely on their beliefs about tax authority's power. Descriptions of the tax authority's power may affect taxpayers' beliefs and as such tax evasion. Experiment 1 investigates the impact of fines and beliefs regarding tax authority's power on tax evasion. Experiments 2-4 are conducted to examine the effect of varying descriptions about a tax authority's power on participants' beliefs and respective tax evasion. It is investigated whether tax evasion is influenced by the description of an authority wielding coercive power (Experiment 2), legitimate power (Experiment 3), and coercive and legitimate power combined (Experiment 4). Further, it is examined whether a contrast of the description of power (low to high power; high to low power) impacts tax evasion (Experiments 2-4). Results show that the amount of fine does not impact tax payments, whereas participants' beliefs regarding tax authority's power significantly shape compliance decisions. Descriptions of high coercive power as well as high legitimate power affect beliefs about tax authority's power and positively impact tax honesty. This effect still holds if both qualities of power are applied simultaneously. The contrast of descriptions has little impact on tax evasion. The current study indicates that descriptions of the tax authority, e.g., in information brochures and media reports, have more influence on beliefs and tax payments than information on fine rates. Methodically, these considerations become particularly important when descriptions or vignettes are used besides objective information.

Addressing Neuroplastic Changes in Distributed Areas of the Nervous System Associated With Chronic Musculoskeletal Disorders.

PubMed

Pelletier, René; Higgins, Johanne; Bourbonnais, Daniel

2015-11-01

Present interventions utilized in musculoskeletal rehabilitation are guided, in large part, by a biomedical model where peripheral structural injury is believed to be the sole driver of the disorder. There are, however, neurophysiological changes across different areas of the peripheral and central nervous systems, including peripheral receptors, dorsal horn of the spinal cord, brain stem, sensorimotor cortical areas, and the mesolimbic and prefrontal areas associated with chronic musculoskeletal disorders, including chronic low back pain, osteoarthritis, and tendon injuries. These neurophysiological changes appear not only to be a consequence of peripheral structural injury but also to play a part in the pathophysiology of chronic musculoskeletal disorders. Neurophysiological changes are consistent with a biopsychosocial formulation reflecting the underlying mechanisms associated with sensory and motor findings, psychological traits, and perceptual changes associated with chronic musculoskeletal conditions. These changes, therefore, have important implications in the clinical manifestation, pathophysiology, and treatment of chronic musculoskeletal disorders. Musculoskeletal rehabilitation professionals have at their disposal tools to address these neuroplastic changes, including top-down cognitive-based interventions (eg, education, cognitive-behavioral therapy, mindfulness meditation, motor imagery) and bottom-up physical interventions (eg, motor learning, peripheral sensory stimulation, manual therapy) that induce neuroplastic changes across distributed areas of the nervous system and affect outcomes in patients with chronic musculoskeletal disorders. Furthermore, novel approaches such as the use of transcranial direct current stimulation and repetitive transcranial magnetic stimulation may be utilized to help renormalize neurological function. Comprehensive treatment addressing peripheral structural injury as well as neurophysiological changes occurring across distributed areas of the nervous system may help to improve outcomes in patients with chronic musculoskeletal disorders. © 2015 American Physical Therapy Association.

Platelet-rich plasma for regeneration of neural feedback pathways around dental implants: a concise review and outlook on future possibilities

PubMed Central

Huang, Yan; Bornstein, Michael M; Lambrichts, Ivo; Yu, Hai-Yang; Politis, Constantinus; Jacobs, Reinhilde

2017-01-01

Along with the development of new materials, advanced medical imaging and surgical techniques, osseointegrated dental implants are considered a successful and constantly evolving treatment modality for the replacement of missing teeth in patients with complete or partial edentulism. The importance of restoring the peripheral neural feedback pathway and thus repairing the lack of periodontal mechanoreceptors after tooth extraction has been highlighted in the literature. Nevertheless, regenerating the nerve fibers and reconstructing the neural feedback pathways around osseointegrated implants remain a challenge. Recent studies have provided evidence that platelet-rich plasma (PRP) therapy is a promising treatment for musculoskeletal injuries. Because of its high biological safety, convenience and usability, PRP therapy has gradually gained popularity in the clinical field. Although much remains to be learned, the growth factors from PRP might play key roles in peripheral nerve repair mechanisms. This review presents known growth factors contributing to the biological efficacy of PRP and illustrates basic and (pre-)clinical evidence regarding the use of PRP and its relevant products in peripheral nerve regeneration. In addition, the potential of local application of PRP for structural and functional recovery of injured peripheral nerves around dental implants is discussed. PMID:28282030

Using Machine-Learned Bayesian Belief Networks to Predict Perioperative Risk of Clostridium Difficile Infection Following Colon Surgery

DTIC Science & Technology

2012-01-01

resections without C-Diff (n = 111,368) General characteristics 8500 (7.5).06116 (6.3)8384 (7.5)CM_HYPOTHY ( Hypothyroidism ) 1772 (1.6).04839 (2.1)1733 (1.6...CM_COAG), hypothyroidism (CM_HYPOTHY), liver disease (CM_LIVER), neurological disorders (CM_NEURO), paralysis (CM_PARA), peripheral vascular disorders

Use of Information and Communication Technology in Enhancing Teaching and Learning

ERIC Educational Resources Information Center

Salleh, Siti Maliza Hj.; Jack, Suriani; Bohari, Zubaidah; Jusoff, Hj. Kamaruzaman

2011-01-01

The role of Information and Communication Technology (ICT) in education has been peripheral, with new technologies being added to the traditional teacher centred model of instruction. Students in the global economy of the 21st Century need to be creative thinkers and innovators. Thus, this paper provides an overview of the integration of…

Peripheral Mechanisms for Vocal Production in Birds--Differences and Similarities to Human Speech and Singing

ERIC Educational Resources Information Center

Riede, Tobias; Goller, Franz

2010-01-01

Song production in songbirds is a model system for studying learned vocal behavior. As in humans, bird phonation involves three main motor systems (respiration, vocal organ and vocal tract). The avian respiratory mechanism uses pressure regulation in air sacs to ventilate a rigid lung. In songbirds sound is generated with two independently…

Chinese Language Teaching in the UK: Present and Future

ERIC Educational Resources Information Center

Zhang, George X.; Li, Linda M.

2010-01-01

There has been a long history of Chinese learning and teaching (CLT) in the UK, but until recently CLT was predominantly confined to community schools for Chinese children at weekends and a small number of other schools and universities. Therefore, it had remained peripheral for a long time in terms of student numbers and its position in the…

The Prussian Academy of Sciences during the Third Reich

ERIC Educational Resources Information Center

Notzoldt, Peter; Walther, Peter Th.

2004-01-01

In 1933, the Prussian Academy of Sciences and Humanities was an exclusive learned society, out of touch with modern methods and funding, which had also failed to re-establish itself as a "centre of research". During the Nazi regime, it was at best peripherally involved in the restructuring of German academia. While some of its members…

Cognitive Bias for Learning Speech Sounds From a Continuous Signal Space Seems Nonlinguistic.

PubMed

van der Ham, Sabine; de Boer, Bart

2015-10-01

When learning language, humans have a tendency to produce more extreme distributions of speech sounds than those observed most frequently: In rapid, casual speech, vowel sounds are centralized, yet cross-linguistically, peripheral vowels occur almost universally. We investigate whether adults' generalization behavior reveals selective pressure for communication when they learn skewed distributions of speech-like sounds from a continuous signal space. The domain-specific hypothesis predicts that the emergence of sound categories is driven by a cognitive bias to make these categories maximally distinct, resulting in more skewed distributions in participants' reproductions. However, our participants showed more centered distributions, which goes against this hypothesis, indicating that there are no strong innate linguistic biases that affect learning these speech-like sounds. The centralization behavior can be explained by a lack of communicative pressure to maintain categories.

Cognitive Bias for Learning Speech Sounds From a Continuous Signal Space Seems Nonlinguistic

PubMed Central

de Boer, Bart

2015-01-01

When learning language, humans have a tendency to produce more extreme distributions of speech sounds than those observed most frequently: In rapid, casual speech, vowel sounds are centralized, yet cross-linguistically, peripheral vowels occur almost universally. We investigate whether adults’ generalization behavior reveals selective pressure for communication when they learn skewed distributions of speech-like sounds from a continuous signal space. The domain-specific hypothesis predicts that the emergence of sound categories is driven by a cognitive bias to make these categories maximally distinct, resulting in more skewed distributions in participants’ reproductions. However, our participants showed more centered distributions, which goes against this hypothesis, indicating that there are no strong innate linguistic biases that affect learning these speech-like sounds. The centralization behavior can be explained by a lack of communicative pressure to maintain categories. PMID:27648212

Science education as/for participation in the community

NASA Astrophysics Data System (ADS)

Roth, Wolff-Michael; Lee, Stuart

2004-03-01

In this paper, we take up and advance the project of rethinking scientific literacy by Eisenhart, Finkel, and Marion (American Educational Research Journal, 1996, 33, 261-295). As part of a project of rethinking science education, we advance three propositions. First, because society is built on division of labor, not everybody needs to know the same basic sets of concepts; it is more important to allow the emergence of scientific literacy as a collective property. Second, scientific knowledge ought not to be privileged in democratic collective decision making but ought to be one of many resources. Third, rethinking science education as and for participation in community life sets up the potential for lifelong participation in and learning of science-related issues. To show the viability of these propositions, we provide a case study based on a 3-year, multisite ethnographic research project as part of which we investigated science in the community. Framing our work in terms of activity theory, we provide descriptions of science in a local middle school, where students learn science while participating in a community effort to contribute to the knowledge base about a local creek. The children's activities are continuous with those of adults concerned about environmental health. In this way, rather than preparing for life after school, science education allows students to participate in legitimate ways in community life and therefore provides a starting point for uninterrupted lifelong learning across the presently existing boundary separating formal schooling from everyday life outside schools.

Post-Closure Land Jurisdiction Transfer to the US Fish and Wildlife Service at Rocky Flats: Surviving the Safari Through Old Records and Other Lessons Learned

DOE Office of Scientific and Technical Information (OSTI.GOV)

Schiesswohl, S.; Hanson, M.

The U.S. Department of Energy's (DOE's) Rocky Flats Site (Rocky Flats), located near Denver, Colorado, was listed on the Comprehensive Environmental Response, Compensation, and Liability Act National Priorities List (NPL) in 1989. Subsequent cleanup and closure activities were completed in October 2005 and the final remedy was selected in September 2006. The remedy is 'no further action' for the generally un-impacted Peripheral Operable Unit (OU), formerly known as the Buffer Zone, and institutional and physical controls with continued monitoring for the Central OU, formerly the industrialized area. The Peripheral OU has been deleted from the NPL and jurisdiction over themore » majority of land in that OU (3,953 acres) was transferred to the U.S. Fish and Wildlife Service (USFWS) on July 12, 2007, to establish the Rocky Flats National Wildlife Refuge. The remaining approximately 929 acres in the Peripheral OU were retained by DOE's Office of Legacy Management where outstanding mineral leases and mining operations exist. As mineral rights are purchased or mining operations and mineral leases are completed and fully reclaimed, jurisdiction of portions of the 929 acres will also be transferred to USFWS for inclusion into the refuge. During the almost 2 years since cleanup and closure work was completed at Rocky Flats, DOE and USFWS have worked the specific legal parameters, timing, and constraints of the 3,953-acre transfer. Many lessons have been learned, based on these early experiences. (authors)« less

Lessons learned from cross-border medical response to the terrorist bombings in Tabba and Ras-el-Satan, Egypt, on 07 October 2004.

PubMed

Leiba, Adi; Blumenfeld, Amir; Hourvitz, Ariel; Weiss, Gali; Peres, Michal; Laor, Dani; Schwartz, Dagan; Arad, Jacob; Goldberg, Avishay; Levi, Yeheskel; Bar-Dayan, Yaron

2005-01-01

Large-scale, terrorist attacks can happen in peripheral areas, which are located close to a country's borders and far from its main medical facilities and involve multi-national casualties and responders. The objective of this study was to analyze the terrorist suicide bombings that occurred on 07 October 2004, near the Israeli-Egyptian border, as representative of such a complex scenario. Data from formal debriefings after the event were processed in order to learn about victim outcomes, resource utilization, critical events, and time course of the emergency response. A total of 185 injured survivors were repatriated: four were severely wounded, 13 were moderately injured, and 168 were mildly injured. Thirty-eight people died. A forward medical team landed at the border town's airport, which provided reinforcement in the field and in the local hospital. Israeli and Egyptian search and rescue teams collaborated at the destruction site. One-hundred sixty-eight injured patients arrived at the small border hospital that rapidly organized itself for the mass-casualty incident, operating as an evacuation "staging hospital". Twenty-three casualties secondarily were distributed to two major trauma centers in the south and the center of Israel, respectively, either by ambulance or by helicopter. Large-scale, terrorist attacks at a peripheral border zone can be handled by international collaboration, reinforcement of medical teams at the site itself and at the peripheral neighboring hospital, rapid rearrangement of an "evacuation hospital", and efficient transport to trauma centers by ambulances, helicopters, and other aircraft.

Legitimating Racial Discrimination: Emotions, Not Beliefs, Best Predict Discrimination in a Meta-Analysis

PubMed Central

Talaska, Cara A.; Chaiken, Shelly

2013-01-01

Investigations of racial bias have emphasized stereotypes and other beliefs as central explanatory mechanisms and as legitimating discrimination. In recent theory and research, emotional prejudices have emerged as another, more direct predictor of discrimination. A new comprehensive meta-analysis of 57 racial attitude-discrimination studies finds a moderate relationship between overall attitudes and discrimination. Emotional prejudices are twices as closely related to racial discrimination as stereotypes and beliefs are. Moreover, emotional prejudices are closely related to both observed and self-reported discrimination, whereas stereotypes and beliefs are related only to self-reported discrimination. Implications for justifying discrimination are discussed. PMID:24052687

Legitimate data in remote monitoring.

PubMed

Schilling, J D

2009-01-01

An approach for ensuring legitimate data transfers of an individual within a remote healthcare solution. Biometric traits and networking are discussed for clarification of the approach. In this approach, a biometric solution is identified as a fingerprint scanner for use in a personal area network of the patient's home. Secure data exchange is acknowledged as a potential weakness in the transferring of patient data within this network. Some options are discussed to ensure security of data for the review by the caregiver. Example approaches regarding legitimacy are identified using a pulse oximeter [1], a blood pressure meter, and a weight scale as the remote patient devices in the remote healthcare solution.

In Pursuit of Consensus: Disagreement and legitimization during small-group argumentation

NASA Astrophysics Data System (ADS)

Berland, Leema K.; Lee, Victor R.

2012-08-01

In recent years, an emphasis on scientific argumentation in classrooms has brought into focus collaborative consensus-building as an instructional strategy. In these situations, students with differing and competing arguments are asked to work with one another in order to establish a shared perspective. However, the literature suggests that consensus-building can be challenging for students because their interpretations of the argumentative task and context may not enable their productive engagement with counter-arguments and evidence. In this paper, our goal is to explore the ways in which interactions of students support or inhibit their consensus-building. To that end, we examine and describe three cases that represent different ways in which initially dissenting students try to work towards a consensus with their peers. Through these cases, we demonstrate that legitimization of disparate or incorrect ideas can enable students whose arguments rely on incorrect ideas to feel that their ideas were heard and valued by the rest of their group. As such, we suggest that this legitimization is important because it can help students 'save face'. This enables students to move away from the competitive and persuasive aspects of argumentation towards interactions that align more closely with sensemaking and consensus-building.

[Effects of false memories on the Concealed Information Test].

PubMed

Zaitsu, Wataru

2012-10-01

The effects of false memories on polygraph examinations with the Concealed Information Test (CIT) were investigated by using the Deese-Roediger-McDermott (DRM) paradigm, which allows participants to evoke false memories. Physiological responses to questions consisting of learned, lure, and unlearned items were measured and recorded. The results indicated that responses to lure questions showed critical responses to questions about learned items. These responses included repression of respiration, an increase in electrodermal activity, and a drop in heart rate. These results suggest that critical response patterns are generated in the peripheral nervous system by true and false memories.

Othering Processes and STS Curricula: From Nineteenth Century Scientific Discourse on Interracial Competition and Racial Extinction to Othering in Biomedical Technosciences

NASA Astrophysics Data System (ADS)

Arteaga, Juan Manuel Sánchez; El-Hani, Charbel N.

2012-05-01

This paper analyzes the debates on "interracial competition" and "racial extinction" in the biological discourse on human evolution during the second half of the nineteenth century. Our intention is to discuss the ideological function of these biological concepts as tools for the naturalization and scientific legitimation of racial hierarchies during that period. We argue that the examination of these scientific discussions about race from a historical perspective can play the role of a critical platform for students and teachers to think about the role of science in current othering processes, such as those related to biomedical technosciences. If they learn how biological ideas played an ideological function concerning interracial relationships in the past, they can be compelled to ask which ideological functions the biological knowledge they are teaching and learning might play now. If this is properly balanced, they can eventually both value scientific knowledge for its contributions and have a critical appraisal of some of its implications. We propose, here, a number of initial design principles for the construction of teaching sequences about scientific racism and science-technology-society relationships, yet to be empirically tested by iterative cycles of implementation in basic education and teacher education classrooms.

Psychoactive Substances Bill and Act of New Zealand: A Chance to Engage Undergraduate Scientists with Society using a Transfer Learning Paradigm

PubMed Central

Gliddon, Catherine M.; Cridge, Belinda

2015-01-01

Our aim was to develop a teaching paradigm that connected undergraduate’s neuropharmacological/toxicological knowledge to that of government policy. One goal of undergraduate education should be to help develop scientists that can use their scientific knowledge to critique government policy. There is little research, however, on whether democratization of science occurs: nor how to achieve this. Our work focused on a semi-structured workshop designed around the Psychoactive Substances Bill (PSB). Third year science students were given a questionnaire that was designed to address whether participating in the workshop enhanced their understanding of the PSB and its relationship to their established knowledge (i.e., transfer learning). Furthermore, whether they felt that they had enough expertise to consider making a submission (i.e., societal engagement). Results showed that the students appreciated the opportunity to explore potential application of their knowledge and delve into a socio-scientific issue. However, our findings suggested they felt uncomfortable discussing their ideas outside the classroom: nor, did they identify themselves as having sufficient knowledge to contribute to a submission. In conclusion, this study highlights two points. First, that discussion based transfer learning can be used in the tertiary sector and students value the opportunity to apply their knowledge to socio-scientific issue. Second, if social participation and democratization of science is a goal, then more emphasis should be placed on how students can realistically and confidently apply their learning to change social policy. In order to achieve this, education programs need to focus on legitimate real-life processes such as the PSB for engagement. PMID:26557790

Detecting Payload Attacks on Programmable Logic Controllers (PLCs)

DOE Office of Scientific and Technical Information (OSTI.GOV)

Yang, Huan

Programmable logic controllers (PLCs) play critical roles in industrial control systems (ICS). Providing hardware peripherals and firmware support for control programs (i.e., a PLC’s “payload”) written in languages such as ladder logic, PLCs directly receive sensor readings and control ICS physical processes. An attacker with access to PLC development software (e.g., by compromising an engineering workstation) can modify the payload program and cause severe physical damages to the ICS. To protect critical ICS infrastructure, we propose to model runtime behaviors of legitimate PLC payload program and use runtime behavior monitoring in PLC firmware to detect payload attacks. By monitoring themore » I/O access patterns, network access patterns, as well as payload program timing characteristics, our proposed firmware-level detection mechanism can detect abnormal runtime behaviors of malicious PLC payload. Using our proof-of-concept implementation, we evaluate the memory and execution time overhead of implementing our proposed method and find that it is feasible to incorporate our method into existing PLC firmware. In addition, our evaluation results show that a wide variety of payload attacks can be effectively detected by our proposed approach. The proposed firmware-level payload attack detection scheme complements existing bumpin- the-wire solutions (e.g., external temporal-logic-based model checkers) in that it can detect payload attacks that violate realtime requirements of ICS operations and does not require any additional apparatus.« less

Making Public the Private Life of Plants: The Contribution of Informal Learning Environments

ERIC Educational Resources Information Center

Sanders, Dawn L.

2007-01-01

Plants are essential to life on Earth and yet are often deemed invisible by the human populace. Botanic gardens are an under-researched educational context and, as such, have occupied a peripheral arena in biology education discussions. This article seeks to readdress this absence and present the case for a more sustained use of informal learning…

Learning Outcomes in a Laboratory Environment vs. Classroom for Statistics Instruction: An Alternative Approach Using Statistical Software

ERIC Educational Resources Information Center

McCulloch, Ryan Sterling

2017-01-01

The role of any statistics course is to increase the understanding and comprehension of statistical concepts and those goals can be achieved via both theoretical instruction and statistical software training. However, many introductory courses either forego advanced software usage, or leave its use to the student as a peripheral activity. The…

Intrahippocampal Insulin Improves Memory in a Passive-Avoidance Task in Male Wistar Rats

ERIC Educational Resources Information Center

Babri, Shirin; Badie, Hamid Gholamipour; Khamenei, Saeed; Seyedlar, Mehdi Ordikhani

2007-01-01

The main impacts of insulin favor the peripheral organs. Although it functions as a neuropeptide, insulin possesses also some central effects. The aim of this study was to determine the effect of intrahippocampal infusion of insulin on passive avoidance learning in healthy male rats. Thirty male wistar rats were divided into three groups (n = 10…

Short-term outcomes of excisional atherectomy in lower limb arterial disease.

PubMed

Werner-Gibbings, Keagan; Dubenec, Steven

2017-06-01

Endovascular interventions are increasingly utilized in managing occlusive peripheral vascular disease. Angioplasty and stenting remain the mainstay of endovascular management; however, newer treatment modalities such as excisional atherectomy provide the clinician with additional treatment options. While demonstrating promising results in available trials, a paucity of data exist regarding peripheral atherectomy. The purpose of this retrospective clinical study was to assess the efficacy and safety of excisional atherectomy with the TurboHawk atherectomy device (Covidien/ev3, Plymouth, MN, USA) in the treatment of lower limb peripheral vascular disease and to evaluate the learning curve involved in the institution of a new treatment modality. A retrospective analysis was performed on all patients undergoing atherectomy for symptomatic lower limb peripheral vascular disease by a single clinician between November 2011 and June 2013. Forty-seven vessels on 28 legs in 24 patients were treated during the period. Atherectomy was possible in 98% of cases. The 6- and 12-month primary patency was 72.6 and 58.9%, respectively. The primary-assisted patency was 93.2% at 6 months and 74.6% at 12 months. There were significantly greater patency rates in the TransAtlantic Inter-Society Consensus A + B lesions and a non-significant trend towards improved patency rates in claudicants versus critical limb ischaemia. There were four instances of embolization and four cases of dissection. Excisional atherectomy provides a further option for the minimally invasive management of peripheral vascular disease. It has similar patency rates to established endovascular therapies and should be considered among the treatment options in patients with favourable pathology. © 2014 Royal Australasian College of Surgeons.

Dopamine D2 Receptor Signaling in the Nucleus Accumbens Comprises a Metabolic-Cognitive Brain Interface Regulating Metabolic Components of Glucose Reinforcement.

PubMed

Michaelides, Michael; Miller, Michael L; DiNieri, Jennifer A; Gomez, Juan L; Schwartz, Elizabeth; Egervari, Gabor; Wang, Gene Jack; Mobbs, Charles V; Volkow, Nora D; Hurd, Yasmin L

2017-11-01

Appetitive drive is influenced by coordinated interactions between brain circuits that regulate reinforcement and homeostatic signals that control metabolism. Glucose modulates striatal dopamine (DA) and regulates appetitive drive and reinforcement learning. Striatal DA D2 receptors (D2Rs) also regulate reinforcement learning and are implicated in glucose-related metabolic disorders. Nevertheless, interactions between striatal D2R and peripheral glucose have not been previously described. Here we show that manipulations involving striatal D2R signaling coincide with perseverative and impulsive-like responding for sucrose, a disaccharide consisting of fructose and glucose. Fructose conveys orosensory (ie, taste) reinforcement but does not convey metabolic (ie, nutrient-derived) reinforcement. Glucose however conveys orosensory reinforcement but unlike fructose, it is a major metabolic energy source, underlies sustained reinforcement, and activates striatal circuitry. We found that mice with deletion of dopamine- and cAMP-regulated neuronal phosphoprotein (DARPP-32) exclusively in D2R-expressing cells exhibited preferential D2R changes in the nucleus accumbens (NAc), a striatal region that critically regulates sucrose reinforcement. These changes coincided with perseverative and impulsive-like responding for sucrose pellets and sustained reinforcement learning of glucose-paired flavors. These mice were also characterized by significant glucose intolerance (ie, impaired glucose utilization). Systemic glucose administration significantly attenuated sucrose operant responding and D2R activation or blockade in the NAc bidirectionally modulated blood glucose levels and glucose tolerance. Collectively, these results implicate NAc D2R in regulating both peripheral glucose levels and glucose-dependent reinforcement learning behaviors and highlight the notion that glucose metabolic impairments arising from disrupted NAc D2R signaling are involved in compulsive and perseverative feeding behaviors.

Developing Personal Learning Environments Based on Calm Technologies

NASA Astrophysics Data System (ADS)

Fiaidhi, Jinan

Educational technology is constantly evolving and growing, and it is inevitable that this progression will continually offer new and interesting advances in our world. The instigation of calm technologies for the delivery of education is another new approach now emerging. Calm technology aims to reduce the "excitement" of information overload by letting the learner select what information is at the center of their attention and what information need to be at the peripheral. In this paper we report on the adaptation of calm technologies in an educational setting with emphasis on the needs to cater the preferences of the individual learner to respond to the challenge of providing truly learner-centered, accessible, personalized and flexible learning. Central to calm computing vision is the notion of representing learning objects as widgets, harvesting widgets from the periphery based on semantic wikis as well as widgets garbage collection from the virtual/central learning memory.

Bioremediation of oil-contaminated soils: A recipe for success

DOE Office of Scientific and Technical Information (OSTI.GOV)

Wittenbach, S.A.

1995-12-31

Bioremediation of land crude oil and lube oil spills is an effective and economical option. Other options include road spreading (where permitted), thermal desorption, and off-site disposal. The challenge for environment and operations managers is to select the best approach for each remediation site. Costs and liability for off-site disposal are ever increasing. Kerr-McGee`s extensive field research in eastern and western Texas provides the data to support bioremediation as a legitimate and valid option. Both practical and economical bioremediation as a legitimate and valid option. Both practical and economical, bioremediation also offers a lower risk of, for example, Superfund clean-upmore » exposure than off-site disposal.« less

The modern mental health system in Nepal: organizational persistence in the absence of legitimating myths.

PubMed

Tausig, M; Subedi, S

1997-08-01

This paper advances an organizational explanation for the slow pace of modernization of mental health care systems in developing societies. In complement to cultural and political economic explanations of this condition, we suggest that the value of establishing modern systems in developing societies lies in the legitimation such structures provide for indigenous modernizing efforts vis-a-vis both indigenous and external audiences. The system need not meet actual levels of service demand. Its importance is in its symbolic value as an indicator of modernity. The result is a system in "permanent failure". Implications for institutional theory and the growth of modern mental health systems in developing societies are discussed.

Entrepreneurship as a legitimate field of knowledge.

PubMed

Sánchez, José C

2011-08-01

Entrepreneurship as a research topic has been approached from disciplines such as economics, sociology or psychology. After justifying its study, we define the domain of the field, highlighting what has currently become its dominant paradigm, the process of the discovery, assessment and exploitation of opportunities. We then describe the main perspectives and offer an integrated conceptual framework that will allow us to legitimize the study of entrepreneurship as a field of knowledge in its own right. We believe that this framework will help researchers to better recognize the relations among the many factors forming part of the study of entrepreneurship. Lastly, we conclude with some brief reflections on the potential value of the framework presented.

Evaluating the Legitimacy of Contemporary Legal Strategies for Obesity.

PubMed

Morain, Stephanie

2015-12-01

Contemporary legal strategies for obesity raise troubling questions regarding individual liberty and the legitimate scope of public health authority. This article argues that the predominant approach to assessing public health legitimacy--John Stuart Mill's "harm principle"--may be unsuitable for evaluating the legitimacy of legal strategies for obesity. The article proposes an alternative test for assessing the legitimate scope of public health authority: John Rawls's liberal principle of legitimacy. It outlines how Rawls's principle would evaluate obesity policies, and contrasts this evaluation to that of Mill. The alternative test avoids some of the limitations of the Millian approach, and may offer an improved mechanism for assessing the liberty effects of policies for obesity and other public health activities.

Origins, actions and dynamic expression patterns of the neuropeptide VGF in rat peripheral and central sensory neurones following peripheral nerve injury

PubMed Central

Moss, Andrew; Ingram, Rachel; Koch, Stephanie; Theodorou, Andria; Low, Lucie; Baccei, Mark; Hathway, Gareth J; Costigan, Michael; Salton, Stephen R; Fitzgerald, Maria

2008-01-01

Background The role of the neurotrophin regulated polypeptide, VGF, has been investigated in a rat spared injury model of neuropathic pain. This peptide has been shown to be associated with synaptic strengthening and learning in the hippocampus and while it is known that VGFmRNA is upregulated in dorsal root ganglia following peripheral nerve injury, the role of this VGF peptide in neuropathic pain has yet to be investigated. Results Prolonged upregulation of VGF mRNA and protein was observed in injured dorsal root ganglion neurons, central terminals and their target dorsal horn neurons. Intrathecal application of TLQP-62, the C-terminal active portion of VGF (5–50 nmol) to naïve rats caused a long-lasting mechanical and cold behavioral allodynia. Direct actions of 50 nM TLQP-62 upon dorsal horn neuron excitability was demonstrated in whole cell patch recordings in spinal cord slices and in receptive field analysis in intact, anesthetized rats where significant actions of VGF were upon spontaneous activity and cold evoked responses. Conclusion VGF expression is therefore highly modulated in nociceptive pathways following peripheral nerve injury and can cause dorsal horn cell excitation and behavioral hypersensitivity in naïve animals. Together the results point to a novel and powerful role for VGF in neuropathic pain. PMID:19077191

Emergent spacetime according to effective field theory: From top-down and bottom-up

NASA Astrophysics Data System (ADS)

Crowther, Karen

2013-08-01

The framework of effective field theory (EFT) is a natural one in which to understand the claim that the spacetime of general relativity (GR) is an emergent low-energy phenomenon. I argue for a pragmatic understanding of EFT, given that the appropriate conception of emergence it suggests is necessarily epistemological in a sense. Analogue models of spacetime are examples of the top-down approach to EFT. They offer concrete illustrations of spacetime emergent within an EFT, and lure us toward a strong analogy between condensed matter physics and GR. I argue that we should be wary of this strong analogy, not least because the pragmatic view of EFT places limits on how much we can legitimately draw from it. On the other hand, programs that treat GR as an EFT and calculate quantum corrections are an example of the bottom-up approach and are explicitly pragmatic in character. I explore what we may learn about the nature of emergent spacetime by comparing these two approaches.

Bring your first aid kit: an unannounced mock drill.

PubMed

Grant, Theresa Wolf

2002-06-01

Disaster preparedness has taken on new significance in our country since September 11. School nurses, advocates for school safety, must address new challenges in crisis management and emergency response. Our nation's schools remain relatively safe places, yet well-known events in the last few years dictate the need for movement from attitudes of complacency and denial toward vigilance. Natural disasters, accidents, and violence can threaten the well-being and lives of students and staff, and in a few short minutes a peaceful learning environment can change into one of chaos with multiple casualties. Although schoolwide drills for events such as tornadoes, explosions, and shootings remain imperative, they do little to prepare the school nurse for her role in immediate response. Staging an unannounced mock disaster at a districtwide nurse meeting is one way to ensure a higher level of preparedness. It also acknowledges the legitimate concerns of crisis competency among school nurses who are often and understandably the most trusted first responders to health crises on campus.

Word Problem Solving in Contemporary Math Education: A Plea for Reading Comprehension Skills Training

PubMed Central

Boonen, Anton J. H.; de Koning, Björn B.; Jolles, Jelle; van der Schoot, Menno

2016-01-01

Successfully solving mathematical word problems requires both mental representation skills and reading comprehension skills. In Realistic Math Education (RME), however, students primarily learn to apply the first of these skills (i.e., representational skills) in the context of word problem solving. Given this, it seems legitimate to assume that students from a RME curriculum experience difficulties when asked to solve semantically complex word problems. We investigated this assumption under 80 sixth grade students who were classified as successful and less successful word problem solvers based on a standardized mathematics test. To this end, students completed word problems that ask for both mental representation skills and reading comprehension skills. The results showed that even successful word problem solvers had a low performance on semantically complex word problems, despite adequate performance on semantically less complex word problems. Based on this study, we concluded that reading comprehension skills should be given a (more) prominent role during word problem solving instruction in RME. PMID:26925012

Summary and Synthesis: How to Present a Research Proposal.

PubMed

Setia, Maninder Singh; Panda, Saumya

2017-01-01

This concluding module attempts to synthesize the key learning points discussed during the course of the previous ten sets of modules on methodology and biostatistics. The objective of this module is to discuss how to present a model research proposal, based on whatever was discussed in the preceding modules. The lynchpin of a research proposal is the protocol, and the key component of a protocol is the study design. However, one must not neglect the other areas, be it the project summary through which one catches the eyes of the reviewer of the proposal, or the background and the literature review, or the aims and objectives of the study. Two critical areas in the "methods" section that cannot be emphasized more are the sampling strategy and a formal estimation of sample size. Without a legitimate sample size, none of the conclusions based on the statistical analysis would be valid. Finally, the ethical parameters of the study should be well understood by the researchers, and that should get reflected in the proposal.

The alcohol supply: its importance to public health and safety, and essential research questions.

PubMed

Edwards, G; Holder, H D

2000-12-01

This paper seeks to identify the main questions which have emerged from the preceding papers concerning the supply side of alcohol. On any rational analysis these issues are of thoroughly legitimate concern to public health researchers. We list them under seven headings: (1) what drives the alcohol supply side? (2) What is the impact of alcohol supply on demand? (3) What are the benefits and risks to health and safety stemming from deregulation and what are the possibilities to avoid negative effects? (4) What is the size and significance of the alcohol supply which may derive from other than the officially approved channels? (5) Who are the important actors in the alcohol supply system? (6) What are local influences on alcohol supply and its distribution throughout communities? (7) What is to be learned from tobacco and other risky commodities about the importance of supply? Finally, we outline a series of possible next steps for a supply side initiative.

Word Problem Solving in Contemporary Math Education: A Plea for Reading Comprehension Skills Training.

PubMed

Boonen, Anton J H; de Koning, Björn B; Jolles, Jelle; van der Schoot, Menno

2016-01-01

Successfully solving mathematical word problems requires both mental representation skills and reading comprehension skills. In Realistic Math Education (RME), however, students primarily learn to apply the first of these skills (i.e., representational skills) in the context of word problem solving. Given this, it seems legitimate to assume that students from a RME curriculum experience difficulties when asked to solve semantically complex word problems. We investigated this assumption under 80 sixth grade students who were classified as successful and less successful word problem solvers based on a standardized mathematics test. To this end, students completed word problems that ask for both mental representation skills and reading comprehension skills. The results showed that even successful word problem solvers had a low performance on semantically complex word problems, despite adequate performance on semantically less complex word problems. Based on this study, we concluded that reading comprehension skills should be given a (more) prominent role during word problem solving instruction in RME.

Summary and Synthesis: How to Present a Research Proposal

PubMed Central

Setia, Maninder Singh; Panda, Saumya

2017-01-01

This concluding module attempts to synthesize the key learning points discussed during the course of the previous ten sets of modules on methodology and biostatistics. The objective of this module is to discuss how to present a model research proposal, based on whatever was discussed in the preceding modules. The lynchpin of a research proposal is the protocol, and the key component of a protocol is the study design. However, one must not neglect the other areas, be it the project summary through which one catches the eyes of the reviewer of the proposal, or the background and the literature review, or the aims and objectives of the study. Two critical areas in the “methods” section that cannot be emphasized more are the sampling strategy and a formal estimation of sample size. Without a legitimate sample size, none of the conclusions based on the statistical analysis would be valid. Finally, the ethical parameters of the study should be well understood by the researchers, and that should get reflected in the proposal. PMID:28979004

The cultural dimension of uncertainty avoidance impacts police-civilian interaction.

PubMed

Giebels, Ellen; Oostinga, Miriam S D; Taylor, Paul J; Curtis, Joanna L

2017-02-01

This research examines how the cultural dimension of uncertainty avoidance-a person's (in)tolerance for uncertain or unknown situations-impacts communication alignment in crisis negotiations. We hypothesized that perpetrators high on uncertainty avoidance would respond better to negotiators who use formal language and legitimize their position with reference to law, procedures, and moral codes. Data were transcriptions of 53 negotiations from a Dutch-German police training initiative, where police negotiators interacted with a high (German) and low (Dutch) uncertainty-avoidant mock perpetrator. Consistent with accounts of cross-cultural interaction, negotiators tended to achieve more alignment in within-culture interactions compared to cross-cultural interactions. Moreover, German negotiators, who scored higher on uncertainty avoidance than the Dutch negotiators, were found to use more legitimizing messages and more formal language than their Dutch counterparts. Critically, irrespective of the negotiators cultural background, the use of these behaviors was a significant moderator of the degree to which negotiator and perpetrator aligned their communicative frames: Using legitimizing and formal language helped with German perpetrators but had no effect on Dutch perpetrators. Our findings show the effects of cultural background on communication alignment and demonstrate the benefits of using more formal language and messages that emphasize law and regulations when interacting with perpetrators high on uncertainty avoidance. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Direct and indirect effects of parenting practices on socio-moral approval of aggression in Polish young adults. Do all practices matter?

PubMed

Dominiak-Kochanek, Monika; Konopka, Karolina; Rutkowska, Marta; Frączek, Adam; Ramirez, J Martin

2018-06-01

The purpose of this article was to determine the socialisation antecedents of socio-moral approval of aggression (SMAA). In Study 1, we assessed factorial structure and reliability of the SMAA with a sample of 355 students who reported on the extent to which they approved of six forms of aggressive behaviour and six justifications of aggression. Two-factor solutions were obtained with regard to forms and justifications of aggressive acts. Thus, approval of extreme and minor aggression was distinguished as well as legitimate and illegitimate justifications of aggression. In Study 2, we tested the path models of the socialisation antecedents that contributed to the high approval of minor and extreme aggressive acts as well as legitimate and illegitimate justifications of aggression. Data were collected from 173 undergraduate students. Path analyses showed that high levels of approval of extremely aggressive acts and of illegitimate justifications of aggression were preceded by a sequence of negative life events, beginning with frequent misbehaviour in childhood, corporal punishment used by parents and ending with delinquency in adolescence. The approval of minor aggression had little relation to socialisation factors apart from a detrimental effect of psychological aggression while approval of legitimate justifications of aggression had no socialisation antecedents. © 2016 International Union of Psychological Science.

Is Contact with Children Related to Legitimizing Beliefs Toward Sex with Children Among Men with Pedophilia?

PubMed

Geradt, Max; Jahnke, Sara; Heinz, Julia; Hoyer, Jürgen

2018-02-01

Among pedophilic men, social contact with children has been discussed as creating a risk situation for sexual abuse. Also, pedophilic men searching for such contact are seen as harboring more beliefs legitimizing sexual contact with children. However, social contact may also decrease false beliefs. We tested these competing views in an anonymous Internet survey with a non-forensic, non-clinical sample of 104 self-classified pedophilic men. Results showed that both increased social and physical contact were significantly linked to fewer legitimizing beliefs toward sex with children, even when controlling for past psychotherapy, educational level, social desirability, and age. Controlling for previous conviction for child sexual offenses reduced the effect for physical contact, but not for social contact. Exploratory analyses showed that either type of contact had no significant effect on total self-perceived risk of offending. However, pedophilic men with physical contact with children perceived a higher risk of more direct (i.e., child abuse) than indirect offenses (i.e., child pornography offenses) compared to pedophilic men without physical contact. Despite limitations of the correlational design and the only small to moderate effects, the results challenge the assumption that complete avoidance of contact with children is necessary for persons with pedophilia to reduce the risk of abusive behavior.

Machine-learning approach identifies a pattern of gene expression in peripheral blood that can accurately detect ischaemic stroke

PubMed Central

O’Connell, Grant C; Petrone, Ashley B; Treadway, Madison B; Tennant, Connie S; Lucke-Wold, Noelle; Chantler, Paul D; Barr, Taura L

2016-01-01

Early and accurate diagnosis of stroke improves the probability of positive outcome. The objective of this study was to identify a pattern of gene expression in peripheral blood that could potentially be optimised to expedite the diagnosis of acute ischaemic stroke (AIS). A discovery cohort was recruited consisting of 39 AIS patients and 24 neurologically asymptomatic controls. Peripheral blood was sampled at emergency department admission, and genome-wide expression profiling was performed via microarray. A machine-learning technique known as genetic algorithm k-nearest neighbours (GA/kNN) was then used to identify a pattern of gene expression that could optimally discriminate between groups. This pattern of expression was then assessed via qRT-PCR in an independent validation cohort, where it was evaluated for its ability to discriminate between an additional 39 AIS patients and 30 neurologically asymptomatic controls, as well as 20 acute stroke mimics. GA/kNN identified 10 genes (ANTXR2, STK3, PDK4, CD163, MAL, GRAP, ID3, CTSZ, KIF1B and PLXDC2) whose coordinate pattern of expression was able to identify 98.4% of discovery cohort subjects correctly (97.4% sensitive, 100% specific). In the validation cohort, the expression levels of the same 10 genes were able to identify 95.6% of subjects correctly when comparing AIS patients to asymptomatic controls (92.3% sensitive, 100% specific), and 94.9% of subjects correctly when comparing AIS patients with stroke mimics (97.4% sensitive, 90.0% specific). The transcriptional pattern identified in this study shows strong diagnostic potential, and warrants further evaluation to determine its true clinical efficacy. PMID:29263821

A game theory perspective on environmental assessment: What games are played and what does this tell us about decision making rationality and legitimacy?

DOE Office of Scientific and Technical Information (OSTI.GOV)

Bond, Alan; Research Unit for Environmental Sciences and Management, North-West University; Pope, Jenny

Game theory provides a useful theoretical framework to examine the decision process operating in the context of environmental assessment, and to examine the rationality and legitimacy of decision-making subject to Environmental Assessment (EA). The research uses a case study of the Environmental Impact Assessment and Sustainability Appraisal processes undertaken in England. To these are applied an analytical framework, based on the concept of decision windows to identify the decisions to be assessed. The conditions for legitimacy are defined, based on game theory, in relation to the timing of decision information, the behaviour type (competitive, reciprocal, equity) exhibited by the decisionmore » maker, and the level of public engagement; as, together, these control the type of rationality which can be brought to bear on the decision. Instrumental rationality is based on self-interest of individuals, whereas deliberative rationality seeks broader consensus and is more likely to underpin legitimate decisions. The results indicate that the Sustainability Appraisal process, conducted at plan level, is better than EIA, conducted at project level, but still fails to provide conditions that facilitate legitimacy. Game theory also suggests that Sustainability Appraisal is likely to deliver ‘least worst’ outcomes rather than best outcomes when the goals of the assessment process are considered; this may explain the propensity of such ‘least worst’ decisions in practise. On the basis of what can be learned from applying this game theory perspective, it is suggested that environmental assessment processes need to be redesigned and better integrated into decision making in order to guarantee the legitimacy of the decisions made. - Highlights: • Decision legitimacy is defined in terms of game theory. • Game theory is applied to EIA and SA decision windows. • Game theory suggests least worst outcomes prevail. • SA is more likely to be perceived legitimate than EIA.« less

Rape and its relation to social disorganization, pornography and inequality in the USA.

PubMed

Baron, L; Straus, M A

1989-01-01

A theoretical model seeks to integrate social disorganization and feminist theories of rape, reporting an empirical test of that model using data on rapes per 100,000 population known to the police in the 50 states of the United States. The model includes the following aspects of the social organization of the states: social disorganization (measured by a six item index), sexual inequality (measured by a status of women index to men), pornography (measured by a sex magazine circulation index for eight sexually explicit magazines) and the level of culturally legitimate violence (measured by a 12 item legitimate violence index using indicators like corporal punishment in schools. There were marked differences between states of the USA in the incidence of rape during the 1980-82. Path analysis was used to test the theoretical model, which posits rape as a function of the direct and indirect effects of social disorganization, sexual inequality, pornography, legitimate violence and seven control variables. The results show that all four variables play an important part in explaining differences between states in rape; and that together, the variables in the model explain 83 per cent of the state-to-state variation in rape. Women are in much greater danger of being raped in some American states than in others. Since the FBI began compiling statistics on rape, states like Alaska, Nevada, and California have consistently registered many more rapes per capita than North Dakota, Maine, and Iowa. What factors account for such differences between states? Could the variation in the rape rate be explained by four aspects of the social structure of states: (1) the proliferation of pornography (2) sexual inequality (3) culturally legitimate violence and (4) social disorganization. Each factor represents a theory which will be examined within the context of an integrated theory on rape.

Routine detection of Epstein-Barr virus specific T-cells in the peripheral blood by flow cytometry

NASA Technical Reports Server (NTRS)

Crucian, B. E.; Stowe, R. P.; Pierson, D. L.; Sams, C. F.

2001-01-01

The ability to detect cytomegalovirus-specific T-cells (CD4(+)) in the peripheral blood by flow cytometry has been recently described by Picker et al. In this method, cells are incubated with viral antigen and responding (cytokine producing) T-cells are then identified by flow cytometry. To date, this technique has not been reliably used to detect Epstein-Barr virus (EBV)-specific T-cells primarily due to the superantigen/mitogenic properties of the virus which non-specifically activate T-cells. By modifying culture conditions under which the antigens are presented, we have overcome this limitation and developed an assay to detect and quantitate EBV-specific T-cells. The detection of cytokine producing T-cells by flow cytometry requires an extremely strong signal (such as culture in the presence of PMA and ionomycin). Our data indicate that in modified culture conditions (early removal of viral antigen) the non-specific activation of T-cells by EBV is reduced, but antigen presentation will continue uninhibited. Using this method, EBV-specific T-cells may be legitimately detected using flow cytometry. No reduction in the numbers of antigen-specific T-cells was observed by the early removal of target antigen when verified using cytomegalovirus antigen (a virus with no non-specific T-cell activation properties). In EBV-seropositive individuals, the phenotype of the EBV-specific cytokine producing T-cells was evaluated using four-color flow cytometry and found to be CD45(+), CD3(+), CD4(+), CD45RA(-), CD69(+), CD25(-). This phenotype indicates the stimulation of circulating previously unactivated memory T-cells. No cytokine production was observed in CD4(+) T-cells from EBV-seronegative individuals, confirming the specificity of this assay. In addition, the use of four color cytometry (CD45, CD3, CD69, IFNgamma/IL-2) allows the total quantitative assessment of EBV-specific T-cells while monitoring the interference of EBV non-specific mitogenic activity. This method may have significant utility for the monitoring of the immune response to latent virus infection/reactivation.

Learning to Read Vertical Text in Peripheral Vision

PubMed Central

Subramanian, Ahalya; Legge, Gordon E.; Wagoner, Gunther Harrison; Yu, Deyue

2014-01-01

Purpose English–language text is almost always written horizontally. Text can be formatted to run vertically, but this is seldom used. Several studies have found that horizontal text can be read faster than vertical text in the central visual field. No studies have investigated the peripheral visual field. Studies have also concluded that training can improve reading speed in the peripheral visual field for horizontal text. We aimed to establish whether the horizontal vertical differences are maintained and if training can improve vertical reading in the peripheral visual field. Methods Eight normally sighted young adults participated in the first study. Rapid Serial Visual Presentation (RSVP) reading speed was measured for horizontal and vertical text in the central visual field and at 10° eccentricity in the upper or lower (horizontal text), and right or left (vertical text) visual fields. Twenty-one normally sighted young adults split equally between 2 training and 1 control group participated in the second study. Training consisted of RSVP reading either using vertical text in the left visual field or horizontal text in the inferior visual field. Subjects trained daily over 4 days. Pre and post horizontal and vertical RSVP reading speeds were carried out for all groups. For the training groups these measurements were repeated 1 week and 1 month post training. Results Prior to training, RSVP reading speeds were faster for horizontal text in the central and peripheral visual fields when compared to vertical text. Training vertical reading improved vertical reading speeds by an average factor of 2.8. There was partial transfer of training to the opposite (right) hemifield. The training effects were retained for up to a month. Conclusions RSVP training can improve RSVP vertical text reading in peripheral vision. These findings may have implications for patients with macular degeneration or hemianopic field loss. PMID:25062130

Mushrooms

MedlinePlus

... high potential for abuse and serve no legitimate medical purpose. Possession or use of hallucinogenic mushrooms is punishable by fines and jail time. Reviewed by: Steven Dowshen, ... (Ecstasy) View more ...

Light Pollution

ERIC Educational Resources Information Center

Riegel, Kurt W.

1973-01-01

Outdoor lighting is light pollution which handicaps certain astronomical programs. Protective measures must be adopted by the government to aid observational astronomy without sacrificing legitimate outdoor lighting needs. (PS)

Does effect of rehabilitation based on sensory conflicts in patients with vestibular deficits exceed learning effect?

PubMed

Pierchała, Katarzyna; Lachowska, Magdalena; Morawski, Krzysztof; Niemczyk, Kazimierz

2014-01-01

The purpose was to assess learning and rehabilitation effect and their influence on Sensory Organization Test results in young and elderly patients with peripheral, central and mixed vestibular pathology. 26 patients with different vestibular system deficits participated in this study. Rehabilitation was held five days a week, for two weeks. To assess learning effect, SOT was administered to each patient twice and compared: 1) on the day preceding the beginning of rehabilitation (SOT1), and 2) on the first day of rehabilitation (SOT2). To evaluate rehabilitation effect, results of SOT2 were compared to SOT3 (administered on the last day of rehabilitation). Learning effect showed similar improvement in CS in all groups but young. Rehabilitation caused further improvement in CS in all groups but central pathology. This improvement was similar between those groups. There was no significant difference found between learning and rehabilitation effect in CS. The results of our study indicate that none of the groups achieved significant benefit from rehabilitation based on sensory conflicts that would overcome the learning effect. However, the lack of significant advantage of rehabilitation over learning does not mean that it does not exist.

What Instills Trust? A Qualitative Study of Phishing

NASA Astrophysics Data System (ADS)

Jakobsson, Markus; Tsow, Alex; Shah, Ankur; Blevis, Eli; Lim, Youn-Kyung

This paper reports the highlights of a user study which gauges reactions to a variety of common "trust indicators" - such as logos, third party endorsements, and padlock icons - over a selection of authentic and phishing stimuli. In the course of the think-aloud protocol, participants revealed different sensitivities to email messages and web pages. Our principal result is the analysis of what makes phishing emails and web pages appear authentic. This is not only of interest from a pure scientific point of view, but can also guide the design of legitimate material to avoid unnecessary risks. A second result of ours are observations of what makes legitimate content appear dubious to consumers. This is a result with obvious applications to online advertising.

Glooveth: healthy living, fun and serious gaming.

PubMed

Macías, Enric; García, Oscar; Moreno, Pau; Presno, Maria Montserrat; Forrest, Tallulah

2012-01-01

Serious Games and Gamification deliver powerful and truthful experiences by providing the user with goals, challenges, problem solving and rules, besides a clear internal value and an interactive experience. In fact, Serious Games can be considered memorable experiences that deliver intense moments with the support of different platforms and social networks while ensuring high degrees of motivation, efficiency and performance. Here, we describe Glooveth, an educational game for children ages 6 to 12 years, which was the winner of the Silver Award in the Global eHealth Challenge 2010. Glooveth is a platform computer game that teaches healthy living. We developed a game to be used by three different peripherals: a mouse and two special gloves. These peripherals provide the user with a more intense gameplaying and learning experience. The paper explains the project, from concept to application to usability testing.

Aspirations and common tensions: larger lessons from the third US national climate assessment

DOE Office of Scientific and Technical Information (OSTI.GOV)

Moser, Susanne C.; Melillo, Jerry M.; Jacobs, Katharine L.

2015-10-21

The Third US National Climate Assessment (NCA3) was produced by experts in response to the US Global Change Research Act of 1990. Based on lessons learned from previous domestic and international assessments, the NCA3 was designed to speak to a broad public and inform the concerns of policy- and decision-makers at different scales. The NCA3 was also intended to be the first step in an ongoing assessment process that would build the nation’s capacity to respond to climate change. This concluding paper draws larger lessons from the insights gained throughout the assessment process that are of significance to future USmore » and international assessment designers. We bring attention to process and products delivered, communication and engagement efforts, and how they contributed to the sustained assessment. Based on areas where expectations were exceeded or not fully met, we address four common tensions that all assessment designers must confront and manage: between (1) core assessment ingredients (knowledge base, institutional set-up, principled process, and the people involved), (2) national scope and subnational adaptive management information needs, (3) scope, complexity, and manageability, and (4) deliberate evaluation and ongoing learning approaches. Managing these tensions, amidst the social and political contexts in which assessments are conducted, is critical to ensure that assessments are feasible and productive, while its outcomes are perceived as credible, salient, and legitimate.« less

Drought Risk and Adaptation in the Interior (DRAI)

NASA Astrophysics Data System (ADS)

McNeeley, S.; Ojima, D. S.

2013-12-01

Drought is part of the normal climate variability in the Great Plains and Intermountain Western United States, but recent severe droughts along with climate change projections have increased the interest and need for better understanding of drought science and decision making. The purpose of this study is to understand how the U.S. Department of the Interior's (DOI) federal land and resource managers and their stakeholders (i.e., National Park Service, Bureau of Land Management, Fish and Wildlife Service, Bureau of Reclamation, Bureau of Indian Affairs and tribes, among others) are experiencing and dealing with drought in their landscapes. The Drought Risk and Adaptation in the Interior (DRAI) project is part of a new DOI-sponsored North Central Climate Science Center (NC CSC) crosscutting science initiative on drought across the Center's three foundational science areas: 1. physical climate, 2. ecosystems impacts and responses, and 3. human adaptation and decision making. The overarching goal is to learn more about drought within the DOI public lands and resource management in order to contribute to both the NC CSC regional science as well as providing managers and other decision makers with the most salient, credible, and legitimate research to support land and resource management decisions. Here we will present the project approach along with some initial insights learned from the research to date along with its utility for climate adaptation.

Beyond User Acceptance: A Legitimacy Framework for Potable Water Reuse in California.

PubMed

Harris-Lovett, Sasha R; Binz, Christian; Sedlak, David L; Kiparsky, Michael; Truffer, Bernhard

2015-07-07

Water resource managers often tout the potential of potable water reuse to provide a reliable, local source of drinking water in water-scarce regions. Despite data documenting the ability of advanced treatment technologies to treat municipal wastewater effluent to meet existing drinking water quality standards, many utilities face skepticism from the public about potable water reuse. Prior research on this topic has mainly focused on marketing strategies for garnering public acceptance of the process. This study takes a broader perspective on the adoption of potable water reuse based on concepts of societal legitimacy, which is the generalized perception or assumption that a technology is desirable or appropriate within its social context. To assess why some potable reuse projects were successfully implemented while others faced fierce public opposition, we performed a series of 20 expert interviews and reviewed in-depth case studies from potable reuse projects in California. Results show that proponents of a legitimated potable water reuse project in Orange County, California engaged in a portfolio of strategies that addressed three main dimensions of legitimacy. In contrast, other proposed projects that faced extensive public opposition relied on a smaller set of legitimation strategies that focused near-exclusively on the development of robust water treatment technology. Widespread legitimation of potable water reuse projects, including direct potable water reuse, may require the establishment of a portfolio of standards, procedures, and possibly new institutions.

Domain-specific antecedents of parental psychological control and monitoring: the role of parenting beliefs and practices.

PubMed

Smetana, Judith G; Daddis, Christopher

2002-01-01

This research examined the effects of domain-differentiated beliefs about legitimate parental authority and ratings of restrictive parental control on adolescent- and mother-reported psychological and behavioral control. The influence of parenting beliefs and practices regarding socially regulated (moral and conventional) and ambiguously personal (multifaceted and personal) issues was examined in 93 middle-class African American early adolescents (M = 13.11 years, SD = 1.29) and their mothers, who were followed longitudinally for 2 years. Domain-specific parenting beliefs and ratings predicted adolescent-reported maternal psychological control and parental monitoring, but the nature and direction of the relations differed. Adolescents who rated parents as more restrictive in their control of personal issues and who believed that parents should have less legitimate authority over these issues rated their mothers as higher in psychological control. In contrast, more adolescent-reported parental monitoring was associated with gender (being female) and adolescents' beliefs that parents have more legitimate authority to regulate personal issues. As expected, adolescent age and gender influenced mother-reported monitoring and psychological control; in addition, the effects of mothers' ratings of restrictive control on both psychological control and monitoring were moderated by gender. The results indicate that psychological control and monitoring can be understood in terms of the particular behaviors that are controlled, as well as the style in which control is exercised.

The effects of cholesterol on learning and memory.

PubMed

Schreurs, Bernard G

2010-07-01

Cholesterol is vital to normal brain function including learning and memory but that involvement is as complex as the synthesis, metabolism and excretion of cholesterol itself. Dietary cholesterol influences learning tasks from water maze to fear conditioning even though cholesterol does not cross the blood brain barrier. Excess cholesterol has many consequences including peripheral pathology that can signal brain via cholesterol metabolites, pro-inflammatory mediators and antioxidant processes. Manipulations of cholesterol within the central nervous system through genetic, pharmacological, or metabolic means circumvent the blood brain barrier and affect learning and memory but often in animals already otherwise compromised. The human literature is no less complex. Cholesterol reduction using statins improves memory in some cases but not others. There is also controversy over statin use to alleviate memory problems in Alzheimer's disease. Correlations of cholesterol and cognitive function are mixed and association studies find some genetic polymorphisms are related to cognitive function but others are not. In sum, the field is in flux with a number of seemingly contradictory results and many complexities. Nevertheless, understanding cholesterol effects on learning and memory is too important to ignore.

Paramilitary Culture.

ERIC Educational Resources Information Center

Gibson, James William

1989-01-01

Identifies the movie, "Rambo," and "Soldier of Fortune" magazine as artifacts of "paramilitary culture." Contends that they are a social phenomenon which helps legitimate the United States government's rapid escalation of military forces. (MS)

Pregorexia: A Legitimate Problem during Pregnancy?

MedlinePlus

... of Privacy Practices Notice of Nondiscrimination Manage Cookies Advertising Mayo Clinic is a not-for-profit organization and proceeds from Web advertising help support our mission. Mayo Clinic does not ...

Risk of dementia after fluctuating mild cognitive impairment: when the yo-yoing stops.

PubMed

Zonderman, Alan B; Dore, Gregory A

2014-01-28

Friends, family members, and medical caretakers notice that sometimes we have good days and sometimes we have bad days. If we are older, the bad days may involve making poor judgments, acting impulsively, forgetting information we just heard, or repeating ourselves in conversations. If these oscillations persist, then someone we know well may suggest consulting a physician because our bad days are interfering with our daily activities. Presented with variable symptoms on different occasions, physicians legitimately may diagnose us with mild cognitive impairment (MCI) on one occasion and then equally legitimately retract the diagnosis on another occasion. Many in the field have observed that patients and study participants may yo-yo between normal cognitive performance and MCI, but until now, the import of these diagnostic fluctuations was unclear.

Racial progress as threat to the status hierarchy: implications for perceptions of anti-White bias.

PubMed

Wilkins, Clara L; Kaiser, Cheryl R

2014-02-01

In three studies, we examined how racial progress affects Whites' perceptions of anti-White bias. When racial progress was chronically (Study 1) and experimentally (Study 2) salient, Whites who believed the current U.S. status hierarchy was legitimate were more likely to report that Whites were victims of racial discrimination. In contrast, Whites who perceived the current status system as illegitimate were unaffected by the salience of racial progress. The results of Study 3 point to the role of threat in explaining these divergent reactions to racial progress. When self-affirmed, Whites who perceived the status hierarchy as legitimate no longer showed increased perceptions of anti-White bias when confronted with evidence of racial progress. Implications for policies designed to remedy social inequality are discussed.

Commentary: Hebephilia--a would-be paraphilia caught in the twilight zone between prepubescence and adulthood.

PubMed

Prentky, Robert; Barbaree, Howard

2011-01-01

This commentary addresses the controversy surrounding the proposed Diagnostic and Statistical Manual of Mental Disorders, Fifth Revision (DSM-5) diagnosis of pedohebephilia. We examine adult male sexual attraction to young pubescent females and whether such attraction is deviant and constitutes a mental disorder, and, independent of that question, whether there is any defensible basis for asserting that hebephilia is a legitimate paraphilia. We conclude our analysis by looking at three profiles: adults with sexualized interest in pre- and postpubescent children, adults with sexualized interest in adult and pubescent adolescent women, and adults with exclusive sexualized interest in young pubescent women. We suggest that in the third instance of exclusivity, the Criterion B requirement of impairment may become critical to legitimizing a diagnosis of hebephilia.

Ethical issues in publishing in predatory journals.

PubMed

Ferris, Lorraine E; Winker, Margaret A

2017-06-15

Predatory journals, or journals that charge an article processing charge (APC) to authors, yet do not have the hallmarks of legitimate scholarly journals such as peer review and editing, Editorial Boards, editorial offices, and other editorial standards, pose a number of new ethical issues in journal publishing. This paper discusses ethical issues around predatory journals and publishing in them. These issues include misrepresentation; lack of editorial and publishing standards and practices; academic deception; research and funding wasted; lack of archived content; and undermining confidence in research literature. It is important that the scholarly community, including authors, institutions, editors, and publishers, support the legitimate scholarly research enterprise, and avoid supporting predatory journals by not publishing in them, serving as their editors or on the Editorial Boards, or permitting faculty to knowingly publish in them without consequences.

Cultural Reflexivity in Health Research and Practice

PubMed Central

Aronowitz, Robert; Deener, Andrew; Keene, Danya; Schnittker, Jason

2015-01-01

Recent public health movements have invoked cultural change to improve health and reduce health disparities. We argue that these cultural discourses have sometimes justified and maintained health inequalities when those with power and authority designated their own social practices as legitimate and healthy while labeling the practices of marginalized groups as illegitimate or unhealthy. This “misrecognition,” which creates seemingly objective knowledge without understanding historical and social conditions, sustains unequal power dynamics and obscures the fact that what is deemed legitimate and healthy can be temporally, geographically, and socially relative. We use examples from research across multiple disciplines to illustrate the potential consequences of cultural misrecognition, highlight instances in which culture was invoked in ways that overcame misrecognition, and discuss how cultural reflexivity can be used to improve health research and practice. PMID:25905833

Gesellschaft, Lebensgemeinschaft, Ökosystem - Über die Kongruenz von politischen und ökologischen Theorien der Entwicklung

NASA Astrophysics Data System (ADS)

Voigt, Annette

Im Jahr 1859 veröffentlichte Charles Darwin "On the Origin of Species“. Seine Evolutionstheorie ist das wohl spektakulärste Beispiel einer naturwissenschaftlichen Theorie großer gesellschaftlicher Relevanz. Ihre verschiedenen Facetten wurden in der Öffentlichkeit kontrovers diskutiert, unter anderem auch ihre Anwendung zur Erklärung von Zuständen und Prozessen menschlicher Gesellschaften. Zum Teil wurde die Seiensweise der Natur - scheinbar unabhängig von gesellschaftlichen Interessen - für die Erklärung und Legitimation gesellschaftlicher Zustände oder die Legitimation von politischen Ideologien herangezogen (Sozialdarwinismus). Denn Gesellschaft funktioniere ja so, wie Darwin die Natur erklärt habe: es herrsche z. B. Konkurrenzkampf, Auslese und Arbeitsteilung, Erfolg hätten diejenigen, die sich an die Bedingungen am Besten anpassten.

Intensive rehabilitative approach to eosinophilia myalgia syndrome associated with severe polyneuropathy.

PubMed

Draznin, E; Rosenberg, N L

1993-07-01

We report a case of the eosinophilia myalgia syndrome (EMS) with incapacitating myalgias, weakness secondary to a severe polyneuropathy, and contractures in all four extremities requiring aggressive rehabilitation treatment. A 55-year-old woman was admitted to a rehabilitation hospital 11 months after the onset of EMS. At that time, she had severe weakness secondary to peripheral neuropathy and painful contractures in all extremities and required high doses of narcotics for pain control. A continuous passive range of motion machine was used in order to maintain range of motion obtained during active exercise therapy. The patient showed functional improvement in basic mobility and ADL skills. She was withdrawn from narcotics and successfully learned pain management techniques. An aggressive rehabilitation approach in the treatment of EMS associated with peripheral neuropathy may improve functional outcome even when instituted late in the clinical course.

The role of peripheral vision in saccade planning: learning from people with tunnel vision.

PubMed

Luo, Gang; Vargas-Martin, Fernando; Peli, Eli

2008-12-22

Both visually salient and top-down information are important in eye movement control, but their relative roles in the planning of daily saccades are unclear. We investigated the effect of peripheral vision loss on saccadic behaviors in patients with tunnel vision (visual field diameters 7 degrees-16 degrees) in visual search and real-world walking experiments. The patients made up to two saccades per second to their pre-saccadic blind areas, about half of which had no overlap between the post- and pre-saccadic views. In the visual search experiment, visual field size and the background (blank or picture) did not affect the saccade sizes and direction of patients (n = 9). In the walking experiment, the patients (n = 5) and normal controls (n = 3) had similar distributions of saccade sizes and directions. These findings might provide a clue about the large extent of the top-down mechanism influence on eye movement control.

Role of peripheral vision in saccade planning: Learning from people with tunnel vision

PubMed Central

Luo, Gang; Vargas-Martin, Fernando; Peli, Eli

2008-01-01

Both visually salient and top-down information are important in eye movement control, but their relative roles in the planning of daily saccades are unclear. We investigated the effect of peripheral vision loss on saccadic behaviors in patients with tunnel vision (visual field diameters 7°–16°) in visual search and real-world walking experiments. The patients made up to two saccades per second to their pre-saccadic blind areas, about half of which had no overlap between the post- and pre-saccadic views. In the visual search experiment, visual field size and the background (blank or picture) did not affect the saccade sizes and direction of patients (n=9). In the walking experiment, the patients (n=5) and normal controls (n=3) had similar distributions of saccade sizes and directions. These findings might provide a clue about the extent of the top-down mechanism influence on eye movement control. PMID:19146326

Avoid Counterfeit Pesticide Products for Dogs and Cats

EPA Pesticide Factsheets

EPA is aware of counterfeit pet pesticides designed to look like legitimately registered pesticide products. The information on this page is intended to help consumers avoid unregistered pet products.

A shot to the heart: a rare case of cardiac embolization

PubMed Central

Elsisi, Islam Fathi Hussein Ali; Kidambi, Ananth

2018-01-01

Summary This is a case report of intracardiac foreign bodies that gained access to the heart by migration from a peripheral vein. The case report describes the diagnostic findings on cardiac imaging and summarizes different approaches to management. Learning points: Appearance of embolized cardiac missiles with reverberation and acoustic shadowing. Role of different imaging modalities in the diagnosis of intracardiac foreign bodies. Indications for surgical or transcatheter retrieval. PMID:29440229

Image processing and machine learning in the morphological analysis of blood cells.

PubMed

Rodellar, J; Alférez, S; Acevedo, A; Molina, A; Merino, A

2018-05-01

This review focuses on how image processing and machine learning can be useful for the morphological characterization and automatic recognition of cell images captured from peripheral blood smears. The basics of the 3 core elements (segmentation, quantitative features, and classification) are outlined, and recent literature is discussed. Although red blood cells are a significant part of this context, this study focuses on malignant lymphoid cells and blast cells. There is no doubt that these technologies may help the cytologist to perform efficient, objective, and fast morphological analysis of blood cells. They may also help in the interpretation of some morphological features and may serve as learning and survey tools. Although research is still needed, it is important to define screening strategies to exploit the potential of image-based automatic recognition systems integrated in the daily routine of laboratories along with other analysis methodologies. © 2018 John Wiley & Sons Ltd.

Unconditional security from noisy quantum storage

NASA Astrophysics Data System (ADS)

Wehner, Stephanie

2010-03-01

We consider the implementation of two-party cryptographic primitives based on the sole physical assumption that no large-scale reliable quantum storage is available to the cheating party. An important example of such a task is secure identification. Here, Alice wants to identify herself to Bob (possibly an ATM machine) without revealing her password. More generally, Alice and Bob wish to solve problems where Alice holds an input x (e.g. her password), and Bob holds an input y (e.g. the password an honest Alice should possess), and they want to obtain the value of some function f(x,y) (e.g. the equality function). Security means that the legitimate users should not learn anything beyond this specification. That is, Alice should not learn anything about y and Bob should not learn anything about x, other than what they may be able to infer from the value of f(x,y). We show that any such problem can be solved securely in the noisy-storage model by constructing protocols for bit commitment and oblivious transfer, where we prove security against the most general attack. Our protocols can be implemented with present-day hardware used for quantum key distribution. In particular, no quantum storage is required for the honest parties. Our work raises a large number of immediate theoretical as well as experimental questions related to many aspects of quantum information science, such as for example understanding the information carrying properties of quantum channels and memories, randomness extraction, min-entropy sampling, as well as constructing small handheld devices which are suitable for the task of secure identification. [4pt] Full version available at arXiv:0906.1030 (theoretical) and arXiv:0911.2302 (practically oriented).

Discovery of numerous novel small genes in the intergenic regions of the Escherichia coli O157:H7 Sakai genome

PubMed Central

Hücker, Sarah M.; Ardern, Zachary; Goldberg, Tatyana; Schafferhans, Andrea; Bernhofer, Michael; Vestergaard, Gisle; Nelson, Chase W.; Schloter, Michael; Rost, Burkhard; Scherer, Siegfried

2017-01-01

In the past, short protein-coding genes were often disregarded by genome annotation pipelines. Transcriptome sequencing (RNAseq) signals outside of annotated genes have usually been interpreted to indicate either ncRNA or pervasive transcription. Therefore, in addition to the transcriptome, the translatome (RIBOseq) of the enteric pathogen Escherichia coli O157:H7 strain Sakai was determined at two optimal growth conditions and a severe stress condition combining low temperature and high osmotic pressure. All intergenic open reading frames potentially encoding a protein of ≥ 30 amino acids were investigated with regard to coverage by transcription and translation signals and their translatability expressed by the ribosomal coverage value. This led to discovery of 465 unique, putative novel genes not yet annotated in this E. coli strain, which are evenly distributed over both DNA strands of the genome. For 255 of the novel genes, annotated homologs in other bacteria were found, and a machine-learning algorithm, trained on small protein-coding E. coli genes, predicted that 89% of these translated open reading frames represent bona fide genes. The remaining 210 putative novel genes without annotated homologs were compared to the 255 novel genes with homologs and to 250 short annotated genes of this E. coli strain. All three groups turned out to be similar with respect to their translatability distribution, fractions of differentially regulated genes, secondary structure composition, and the distribution of evolutionary constraint, suggesting that both novel groups represent legitimate genes. However, the machine-learning algorithm only recognized a small fraction of the 210 genes without annotated homologs. It is possible that these genes represent a novel group of genes, which have unusual features dissimilar to the genes of the machine-learning algorithm training set. PMID:28902868

Enhancing science education through extracurricular activities: A retrospective study of "Suzy Science and the Whiz Kids(c)"

NASA Astrophysics Data System (ADS)

Kralina, Linda M.

Extracurricular activities (ECA) are informal settings offering free-choice experiences that are generally voluntary, open-ended, non-sequential, self-directed, hands-on, and evaluation-free. This mixed methods study investigates participation in a high school science ECA by collecting the memories of former student members for their perceptions of engagement as well as social positioning. First, this study examines the levels in which the science club engaged these members, particularly females, in science and teaching. Second, the study also ascertains how participation in the club allowed members to explore new identities and fostered the development of new skills, actions and behaviors, expanding possible future trajectories of identification, specifically in science- and education-related career fields. Based on a review of the related literature regarding engagement and identity formation and the reconstructed reality from the memories of these students and sponsor, a theoretical framework has been constructed, based on seven essential elements of informal learning for an engaging as well as a socially constructive high school science ECA. The most significant findings are (1) the high correlation between engagement, specifically, cognitive engagement with social positioning, (2) the important role of emotional engagement in science ECA, (3) the major perception roadblocks to science learning that can be overcome, particularly for females in physical science, and (4) the importance of the teacher-student interactions in science ECA. Articulating a theoretical framework to legitimate the power of informal learning structures may help other educators to understand the potential benefits of science ECA and thus, increase opportunities for such experiential activities in order to enhance engagement and expand positioning of their students in science. More engaging, socially constructive science ECA have the potential to enhance science education.

The Legitimation of Novel Technologies: The Case of Nanotechnology

NASA Astrophysics Data System (ADS)

Thyroff, Anastasia E.

Nanotechnology is the control, manipulation, and application of matter on an atomic and molecular level. The technology is complex and confusing to consumers, and its long-term safety and effect on the human body, as well as the environment, are unknown. However, for the past decade, nanotechnology has been used to develop consumer products and food with novel and attractive attributes. Since nanotechnology is still not well known, it is not legitimized; that is, it has not been deemed safe and accepted by society. However, the market for nanotechnology is in the legitimation process. It will take an entire network of key stakeholders playing a specific roles for nanotechnology to legitimize. Specifically, each key stakeholder will align with a certain cultural discourse to frame nanotechnology in a particular way that complements their values. In Essay 1, I follow previous market system dynamic's literature and combine Actor Network Theory (ANT), Foucault's Discourse on Power and Goffman's Frame analysis to theoretically explore what the actor network for nanotechnology looks like. Four dominate frames are identified: 1) Advancement (i.e., government), 2) Management (i.e., industry), 3) Development (i.e., academia/scientists), and 4) Informant (i.e., NGO). Essay 2 empirically explores each actor's perspective on the nanotechnology network through a total of 24 interviews. A hermeneutic approach is used to analyze the 208 page text and themes describing each actor's role from a self and other's perspective are discussed. Additionally, three overarching themes (i.e., contradiction, constance, and cutoff) emerge; these themes describe the degree of similarity in how actors view their role in the nanotechnology network compared to how other actor's view that actor's role. In Essay 3, I bring critical theory into market system's research to better contextualize market formation theories. Specifically, I discuss how critical theory can be used to supplement ANT. I suggest that ANT can be combined with critical theory to better understand the process of translation through exploring conflicts and contradictions among key stakeholders. To show this process, I explore the juxtaposition of economic benefits vs. cultural concerns that has emerged in the nanotechnology marketplace. It is determined that this exploration process can determine why mobilization has not occurred.

Trajectories of legitimate peripheral participation: Ethnographic case studies of learning ecology

NASA Astrophysics Data System (ADS)

Bowen, Gervase Michael Reynolds

1999-09-01

Current reform documents in education call for elementary and high school students to engage in "authentic" scientific practices. In the past several years a number of authors have suggested that science education research and curriculum development could benefit from insights gained by research in the social studies of science that documents and theorizes science as it is actually done. Yet, although practices of laboratory science are well understood and provide a foundation from which educational practices could be drawn, little is known about the practices of the science disciplines which deal with field research and how people are enculturated into those practices. This dissertation is constituted by a series of research papers on different (although inter-related) topics, in which I examine the enculturation into the practices of field ecology and the world-view that is associated with that enculturation. To better understand the practices of field ecology and how they develop, I conducted several projects: (i) a video ethnography of a second-year university ecology class and observations on research experiences undergraduates experience; (ii) ethnographic research with ecologists conducting field research; (iii) observations of graduate student and professional ecologists as they participated in conferences, engaged in interaction in their laboratory and social settings, and presented/discussed their findings in various settings; (iv) interviews with graduate student and professional ecologists discussing their field research experiences; (v) videotaped interviews with practicing researchers and under/graduate science and non-science students as they interpreted various ecology-related inscriptions; (vi) an analysis of the inscriptions and textual information present in the various texts (textbooks and journals) used to teach students about ecology; and, (vii) observations of elementary school students engaged in practices congruent with those of field ecologists. Collectively, these studies suggest that the way in which undergraduate students are taught about disciplines such as ecology which involve field research---generally lectures and structured laboratory research investigations---does not well prepare them to enact the practices common to research in the discipline such as designing and conducting research projects, summarizing and interpreting data in graphs, and making scientific knowledge claims. In addition, the formal texts (textbooks, lectures, and journal articles) used to enculturate students into disciplinary concerns and practices develop in students a reductionist, anthropocentric view of nature as opposed to the holisitic view which ecology ostensibly represents. Story-telling within the community was revealed as an important mechanism by which field research methods, almost unmentioned in the formal texts of the discipline, are learned and the community of ecologists established and maintained. These findings have implications for how we prepare student teachers to teach science, for merely encouraging them to take undergraduate science courses will develop attitudes about nature and approaches to teaching which are perhaps undesirable. On the basis of the study reported, I conclude that both teacher education and science curricula would be best served by engaging participants (either student teachers or public school students) in long-term research projects whose conclusions they can present and defend to peers and instructors in their education program. This would need to be coupled with a critically reflective component which encouraged these participants to examine the assumptions and implicit judgements made in the conduct of their work. By engaging in such a process students will learn about scientific practices and concepts as well as about the socially-mediated nature of scientific communities and knowledge.

Marketing--A Controllable Tool for Education Administrators.

ERIC Educational Resources Information Center

Smith, Wendell C.

1980-01-01

Educational marketing is now becoming legitimized. Marketing techniques such as cost benefit analysis and the selection of a mix of promotional methods are tools that educational administrators should understand and use. (SK)

28 CFR 51.57 - Relevant factors.

Code of Federal Regulations, 2011 CFR

2011-07-01

... THE VOTING RIGHTS ACT OF 1965, AS AMENDED Determinations by the Attorney General § 51.57 Relevant... submitted changes affecting voting are the following: (a) The extent to which a reasonable and legitimate...

28 CFR 51.57 - Relevant factors.

Code of Federal Regulations, 2010 CFR

2010-07-01

... THE VOTING RIGHTS ACT OF 1965, AS AMENDED Determinations by the Attorney General § 51.57 Relevant... submitted changes affecting voting are the following: (a) The extent to which a reasonable and legitimate...

Improving patient safety during insertion of peripheral venous catheters: an observational intervention study.

PubMed

Kampf, Günter; Reise, Gesche; James, Claudia; Gittelbauer, Kirsten; Gosch, Jutta; Alpers, Birgit

2013-01-01

Peripheral venous catheters are frequently used in hospitalized patients but increase the risk of nosocomial bloodstream infection. Evidence-based guidelines describe specific steps that are known to reduce infection risk. However, the degree of guideline implementation in clinical practice is not known. The aim of this study was to determine the use of specific steps for insertion of peripheral venous catheters in clinical practice and to implement a multimodal intervention aimed at improving both compliance and the optimum order of the steps. The study was conducted at University Hospital Hamburg. An optimum procedure for inserting a peripheral venous catheter was defined based on three evidence-based guidelines (WHO, CDC, RKI) including five steps with 1A or 1B level of evidence: hand disinfection before patient contact, skin antisepsis of the puncture site, no palpation of treated puncture site, hand disinfection before aseptic procedure, and sterile dressing on the puncture site. A research nurse observed and recorded procedures for peripheral venous catheter insertion for healthcare workers in four different departments (endoscopy, central emergency admissions, pediatrics, and dermatology). A multimodal intervention with 5 elements was established (teaching session, dummy training, e-learning tool, tablet and poster, and direct feedback), followed by a second observation period. During the last observation week, participants evaluated the intervention. In the control period, 207 insertions were observed, and 202 in the intervention period. Compliance improved significantly for four of five steps (e.g., from 11.6% to 57.9% for hand disinfection before patient contact; p<0.001, chi-square test). Compliance with skin antisepsis of the puncture site was high before and after intervention (99.5% before and 99.0% after). Performance of specific steps in the correct order also improved (e.g., from 7.7% to 68.6% when three of five steps were done; p<0.001). The intervention was described as helpful by 46.8% of the participants, as neutral by 46.8%, and as disruptive by 6.4%. A multimodal strategy to improve both compliance with safety steps for peripheral venous catheter insertion and performance of an optimum procedure was effective and was regarded helpful by healthcare workers.

Metaplasticity and behavior: how training and inflammation affect plastic potential within the spinal cord and recovery after injury

PubMed Central

Grau, James W.; Huie, J. Russell; Lee, Kuan H.; Hoy, Kevin C.; Huang, Yung-Jen; Turtle, Joel D.; Strain, Misty M.; Baumbauer, Kyle M.; Miranda, Rajesh M.; Hook, Michelle A.; Ferguson, Adam R.; Garraway, Sandra M.

2014-01-01

Research has shown that spinal circuits have the capacity to adapt in response to training, nociceptive stimulation and peripheral inflammation. These changes in neural function are mediated by physiological and neurochemical systems analogous to those that support plasticity within the hippocampus (e.g., long-term potentiation and the NMDA receptor). As observed in the hippocampus, engaging spinal circuits can have a lasting impact on plastic potential, enabling or inhibiting the capacity to learn. These effects are related to the concept of metaplasticity. Behavioral paradigms are described that induce metaplastic effects within the spinal cord. Uncontrollable/unpredictable stimulation, and peripheral inflammation, induce a form of maladaptive plasticity that inhibits spinal learning. Conversely, exposure to controllable or predictable stimulation engages a form of adaptive plasticity that counters these maladaptive effects and enables learning. Adaptive plasticity is tied to an up-regulation of brain derived neurotrophic factor (BDNF). Maladaptive plasticity is linked to processes that involve kappa opioids, the metabotropic glutamate (mGlu) receptor, glia, and the cytokine tumor necrosis factor (TNF). Uncontrollable nociceptive stimulation also impairs recovery after a spinal contusion injury and fosters the development of pain (allodynia). These adverse effects are related to an up-regulation of TNF and a down-regulation of BDNF and its receptor (TrkB). In the absence of injury, brain systems quell the sensitization of spinal circuits through descending serotonergic fibers and the serotonin 1A (5HT 1A) receptor. This protective effect is blocked by surgical anesthesia. Disconnected from the brain, intracellular Cl- concentrations increase (due to a down-regulation of the cotransporter KCC2), which causes GABA to have an excitatory effect. It is suggested that BDNF has a restorative effect because it up-regulates KCC2 and re-establishes GABA-mediated inhibition. PMID:25249941

Cognitive Impairment and Brain and Peripheral Alterations in a Murine Model of Intraventricular Hemorrhage in the Preterm Newborn.

PubMed

Segado-Arenas, Antonio; Infante-Garcia, Carmen; Benavente-Fernandez, Isabel; Sanchez-Sotano, Daniel; Ramos-Rodriguez, Juan Jose; Alonso-Ojembarrena, Almudena; Lubian-Lopez, Simon; Garcia-Alloza, Monica

2018-06-01

Germinal matrix hemorrhage-intraventricular hemorrhage (GMH-IVH) remains a serious complication in the preterm newborn. The significant increase of survival rates in extremelye preterm newborns has also contributed to increase the absolute number of patients developing GMH-IVH. However, there are relatively few available animal models to understand the underlying mechanisms and peripheral markers or prognostic tools. In order to further characterize central complications and evolution of GMH-IVH, we injected collagenase intraventricularly to P7 CD1 mice and assessed them in the short (P14) and the long term (P70). Early complications at P14 included ventricle enlargement, increased bleeding, and inflammation. These alterations were maintained at P70, when increased tau phosphorylation and decreased neurogenesis were also observed, resulting in impaired learning and memory in these early adult mice. We additionally analyzed peripheral blood biomarkers in both our mouse model and preterm newborns with GMH-IVH. While MMP9 levels were not significantly altered in mice or newborns, reduced gelsolin levels and increased ubiquitin carboxy-terminal hydrolase L1 and tau levels were detected in GMH-IVH patients at birth. A similar profile was observed in our mouse model after hemorrhage. Interestingly, early changes in gelsolin and carboxy-terminal hydrolase L1 levels significantly correlated with the hemorrhage grade in newborns. Altogether, our data support the utility of this animal model to reproduce the central complications and peripheral changes observed in the clinic, and support the consideration of gelsolin, carboxy-terminal hydrolase L1, and tau as feasible biomarkers to predict the development of GMH-IVH.

The NTE and Teacher Certification

ERIC Educational Resources Information Center

McDaniel, Thomas R.

1977-01-01

Although in U.S. v. State of South Carolina the Court has established important guidelines legitimating the use of validated National Teacher Examination scores in the certification of teachers, some problems and questions remain. (Author/IRT)

40 CFR 228.6 - Specific criteria for site selection.

Code of Federal Regulations, 2012 CFR

2012-07-01

..., and proposed methods of release, including methods of packing the waste, if any; (5) Feasibility of... of special scientific importance and other legitimate uses of the ocean; (9) The existing water...

40 CFR 228.6 - Specific criteria for site selection.

Code of Federal Regulations, 2013 CFR

2013-07-01

..., and proposed methods of release, including methods of packing the waste, if any; (5) Feasibility of... of special scientific importance and other legitimate uses of the ocean; (9) The existing water...

7 CFR 4274.319 - Ineligible loan purposes.

Code of Federal Regulations, 2014 CFR

2014-01-01

..., race tracks, or gambling facilities. (m) For any line of credit. (n) For any legitimate business activity when more than 10 percent of the annual gross revenue is derived from legalized gambling activity...

7 CFR 4274.319 - Ineligible loan purposes.

Code of Federal Regulations, 2012 CFR

2012-01-01

..., race tracks, or gambling facilities. (m) For any line of credit. (n) For any legitimate business activity when more than 10 percent of the annual gross revenue is derived from legalized gambling activity...

7 CFR 4274.319 - Ineligible loan purposes.

Code of Federal Regulations, 2013 CFR

2013-01-01

..., race tracks, or gambling facilities. (m) For any line of credit. (n) For any legitimate business activity when more than 10 percent of the annual gross revenue is derived from legalized gambling activity...

DefenseLink: Securing Afganistan, Stabilization & Growth

Science.gov Websites

and maximize legitimate agricultural food crops. Story Army Engineers Repair Levee for Neighborhood near the site of the new agricultural research center in Shindand, Afghanistan. U.S. Army photo by Lt

Broad-based visual benefits from training with an integrated perceptual-learning video game.

PubMed

Deveau, Jenni; Lovcik, Gary; Seitz, Aaron R

2014-06-01

Perception is the window through which we understand all information about our environment, and therefore deficits in perception due to disease, injury, stroke or aging can have significant negative impacts on individuals' lives. Research in the field of perceptual learning has demonstrated that vision can be improved in both normally seeing and visually impaired individuals, however, a limitation of most perceptual learning approaches is their emphasis on isolating particular mechanisms. In the current study, we adopted an integrative approach where the goal is not to achieve highly specific learning but instead to achieve general improvements to vision. We combined multiple perceptual learning approaches that have individually contributed to increasing the speed, magnitude and generality of learning into a perceptual-learning based video-game. Our results demonstrate broad-based benefits of vision in a healthy adult population. Transfer from the game includes; improvements in acuity (measured with self-paced standard eye-charts), improvement along the full contrast sensitivity function, and improvements in peripheral acuity and contrast thresholds. The use of this type of this custom video game framework built up from psychophysical approaches takes advantage of the benefits found from video game training while maintaining a tight link to psychophysical designs that enable understanding of mechanisms of perceptual learning and has great potential both as a scientific tool and as therapy to help improve vision. Copyright © 2014 Elsevier B.V. All rights reserved.

Process is the point: justice and human rights: priority setting and fair deliberative process.

PubMed

Gruskin, Sofia; Daniels, Norman

2008-09-01

Most people responsible for setting priorities in health have considerable expertise relevant to deciding how to use resources effectively and the kinds of improvements that should be emphasized. Most are also concerned with distributing improvements equitably. Accordingly, they often invoke human rights or principles of distributive justice to legitimize choices that create winners and losers. We propose an approach that draws on the strengths of both perspectives as a way to add legitimacy to efforts to set priorities in health. Our proposal provides a process for setting priorities but is not a formula or an algorithm for generating particular priorities. We propose an approach that would do away with the process through which priorities are set and decisions made, and suggest the value of a focus on the process of legitimizing these decisions.

Heterogeneity and Change in the Patterning of Adolescents' Perceptions of the Legitimacy of Parental Authority: A Latent Transition Model

PubMed Central

Cumsille, Patricio; Darling, Nancy; Flaherty, Brian; Martínez, María Loreto

2013-01-01

Changes in the patterning of adolescents' beliefs about the legitimate domains of parental authority were modeled in 2,611 Chilean adolescents, 11–16 years old. Transitions in adolescents' belief patterns were studied over 3 years. Latent transition analysis (LTA) revealed 3 distinct patterns of beliefs—parent control, shared control, and personal control—that differed in the extent to which adolescents believed that parents had legitimate authority over personal, prudential, and multidomain issues. Younger adolescents with fewer problem behaviors, higher self-efficacy, and more parental rules were more likely to espouse the parent control belief pattern. Adolescents' patterning of beliefs was relatively stable over time. Older adolescents with more problem behaviors and fewer parental rules were most likely to move away from the parental control status. PMID:19467001

When craft and science collide: Improving therapeutic practices through evidence-based innovations.

PubMed

Justice, Laura M

2010-04-01

Evidence-based practice (EBP) is a model of clinical decision-making that is increasingly being advocated for use in the field of speech-language pathology. With the increased emphasis on scientific evidence as a form of knowledge important to EBP, clinicians may wonder whether their craft-based knowledge (i.e., knowledge derived from theory and practice), remains a legitimate form of knowledge for use in clinician decisions. This article describes forms of knowledge that may be used to address clinical questions, to include both craft and science. Additionally, the steps used when engaging in EBP are described so that clinicians understand when and how craft comes into play. The major premise addressed within this article is that craft is a legitimate form of knowledge and that engagement in EBP requires one to employ craft-based knowledge.

Predatory journals: una amenaza emergente para autores y editores de publicaciones biomédicas.

PubMed

Delgado-López, Pedro David; Corrales-García, Eva María

So-called predatory publishing is a new and rising phenomenon presenting as an intellectual fraud that jeopardises the quality of scientific contribution, compromises the activity of authors, reviewers and editors of legitimate journals, damages the image of open access publications and is a very profitable business. In this paper, we review the concept and relevance of predatory journals and the characteristics that differentiate them from legitimate publications. Neurosurgical and general neuroscience journals are not immune to this problem. Academic institutions and ethics committees have a duty to raise awareness of this phenomenon and provide information and support to authors and the whole scientific community to avoid its propagation and potential control of biomedical publishing. Copyright © 2017 Sociedad Española de Neurocirugía. Publicado por Elsevier España, S.L.U. All rights reserved.

Compulsory licensing in Canada and Thailand: comparing regimes to ensure legitimate use of the WTO rules.

PubMed

Lybecker, Kristina M; Fowler, Elisabeth

2009-01-01

This paper examines two recent examples of compulsory licensing legislation: one globally embraced regime and one internationally controversial regime operating under the same WTO rules. In particular, we consider Canadian legislation and the use of compulsory licensing for HIV/AIDS drugs destined for a developing country. This is then contrasted with the conditions under which Thai authorities are pursuing compulsory licenses, the outcomes of their compulsory licenses, as well as the likely impact of the Thai policy. Finally, we construct a rubric to evaluate characteristics of a successful regime. This is used to analyze the Canadian and Thai regimes and frame the expected implications of each national policy. It is hoped that the assessment will guide changes to compulsory licensing design to ensure that legitimate regimes are embraced while illegitimate ones are disallowed.

The international union of psychological science and the politics of membership: psychological associations in South Africa and the German Democratic Republic.

PubMed

Dumont, K; Louw, J

2001-11-01

This article examines the origins and the development of psychological associations in the German Democratic Republic and the Republic of South Africa and the ways membership in the International Union of Psychological Science (IUPsyS)--founded in 1951--figured in the process. The political regimes in these 2 countries had difficulties of their own in achieving a standing in the international community and, as a result, psychologists faced significant dilemmas in gaining legitimacy for the discipline. Membership in the IUPsyS served an important function in gaining legitimacy for the discipline in both countries, but it also contradicted legitimizing strategies that involved the countries' distinctive political and social structures. Membership in the IUPsyS was sufficiently important for psychologists to try to strike a compromise between different legitimation strategies.

Heterogeneity and change in the patterning of adolescents' perceptions of the legitimacy of parental authority: a latent transition model.

PubMed

Cumsille, Patricio; Darling, Nancy; Flaherty, Brian; Loreto Martínez, María

2009-01-01

Changes in the patterning of adolescents' beliefs about the legitimate domains of parental authority were modeled in 2,611 Chilean adolescents, 11-16 years old. Transitions in adolescents' belief patterns were studied over 3 years. Latent transition analysis (LTA) revealed 3 distinct patterns of beliefs-parent control, shared control, and personal control-that differed in the extent to which adolescents believed that parents had legitimate authority over personal, prudential, and multidomain issues. Younger adolescents with fewer problem behaviors, higher self-efficacy, and more parental rules were more likely to espouse the parent control belief pattern. Adolescents' patterning of beliefs was relatively stable over time. Older adolescents with more problem behaviors and fewer parental rules were most likely to move away from the parental control status.

Physicians’ Professionally Responsible Power: A Core Concept of Clinical Ethics

PubMed Central

McCullough, Laurence B.

2016-01-01

The gathering of power unto themselves by physicians, a process supported by evidence-based practice, clinical guidelines, licensure, organizational culture, and other social factors, makes the ethics of power—the legitimation of physicians’ power—a core concept of clinical ethics. In the absence of legitimation, the physician’s power over patients becomes problematic, even predatory. As has occurred in previous issues of the Journal, the papers in the 2016 clinical ethics issue bear on the professionally responsible deployment of power by physicians. This introduction explores themes of physicians’ power in papers from an international group of authors who address autonomy and trust, the virtues of perinatal hospice, conjoined twins in ethics and law, addiction and autonomy in clinical research on addicting substances, euthanasia of patients with dementia in Belgium, and a pragmatic approach to clinical futility. PMID:26671961

Illegal or legitimate use? Precursor compounds to amphetamine and methamphetamine.

PubMed

Musshoff, F

2000-02-01

The interpretation of methamphetamine and amphetamine positive test results in biological samples is a challenge to clinical and forensic toxicology for several reasons. The effects of pH and dilution of urine samples and the knowledge about legitimate and illicit sources have to be taken into account. Besides a potentially legal prescription of amphetamines, many substances metabolize to methamphetamine or amphetamine in the body: amphetaminil, benzphetamine, clobenzorex, deprenyl, dimethylamphetamine, ethylamphetamine, famprofazone, fencamine, fenethylline, fenproporex, furfenorex, mefenorex, mesocarb, and prenylamine. Especially the knowledge of potential origins of methamphetamine and amphetamine turns out to be very important to prevent a misinterpretation of the surrounding circumstances and to prove illegal drug abuse. In this review, potential precursor compounds are described, including their medical use and major clinical effects and their metabolic profiles, as well as some clues which help to identify the sources.

The Global Fund Secretariat's suspension of funding to Uganda: how could this have been avoided?

PubMed Central

Kapiriri, Lydia; Martin, Douglas K.

2006-01-01

In August 2005, the Global Fund to fight AIDS, Tuberculosis and Malaria (the Global Fund) Secretariat suspended its five grants to Uganda following a PricewaterhouseCoopers audit report that exposed gross mismanagement in the Project Management Unit. How could this have been avoided? How can other countries avoid a similar pitfall? We argue that if a legitimate and fair decision-making process were used, the suspension of funding to Uganda could have been avoided, and that this lesson should be applied to other countries. The "accountability for reasonableness" framework of relevance, publicity, revisions and enforcement would help in implementing legitimate and fair decision-making processes, which would improve effectiveness, accountability and transparency in the implementation of Global Fund programmes, preventing future suspension of funding to any Global Fund projects. PMID:16878232

A tainted trade? Moral ambivalence and legitimation work in the private security industry.

PubMed

Thumala, Angélica; Goold, Benjamin; Loader, Ian

2011-06-01

The private security industry is often represented - and typically represents itself - as an expanding business, confident of its place in the world and sure of its ability to meet a rising demand for security. But closer inspection of the ways in which industry players talk about its past, present and future suggests that this self-promotion is accompanied by unease about the industry's condition and legitimacy. In this paper, we analyse the self-understandings of those who sell security - as revealed in interviews conducted with key industry players and in a range of trade materials - in order to highlight and dissect the constitutive elements of this ambivalence. This analysis begins by describing the reputational problems that are currently thought to beset the industry and the underlying fears about its status and worth that these difficulties disclose. We then examine how security players seek to legitimate the industry using various narratives of professionalization. Four such narratives are identified - regulation, education, association and borrowing - each of which seeks to justify private security and enhance the industry's social worth. What is striking about these legitimation claims is that they tend not to justify the selling of security in market terms. In conclusion we ask why this is the case and argue that market justifications are 'closed-off' by a moral ambivalence that attaches to an industry trading in products which cannot guarantee to deliver the condition that its consumers crave. © London School of Economics and Political Science 2011.

Peripheral auditory processing changes seasonally in Gambel’s white-crowned sparrow

PubMed Central

Caras, Melissa L.; Brenowitz, Eliot; Rubel, Edwin W

2010-01-01

Song in oscine birds is a learned behavior that plays important roles in breeding. Pronounced seasonal differences in song behavior, and in the morphology and physiology of the neural circuit underlying song production are well documented in many songbird species. Androgenic and estrogenic hormones largely mediate these seasonal changes. While much work has focused on the hormonal mechanisms underlying seasonal plasticity in songbird vocal production, relatively less work has investigated seasonal and hormonal effects on songbird auditory processing, particularly at a peripheral level. We addressed this issue in Gambel’s white-crowned sparrow (Zonotrichia leucophrys gambelii), a highly seasonal breeder. Photoperiod and hormone levels were manipulated in the laboratory to simulate natural breeding and non-breeding conditions. Peripheral auditory function was assessed by measuring the auditory brainstem response (ABR) and distortion product otoacoustic emissions (DPOAEs) of males and females in both conditions. Birds exposed to breeding-like conditions demonstrated elevated thresholds and prolonged peak latencies compared with birds housed under non-breeding-like conditions. There were no changes in DPOAEs, however, which indicates that the seasonal differences in ABRs do not arise from changes in hair cell function. These results suggest that seasons and hormones impact auditory processing as well as vocal production in wild songbirds. PMID:20563817

Neurofibromatosis-like phenotype in Drosophila caused by lack of glucosylceramide extension

PubMed Central

Dahlgaard, Katja; Jung, Anita; Qvortrup, Klaus; Clausen, Henrik; Kjaerulff, Ole; Wandall, Hans H.

2012-01-01

Glycosphingolipids (GSLs) are of fundamental importance in the nervous system. However, the molecular details associated with GSL function are largely unknown, in part because of the complexity of GSL biosynthesis in vertebrates. In Drosophila, only one major GSL biosynthetic pathway exists, controlled by the glycosyltransferase Egghead (Egh). Here we discovered that loss of Egh causes overgrowth of peripheral nerves and attraction of immune cells to the nerves. This phenotype is reminiscent of the human disorder neurofibromatosis type 1, which is characterized by disfiguring nerve sheath tumors with mast cell infiltration, increased cancer risk, and learning deficits. Neurofibromatosis type 1 is due to a reduction of the tumor suppressor neurofibromin, a negative regulator of the small GTPase Ras. Enhanced Ras signaling promotes glial growth through activation of phosphatidylinositol 3-kinase (PI3K) and its downstream kinase Akt. We find that overgrowth of peripheral nerves in egh mutants is suppressed by down-regulation of the PI3K signaling pathway by expression of either dominant-negative PI3K, the tumor suppressor PTEN, or the transcription factor FOXO in the subperineurial glia. These results show that loss of the glycosyltransferase Egh affects membrane signaling and activation of PI3K signaling in glia of the peripheral nervous system, and suggest that glycosyltransferases may suppress proliferation. PMID:22493273

The Ergonomics Society--the Society Lectures 1999: the next 50 years: future challenges and opportunities for empathy in our science.

PubMed

Fulton Suri, J

2001-11-15

To stay relevant and applicable in a rapidly changing world, ergonomics must meet several challenges. The paper explores these challenges and how the profession might respond. It is proposed that there are opportunities, and a need, to embrace empathy as a legitimate and useful tool. Empathy has value in three main areas. In research we can broaden our understanding of people and situations, learning 'why' as well as 'how and what' people do. Second, by identifying with the emotional as well as intellectual concerns of sponsors and colleagues from other professions, we inspire trust and confidence, adding value to our collective efforts in collaborative work. Third, through methods such as role-playing and story telling, empathy is a powerful tool for getting ergonomics issues across to implementers and influencing outcomes. Care is needed to balance empathy with systematic observation in the tradition of the scientific method; the power of empathy is in combining it with objective methods to make full use of our abilities as human scientists.

Legal and institutional foundations of adaptive environmental governance

PubMed Central

DeCaro, Daniel A.; Chaffin, Brian C.; Schlager, Edella; Garmestani, Ahjond S.; Ruhl, J.B.

2018-01-01

Legal and institutional structures fundamentally shape opportunities for adaptive governance of environmental resources at multiple ecological and societal scales. Properties of adaptive governance are widely studied. However, these studies have not resulted in consolidated frameworks for legal and institutional design, limiting our ability to promote adaptation and social-ecological resilience. We develop an overarching framework that describes the current and potential role of law in enabling adaptation. We apply this framework to different social-ecological settings, centers of activity, and scales, illustrating the multidimensional and polycentric nature of water governance. Adaptation typically emerges organically among multiple centers of agency and authority in society as a relatively self-organized or autonomous process marked by innovation, social learning, and political deliberation. This self-directed and emergent process is difficult to create in an exogenous, top-down fashion. However, traditional centers of authority may establish enabling conditions for adaptation using a suite of legal, economic, and democratic tools to legitimize and facilitate self-organization, coordination, and collaboration across scales. The principles outlined here provide preliminary legal and institutional foundations for adaptive environmental governance, which may inform institutional design and guide future scholarship. PMID:29780428

Is self-regulation a myth? Case study on Spanish groundwater user associations and the role of higher-level authorities

NASA Astrophysics Data System (ADS)

Lopez-Gunn, E.; Cortina, Luis Martinez

2006-03-01

Self-regulation of groundwater users offers tremendous potential for effective groundwater management. The attributes of higher-level authorities that are more likely to facilitate the beneficial management of groundwater in economic, social and environmental terms are discussed. For this purpose, eight groundwater user associations in Spain have been compared. Factors that support institutional change were analyzed, namely: salience, common understanding, trust and reciprocity, autonomy, prior organizational experience and local leadership. These factors are complemented by features that strengthen actions by higher-level authorities that oversee self-regulation by water users (clear boundaries, legitimate recognition of appropriators, facilitating roles, trust in cross-scale linkages, clear division of responsibilities, institutional culture and co-management model choices). Self-regulation includes the creation of reflexive organizations that are capable of learning, provided first, the administration itself is modernized to meet the challenges of self-regulation, and second, that ‘regulatory capture’ is avoided by external organizations, ensuring that the regulator and the regulated are not so close in their relationship as to be detrimental to effectiveness.

Legal and institutional foundations of adaptive environmental governance.

PubMed

DeCaro, Daniel A; Chaffin, Brian C; Schlager, Edella; Garmestani, Ahjond S; Ruhl, J B

2017-03-17

Legal and institutional structures fundamentally shape opportunities for adaptive governance of environmental resources at multiple ecological and societal scales. Properties of adaptive governance are widely studied. However, these studies have not resulted in consolidated frameworks for legal and institutional design, limiting our ability to promote adaptation and social-ecological resilience. We develop an overarching framework that describes the current and potential role of law in enabling adaptation. We apply this framework to different social-ecological settings, centers of activity, and scales, illustrating the multidimensional and polycentric nature of water governance. Adaptation typically emerges organically among multiple centers of agency and authority in society as a relatively self-organized or autonomous process marked by innovation, social learning, and political deliberation. This self-directed and emergent process is difficult to create in an exogenous, top-down fashion. However, traditional centers of authority may establish enabling conditions for adaptation using a suite of legal, economic, and democratic tools to legitimize and facilitate self-organization, coordination, and collaboration across scales. The principles outlined here provide preliminary legal and institutional foundations for adaptive environmental governance, which may inform institutional design and guide future scholarship.

L'environnement pedagogique: source de difficulte dans la maitrise des habiletes phonetiques en langue seconde (The Learning Environment: Source of Difficulty in the Mastery of Second Language Phonetic Skills).

ERIC Educational Resources Information Center

Champagne, Cecile

1984-01-01

Research is reported that showed phonetic and phonological training to be given peripheral attention or neglected in second language instruction in one geographic area. It is suggested this neglect stems from (1) low teacher and student expectation of success in attaining a native-like accent, and (2) assumptions that a non-native-like accent will…

The design and evaluation of a peripheral device for use with a computer game intended for children with motor disabilities.

PubMed

Scardovelli, Terigi Augusto; Frère, Annie France

2015-01-01

Many children with motor impairments cannot participate in games and jokes that contribute to their formation. Currently, commercial computer games there are few options of software and sufficiently flexible access devices to meet the needs of this group of children. In this study, a peripheral access device and a 3D computerized game that do not require the actions of dragging, clicking, or activating various keys at the same time were developed. The peripheral access device consists of a webcam and a supervisory system that processes the images. This method provides a field of action that can be adjusted to various types of motor impairments. To analyze the sensitivity of the commands, a virtual course was developed using the scenario of a path of straight lines and curves. A volunteer with good ability in virtual games performed a short training with the virtual course and, after 15min of training, obtained similar results with a standard keyboard and the adapted peripheral device. A 3D game in the Amazon forest was developed using the Blender 3D tool. This free software was used to model the characters and scenarios. To evaluate the usability of the 3D game, the game was tested by 20 volunteers without motor impairments (group A) and 13 volunteers with severe motor limitations of the upper limbs (group B). All the volunteers (group A and B) could easily execute all the actions of the game using the adapted peripheral device. The majority positively evaluated the questions of usability and expressed their satisfaction. The computerized game coupled to the adapted device will offer the option of leisure and learning to people with severe motor impairments who previously lacked this possibility. It also provided equality in this activity to all the users. Copyright © 2014. Published by Elsevier Ireland Ltd.

A randomised crossover study to compare the cross-sectional and longitudinal approaches to ultrasound-guided peripheral venepuncture in a model.

PubMed

Griffiths, James; Carnegie, Amadeus; Kendall, Richard; Madan, Rajeev

2017-12-01

Ultrasound-guided peripheral intravenous access may present an alternative to central or intraosseous access in patients with difficult peripheral veins. Using venepuncture of a phantom model as a proxy, we investigated whether novice ultrasound users should adopt a cross-sectional or longitudinal approach when learning to access peripheral veins under ultrasound guidance. This result would inform the development of a structured training method for this procedure. We conducted a randomised controlled trial of 30 medical students. Subjects received 35 min of training, then attempted to aspirate 1 ml of synthetic blood from a deep vein in a training model under ultrasound guidance. Subjects attempted both the cross-sectional and longitudinal approaches. Group 1 used cross-sectional first, followed by longitudinal. Group 2 used longitudinal first, then cross-sectional. We measured the time from first puncture of the model's skin to aspiration of fluid, and the number of attempts required. Subjects also reported difficulty ratings for each approach. Paired sample t-tests were used for statistical analysis. The mean number of attempts was 1.13 using the cross-sectional approach, compared with 1.30 using the longitudinal approach (p = 0.17). Mean time to aspiration of fluid was 45.1 s using the cross-sectional approach and 52.8 s using the longitudinal approach (p = 0.43). The mean difficulty score out of 10 was 3.97 for the cross-sectional approach and 3.93 for the longitudinal approach (p = 0.95). We found no significant difference in effectiveness between the cross-sectional and longitudinal approaches to ultrasound-guided venepuncture when performed on a model. We believe that both approaches should be included when teaching ultrasound-guided peripheral vascular access. To confirm which approach would be best in clinical practice, we advocate future testing of both approaches on patients.

13 CFR 120.397 - Are there any special restrictions?

Code of Federal Regulations, 2010 CFR

2010-01-01

... must not use loan proceeds to purchase vacant land for possible future construction or to operate or... will improve the ability to sell the property. The sale must be a legitimate change of ownership...

Legal. Post-agenda gender battles.

PubMed

Leach, Mark

2010-10-28

Comparable overall remuneration is not enough to protect employers from Equal Pay claims. Employers must ensure that they can provide legitimate reasons for any difference in remuneration structures, particularly when contrasting predominantly male roles with predominantly female roles.

An Advocate Model for Intervention with Homosexuals

ERIC Educational Resources Information Center

Berger, Raymond M.

1977-01-01

Homosexual behavior has received little attention from social workers. Starting with the premise that homosexuality is a legitimate variation of life-style, the author suggests a model for social work intervention with the homosexual. (Author)

Learning Relational Policies from Electronic Health Record Access Logs

PubMed Central

Malin, Bradley; Nyemba, Steve; Paulett, John

2011-01-01

Modern healthcare organizations (HCOs) are composed of complex dynamic teams to ensure clinical operations are executed in a quick and competent manner. At the same time, the fluid nature of such environments hinders administrators' efforts to define access control policies that appropriately balance patient privacy and healthcare functions. Manual efforts to define these policies are labor-intensive and error-prone, often resulting in systems that endow certain care providers with overly broad access to patients' medical records while restricting other providers from legitimate and timely use. In this work, we propose an alternative method to generate these policies by automatically mining usage patterns from electronic health record (EHR) systems. EHR systems are increasingly being integrated into clinical environments and our approach is designed to be generalizable across HCOs, thus assisting in the design and evaluation of local access control policies. Our technique, which is grounded in data mining and social network analysis theory, extracts a statistical model of the organization from the access logs of its EHRs. In doing so, our approach enables the review of predefined policies, as well as the discovery of unknown behaviors. We evaluate our approach with five months of access logs from the Vanderbilt University Medical Center and confirm the existence of stable social structures and intuitive business operations. Additionally, we demonstrate that there is significant turnover in the interactions between users in the HCO and that policies learned at the department level afford greater stability over time. PMID:21277996

A cogenerative inquiry using postcolonial theory to envisage culturally inclusive science education

NASA Astrophysics Data System (ADS)

Adams, Jennifer; Luitel, Bal Chandra; Afonso, Emilia; Taylor, Peter Charles

2008-12-01

This forum constitutes a cogenerative inquiry using postcolonial theory drawn from the review paper by Zembylas and Avraamidou. Three teacher educators from African, Asian and Caribbean countries reflect on problems confronting their professional practices and consider the prospects of creating culturally inclusive science education. We learn that in Mozambique, Nepal and the Caribbean scientism patrols the borders of science education serving to exclude local epistemological beliefs and discourses and negating culturally contextualized teaching and learning. Despite the diverse cultural hybridities of these countries, science education is disconnected from the daily lives of the majority of their populations, serving inequitably the academic Western-oriented aspirations of an elite group who are "living hybridity but talking scientism." The discussants explore their autobiographies to reveal core cultural values and beliefs grounded in their non-Western traditions and worldviews but which are in conflict with the Western Modern Worldview (WMW) and thus have no legitimate role in the standard school/college science classroom. They reflect on their hybrid cultural identities and reveal the interplay of multiple selves grounded in both the WMW and non-WMWs and existing in a dialectical tension of managed contradiction in a Third Space. They argue for dialectical logic to illuminate a Third Space wherein students of science education may be empowered to challenge hegemonies of cultural reproduction and examine reflexively their own identities, coming to recognize and reconcile their core cultural beliefs with those of Western modern science, thereby dissipating otherwise strongly delineated cultural borders.

Learning optimal eye movements to unusual faces

PubMed Central

Peterson, Matthew F.; Eckstein, Miguel P.

2014-01-01

Eye movements, which guide the fovea’s high resolution and computational power to relevant areas of the visual scene, are integral to efficient, successful completion of many visual tasks. How humans modify their eye movements through experience with their perceptual environments, and its functional role in learning new tasks, has not been fully investigated. Here, we used a face identification task where only the mouth discriminated exemplars to assess if, how, and when eye movement modulation may mediate learning. By interleaving trials of unconstrained eye movements with trials of forced fixation, we attempted to separate the contributions of eye movements and covert mechanisms to performance improvements. Without instruction, a majority of observers substantially increased accuracy and learned to direct their initial eye movements towards the optimal fixation point. The proximity of an observer’s default face identification eye movement behavior to the new optimal fixation point and the observer’s peripheral processing ability were predictive of performance gains and eye movement learning. After practice in a subsequent condition in which observers were directed to fixate different locations along the face, including the relevant mouth region, all observers learned to make eye movements to the optimal fixation point. In this fully learned state, augmented fixation strategy accounted for 43% of total efficiency improvements while covert mechanisms accounted for the remaining 57%. The findings suggest a critical role for eye movement planning to perceptual learning, and elucidate factors that can predict when and how well an observer can learn a new task with unusual exemplars. PMID:24291712

Women in physics? Identity and discourse in Taiwan

NASA Astrophysics Data System (ADS)

Tsai, Li-Ling

This dissertation argues that the deeply held hope for gender equity in science can no longer be simply realized as a project to increase women's participation in science. Understanding women's vexed relations with science requires a reconceptualization of the terms women and science, not as given categories to signal how "women" are coping with their disadvantaged positions in "science," but rather as two discourses formed in relation to each other, in institutional practices and in particular social and historical contexts. This dissertation investigates discourses of women and science by focusing on women in physics in Taiwan. This focus extends debates about gender and science by showing that the intervention of a particular discourse---in this case, the discourse of "women in physics"---into an existing discursive field exposed the contested terrain of the gender politics of physics and the identity politics of women physicists in Taiwan. "Women in physics" emerged as an internationally legitimate subject position in Taiwan in 1999 following a call to form a local working team on women in physics. The participants I interviewed utilized this internationally legitimate subject position to reconstruct, in different ways, their gendered identities in physics. Scholarship in the field of gender and science education studies has, over the past three decades, focused on equity and inclusion to address gender inequalities in science. This dissertation suggests, by contrast, that a focus on identity is necessary for understanding gendered career decisions in science. The term identity refers to how individuals perceive themselves and how others respond to their claims; identity involves the purposes, interests and contexts of particular naming processes. In the structural inequalities of gender and science, a focus on identity aims to track individual and collective forms of agency exercised in changing discursive fields. This dissertation concludes by viewing curriculum as a discursive field where various discourses provide subject positions and produce potential meanings through teaching and learning. Hope for social transformation can be situated in the interventionary power of new discourses and the subsequent reconfiguration of gendered identities in existing institutional practices.

Lecture-Capture Software and the Teaching of Soils

NASA Astrophysics Data System (ADS)

Brevik, Eric C.

2014-05-01

Several companies now offer software that can record academic lectures and place them on password-protected course websites for future review by students. Using lecture-capture software offers several advantages for the instructor and the students, including: 1) The ability for students who miss class for legitimate reasons (e.g., participation in school-sanctioned extra-curricular activities, illness or family emergencies) to get lecture materials by logging into the class website. This provides these students with a more complete exposure to the material than simply copying a classmate's notes. 2) The instructor is able to direct students who miss class for legitimate reasons to the recorded lecture rather than needing to spend time going over the material with those students and that recap does not end up being rushed. 3) The ability to address course conflicts for graduating seniors by allowing them to take the lecture portion of the class via recorded lecture. 4) Students who desire more in-depth learning are able to go back to selected portions of previous lectures to review and reconsider a topic of discussion or to fill in vague sections of their notes. There are also potential disadvantages to the use of lecture-capture software, including: 1) decreased student attendance in class because they feel they can watch class later at a time of their own choosing, 2) additional time spent by the instructor dealing with the technology, and 3) problems with hardware or software during class time that prevents recording a given day's lecture. These problems can often be addressed or justified relatively easily. If problem 1 is of concern to an instructor it can be addressed by blocking online access to individual students who have a poor record of class attendance. In the case of problem 2, the extra time spent with the technology is often offset by a reduction in time answering questions from students who have missed class. Problem 3 does happen, but in the author's experience it is fairly rare, representing less than 5% of class sessions per semester. Student comments have been overwhelmingly favorable towards the use of captured lectures since the technology was first adopted in the author's classes in 2009.

75 FR 78901 - Payment for Inpatient and Outpatient Health Care Professional Services at Non-Departmental...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-12-17

...) report that found that past acquisitions resulted in inflated and noncompetitive pricing. An orthopedic... pricing in order to protect legitimate government interests.'' See Orthopedic Servs., Inc., B-247695, June...

Medical Authors and Professional Writers

PubMed Central

McVeagh, Thos. C.

1963-01-01

Medical writing is a legitimate field for specialization. The specialist literary consultant should be part of the research team. He could smooth the way for both researcher and reader, and could increase the researcher's productivity and his audience. PMID:13932285

A second chance for authors of hijacked journals to publish in legitimate journals.

PubMed

Jalalian, Mehrdad

2015-01-01

This article proposes the republication of articles that have previously been published in counterfeit websites of hijacked journals. The paper also discusses the technical and ethical aspects of republishing such articles.

Get More for Your Maintenance Dollar through Contracting.

ERIC Educational Resources Information Center

Donahue, Ron

1983-01-01

The use of contractors for the performance of maintenance duties in parks and recreational facilities is recommended as a legitimate tool to improve productivity or upgrade quality. An example of the use of contracts is provided. (CJ)

Prescription data mining, medical privacy and the First Amendment: the U.S. Supreme Court in Sorrell v. IMS health Inc.

PubMed

Boumil, Marcia M; Dunn, Kaitlyn; Ryan, Nancy; Clearwater, Katrina

2012-01-01

In 2011, the United States Supreme Court in Sorrell v. IMS Health Inc. struck down a Vermont law that would restrict the ability of pharmaceutical companies to purchase certain physician-identifiable prescription data without the consent of the prescriber. The law's stated purpose was threefold: to protect the privacy of medical information, to protect the public health and to contain healthcare costs by promoting Vermont's preference in having physicians prescribe more generic drugs. The issue before the Supreme Court was whether the Vermont law represented a legitimate, common sense regulatory program or a bold attempt to suppress commercial speech when the "message" is disfavored by the state. Striking down the law, the Supreme Court applied a heightened level of First Amendment scrutiny to this commercial transaction and held that the Vermont law was not narrowly tailored to protect legitimate privacy interests.

Institutional radicalization, the state, and the development process in Africa.

PubMed

Mabogunje, A L

2000-12-05

The concept of "institutional radicalization" or "the changing of institutions from their roots" is put forward as critical for understanding the manner in which civil societies in most African countries have been grappling with the challenges of development. Given the well embedded precapitalist social formation in most African countries, various institutions have been radicalized around such critical identities as age, gender, land, occupation, credit, community, and rituals of solidarity to promote development. However, until the state intervenes to legitimize these initiatives of civil societies, their full impact on the development process is bound to be moot. The enormous tasks entailed in such legitimization through identifying, registering, realigning, providing incentives, directing, and monitoring these radicalized institutions remain critical and imperative for African countries if they are to accelerate and deepen the extent of their integration into the global free market economy and democratic governance.

The sigh of the oppressed: The palliative effects of ideology are stronger for people living in highly unequal neighbourhoods.

PubMed

Sengupta, Nikhil K; Greaves, Lara M; Osborne, Danny; Sibley, Chris G

2017-09-01

Ideologies that legitimize status hierarchies are associated with increased well-being. However, which ideologies have 'palliative effects', why they have these effects, and whether these effects extend to low-status groups remain unresolved issues. This study aimed to address these issues by testing the effects of the ideology of Symbolic Prejudice on well-being among low- and high-status ethnic groups (4,519 Europeans and 1,091 Māori) nested within 1,437 regions in New Zealand. Results showed that Symbolic Prejudice predicted increased well-being for both groups, but that this relationship was stronger for those living in highly unequal neighbourhoods. This suggests that it is precisely those who have the strongest need to justify inequality that accrue the most psychological benefit from subscribing to legitimizing ideologies. © 2017 The British Psychological Society.

Institutional radicalization, the state, and the development process in Africa

PubMed Central

Mabogunje, Akin L.

2000-01-01

The concept of “institutional radicalization” or “the changing of institutions from their roots” is put forward as critical for understanding the manner in which civil societies in most African countries have been grappling with the challenges of development. Given the well embedded precapitalist social formation in most African countries, various institutions have been radicalized around such critical identities as age, gender, land, occupation, credit, community, and rituals of solidarity to promote development. However, until the state intervenes to legitimize these initiatives of civil societies, their full impact on the development process is bound to be moot. The enormous tasks entailed in such legitimization through identifying, registering, realigning, providing incentives, directing, and monitoring these radicalized institutions remain critical and imperative for African countries if they are to accelerate and deepen the extent of their integration into the global free market economy and democratic governance. PMID:11087811

The Ideological and Political Dimensions of the Anti-Smoking and Anti-Drinking Video Advertisements in the Republic of Moldova.

PubMed

Stanchevici, Dmitri

2017-06-01

Based on the critical approach in health communication, along with Habermas's theory of legitimation and Ellul's theory of propaganda, this qualitative study analyzes the political and ideological dimensions of the video advertisements used in the 2012 anti-smoking and 2014 anti-drinking campaigns in the Republic of Moldova. This analysis shows that these health videos support male domination and exclusion of the poor and legitimate the current political leadership with its declared pro-European orientation. This study uniquely contributes to the critical approach in health communication by focusing on the post-Soviet context in which statehood and national identity are unstable and societies are torn between the Russian and (post-)Soviet influences on one hand and European aspirations on the other. Drawing on critical scholarship in global health communication, this article calls for greater respect and recognition of Moldova's local culture and definition of health.

Communication media and the dead: from the Stone Age to Facebook.

PubMed

Walter, Tony

2015-07-03

This article argues as follows: (i) The presence of the dead within a society depends in part on available communication technologies, specifically speech, stone, sculpture, writing, printing, photography and phonography (including the mass media), and most recently the internet. (ii) Each communication technology affords possibilities for the dead to construct and legitimate particular social groups and institutions - from the oral construction of kinship, to the megalithic legitimation of the territorial rights of chiefdoms, to the written word's construction of world religions and nations, to the photographic and phonographic construction of celebrity-based neo-tribalism, and to the digital reconstruction of family and friendship. (iii) Historically, concerns about the dead have on a number of occasions aided the development of new communication technologies - the causal connection between the two can go both ways. The argument is based primarily on critical synthesis of existing research literature.

Communication media and the dead: from the Stone Age to Facebook

PubMed Central

Walter, Tony

2015-01-01

Abstract This article argues as follows: (i) The presence of the dead within a society depends in part on available communication technologies, specifically speech, stone, sculpture, writing, printing, photography and phonography (including the mass media), and most recently the internet. (ii) Each communication technology affords possibilities for the dead to construct and legitimate particular social groups and institutions – from the oral construction of kinship, to the megalithic legitimation of the territorial rights of chiefdoms, to the written word’s construction of world religions and nations, to the photographic and phonographic construction of celebrity-based neo-tribalism, and to the digital reconstruction of family and friendship. (iii) Historically, concerns about the dead have on a number of occasions aided the development of new communication technologies – the causal connection between the two can go both ways. The argument is based primarily on critical synthesis of existing research literature. PMID:26549977

An entangling-probe attack on Shor's algorithm for factorization

NASA Astrophysics Data System (ADS)

Azuma, Hiroo

2018-02-01

We investigate how to attack Shor's quantum algorithm for factorization with an entangling probe. We show that an attacker can steal an exact solution of Shor's algorithm outside an institute where the quantum computer is installed if he replaces its initialized quantum register with entangled qubits, namely the entangling probe. He can apply arbitrary local operations to his own probe. Moreover, we assume that there is an unauthorized person who helps the attacker to commit a crime inside the institute. He tells garbage data obtained from measurements of the quantum register to the attacker secretly behind a legitimate user's back. If the attacker succeeds in cracking Shor's algorithm, the legitimate user obtains a random answer and does not notice the attacker's illegal acts. We discuss how to detect the attacker. Finally, we estimate a probability that the quantum algorithm inevitably makes an error, of which the attacker can take advantage.

The legitimacy of vaccine critics: what is left after the autism hypothesis?

PubMed

Kirkland, Anna

2012-02-01

The last dozen years have seen a massive transnational mobilization of the legal, political, and research communities in response to the worrisome hypothesis that vaccines could have a link to childhood autism and other developmental conditions. Vaccine critics, some already organized and some composed of newly galvanized parents, developed an alternate world of internally legitimating studies, blogs, conferences, publications, and spokespeople to affirm a connection. When the consensus turned against the autism hypothesis, these structures and a committed membership base unified all the organizations in resistance. This article examines the relationship between mobilization based on science and the trajectory of legitimacy vaccine criticism has taken. I argue that vaccine critics have run up against the limits of legitimate scientific argument and are now in the curious position of both doubling down on credibility-depleting stances and innovating new and possibly resonant formulations.

The "Darknet": The new street for street drugs.

PubMed

Pergolizzi, J V; LeQuang, J A; Taylor, R; Raffa, R B

2017-12-01

The "Darknet" ("dark web") has emerged as a means by which illegal drug buys and deliveries can be arranged with apparent anonymity and impunity. Healthcare providers should be aware of this growing source of illicit drugs. The "Darknet" refers to networks isolated from the Internet that cannot be accessed via conventional search engines. They require special software that is protected by special encryption. The initial legitimate use of a "Darknet" to conceal personal information against misuse or political reprisal is being exploited to conceal the identity of buyers and sellers in illegal drug transactions. Instructions on how to obtain access to the "Darknet" are readily available on conventional Internet web pages. The "Darknet" has changed the paradigm of illegal drug importation and distribution by providing a difficult-to-trace transaction, and delivery via legitimate couriers directly to the home. © 2017 John Wiley & Sons Ltd.

To lie or not to lie: to whom and under what circumstances.

PubMed

Perkins, Serena A; Turiel, Elliot

2007-01-01

This research examined adolescents' judgments about lying to circumvent directives from parents or friends in the moral, personal, and prudential domains. One hundred and twenty-eight adolescents (12.1-17.3 years) were presented with situations in which an adolescent avoids a directive through deception. The majority of adolescents judged some acts as acceptable, including deception regarding parental directives to engage in moral violations and to restrict personal activities. Other acts of deception were judged as unacceptable, including deception of parents regarding prudential acts, as well as deception of friends in each domain. In addition, lying to conceal a misdeed was negatively evaluated. Most adolescents thought that directives from parents and friends to engage in moral violations or to restrict personal acts were not legitimate, whereas parental directives concerning prudential acts were seen as legitimate. Results indicate that adolescents value honesty, but sometimes subordinate it to moral and personal concerns in relationships of inequality.

Fathers and fetuses.

PubMed

Harris, George W

1986-04-01

Harris postulates that in certain instances it would be morally impermissible for a woman to have an abortion because it would be a wrongful harm to the father and a violation of his autonomy. He constructs and analyzes five cases chosen to elucidate the moral issues involved and concludes that, for a man to lay claim to the fetus being his in a sense that the mother is obligated to respect, the fetus must be the result of his having pursued a legitimate interest in procreation in a morally legitimate way. When a man has satisfied the requirements of autonomy both for himself and for his sexual partner in regard to the interest in procreation, the woman has a prima facie obligation to him not to harm the fetus. Therefore, unless there is some contravening moral consideration that overrides this obligation, the abortion of the fetus is morally impermissible.

Moral Legitimacy: The Struggle Of Homeopathy in the NHS.

PubMed

Crawford, Louise

2016-02-01

This article deploys a well-established theoretical model from the accountability literature to the domain of bioethics. Specifically, homeopathy is identified as a controversial industry and the strategic action of advocates to secure moral legitimacy and attract public funding is explored. The Glasgow Homeopathic Hospital (GHH) is used as the location to examine legitimizing strategies, from gaining legitimacy as a National Health Service (NHS) hospital in 1948, followed by maintaining and repairing legitimacy in response to government enquires in 2000 and 2010. An analysis of legitimizing strategies leads to the conclusion that advocates have been unsuccessful in maintaining and repairing moral legitimacy for homeopathy, thus threatening continued public funding for this unscientific medical modality. This is an encouraging development towards open and transparent NHS accountability for targeting limited public resources in pursuit of maximizing society's health and well-being. Policy implications and areas for future research are suggested. © 2016 John Wiley & Sons Ltd.

A MATLAB Library for Rapid Prototyping of Wireless Communications Algorithms with the Universal Software Radio Peripheral (USRP) Radio Family

DTIC Science & Technology

2013-06-01

Radio is a software development toolkit that provides signal processing blocks to drive the SDR. GNU Radio has many strong points – it is actively...maintained with a large user base, new capabilities are constantly being added, and compiled C code is fast for many real-time applications such as...programming interface (API) makes learning the architecture a daunting task, even for the experienced software developer. This requirement poses many

Secure Multiuser Communications in Wireless Sensor Networks with TAS and Cooperative Jamming

PubMed Central

Yang, Maoqiang; Zhang, Bangning; Huang, Yuzhen; Yang, Nan; Guo, Daoxing; Gao, Bin

2016-01-01

In this paper, we investigate the secure transmission in wireless sensor networks (WSNs) consisting of one multiple-antenna base station (BS), multiple single-antenna legitimate users, one single-antenna eavesdropper and one multiple-antenna cooperative jammer. In an effort to reduce the scheduling complexity and extend the battery lifetime of the sensor nodes, the switch-and-stay combining (SSC) scheduling scheme is exploited over the sensor nodes. Meanwhile, transmit antenna selection (TAS) is employed at the BS and cooperative jamming (CJ) is adopted at the jammer node, aiming at achieving a satisfactory secrecy performance. Moreover, depending on whether the jammer node has the global channel state information (CSI) of both the legitimate channel and the eavesdropper’s channel, it explores a zero-forcing beamforming (ZFB) scheme or a null-space artificial noise (NAN) scheme to confound the eavesdropper while avoiding the interference to the legitimate user. Building on this, we propose two novel hybrid secure transmission schemes, termed TAS-SSC-ZFB and TAS-SSC-NAN, for WSNs. We then derive the exact closed-form expressions for the secrecy outage probability and the effective secrecy throughput of both schemes to characterize the secrecy performance. Using these closed-form expressions, we further determine the optimal switching threshold and obtain the optimal power allocation factor between the BS and jammer node for both schemes to minimize the secrecy outage probability, while the optimal secrecy rate is decided to maximize the effective secrecy throughput for both schemes. Numerical results are provided to verify the theoretical analysis and illustrate the impact of key system parameters on the secrecy performance. PMID:27845753

Balance rehabilitation: promoting the role of virtual reality in patients with diabetic peripheral neuropathy.

PubMed

Grewal, Gurtej S; Sayeed, Rashad; Schwenk, Michael; Bharara, Manish; Menzies, Robert; Talal, Talal K; Armstrong, David G; Najafi, Bijan

2013-01-01

Individuals with diabetic peripheral neuropathy frequently experience concomitant impaired proprioception and postural instability. Conventional exercise training has been demonstrated to be effective in improving balance but does not incorporate visual feedback targeting joint perception, which is an integral mechanism that helps compensate for impaired proprioception in diabetic peripheral neuropathy. This prospective cohort study recruited 29 participants (mean ± SD: age, 57 ± 10 years; body mass index [calculated as weight in kilograms divided by height in meters squared], 26.9 ± 3.1). Participants satisfying the inclusion criteria performed predefined ankle exercises through reaching tasks, with visual feedback from the ankle joint projected on a screen. Ankle motion in the mediolateral and anteroposterior directions was captured using wearable sensors attached to the participant's shank. Improvements in postural stability were quantified by measuring center of mass sway area and the reciprocal compensatory index before and after training using validated body-worn sensor technology. Findings revealed a significant reduction in center of mass sway after training (mean, 22%; P = .02). A higher postural stability deficit (high body sway) at baseline was associated with higher training gains in postural balance (reduction in center of mass sway) (r = -0.52, P < .05). In addition, significant improvement was observed in postural coordination between the ankle and hip joints (mean, 10.4%; P = .04). The present research implemented a novel balance rehabilitation strategy based on virtual reality technology. The method included wearable sensors and an interactive user interface for real-time visual feedback based on ankle joint motion, similar to a video gaming environment, for compensating impaired joint proprioception. These findings support that visual feedback generated from the ankle joint coupled with motor learning may be effective in improving postural stability in patients with diabetic peripheral neuropathy.

Brain amyloidosis ascertainment from cognitive, imaging, and peripheral blood protein measures

PubMed Central

Hwang, Kristy S.; Avila, David; Elashoff, David; Kohannim, Omid; Teng, Edmond; Sokolow, Sophie; Jack, Clifford R.; Jagust, William J.; Shaw, Leslie; Trojanowski, John Q.; Weiner, Michael W.; Thompson, Paul M.

2015-01-01

Background: The goal of this study was to identify a clinical biomarker signature of brain amyloidosis in the Alzheimer's Disease Neuroimaging Initiative 1 (ADNI1) mild cognitive impairment (MCI) cohort. Methods: We developed a multimodal biomarker classifier for predicting brain amyloidosis using cognitive, imaging, and peripheral blood protein ADNI1 MCI data. We used CSF β-amyloid 1–42 (Aβ42) ≤192 pg/mL as proxy measure for Pittsburgh compound B (PiB)-PET standard uptake value ratio ≥1.5. We trained our classifier in the subcohort with CSF Aβ42 but no PiB-PET data and tested its performance in the subcohort with PiB-PET but no CSF Aβ42 data. We also examined the utility of our biomarker signature for predicting disease progression from MCI to Alzheimer dementia. Results: The CSF training classifier selected Mini-Mental State Examination, Trails B, Auditory Verbal Learning Test delayed recall, education, APOE genotype, interleukin 6 receptor, clusterin, and ApoE protein, and achieved leave-one-out accuracy of 85% (area under the curve [AUC] = 0.8). The PiB testing classifier achieved an AUC of 0.72, and when classifier self-tuning was allowed, AUC = 0.74. The 36-month disease-progression classifier achieved AUC = 0.75 and accuracy = 71%. Conclusions: Automated classifiers based on cognitive and peripheral blood protein variables can identify the presence of brain amyloidosis with a modest level of accuracy. Such methods could have implications for clinical trial design and enrollment in the near future. Classification of evidence: This study provides Class II evidence that a classification algorithm based on cognitive, imaging, and peripheral blood protein measures identifies patients with brain amyloid on PiB-PET with moderate accuracy (sensitivity 68%, specificity 78%). PMID:25609767

Brain amyloidosis ascertainment from cognitive, imaging, and peripheral blood protein measures.

PubMed

Apostolova, Liana G; Hwang, Kristy S; Avila, David; Elashoff, David; Kohannim, Omid; Teng, Edmond; Sokolow, Sophie; Jack, Clifford R; Jagust, William J; Shaw, Leslie; Trojanowski, John Q; Weiner, Michael W; Thompson, Paul M

2015-02-17

The goal of this study was to identify a clinical biomarker signature of brain amyloidosis in the Alzheimer's Disease Neuroimaging Initiative 1 (ADNI1) mild cognitive impairment (MCI) cohort. We developed a multimodal biomarker classifier for predicting brain amyloidosis using cognitive, imaging, and peripheral blood protein ADNI1 MCI data. We used CSF β-amyloid 1-42 (Aβ42) ≤ 192 pg/mL as proxy measure for Pittsburgh compound B (PiB)-PET standard uptake value ratio ≥ 1.5. We trained our classifier in the subcohort with CSF Aβ42 but no PiB-PET data and tested its performance in the subcohort with PiB-PET but no CSF Aβ42 data. We also examined the utility of our biomarker signature for predicting disease progression from MCI to Alzheimer dementia. The CSF training classifier selected Mini-Mental State Examination, Trails B, Auditory Verbal Learning Test delayed recall, education, APOE genotype, interleukin 6 receptor, clusterin, and ApoE protein, and achieved leave-one-out accuracy of 85% (area under the curve [AUC] = 0.8). The PiB testing classifier achieved an AUC of 0.72, and when classifier self-tuning was allowed, AUC = 0.74. The 36-month disease-progression classifier achieved AUC = 0.75 and accuracy = 71%. Automated classifiers based on cognitive and peripheral blood protein variables can identify the presence of brain amyloidosis with a modest level of accuracy. Such methods could have implications for clinical trial design and enrollment in the near future. This study provides Class II evidence that a classification algorithm based on cognitive, imaging, and peripheral blood protein measures identifies patients with brain amyloid on PiB-PET with moderate accuracy (sensitivity 68%, specificity 78%). © 2015 American Academy of Neurology.

Central localization of plasticity involved in appetitive conditioning in Lymnaea

PubMed Central

Straub, Volko A.; Styles, Benjamin J.; Ireland, Julie S.; O'Shea, Michael; Benjamin, Paul R.

2004-01-01

Learning to associate a conditioned (CS) and unconditioned stimulus (US) results in changes in the processing of CS information. Here, we address directly the question whether chemical appetitive conditioning of Lymnaea feeding behavior involves changes in the peripheral and/or central processing of the CS by using extracellular recording techniques to monitor neuronal activity at two stages of the sensory processing pathway. Our data show that appetitive conditioning does not affect significantly the overall CS response of afferent nerves connecting chemosensory structures in the lips and tentacles to the central nervous system (CNS). In contrast, neuronal output from the cerebral ganglia, which represent the first central processing stage for chemosensory information, is enhanced significantly in response to the CS after appetitive conditioning. This demonstrates that chemical appetitive conditioning in Lymnaea affects the central, but not the peripheral processing of chemosensory information. It also identifies the cerebral ganglia of Lymnaea as an important site for neuronal plasticity and forms the basis for detailed cellular studies of neuronal plasticity. PMID:15537733

Unexplained dyspnea in a patient of chronic arsenicosis: A diagnostic challenge and learning curve for physicians

PubMed Central

Sengupta, Amitabha; Maji, Arnab; Jash, Debraj; Maikap, Malay

2015-01-01

Chronic arsenic exposure causes cutaneous effects like hyperkeratosis, peripheral vascular disease, hypertension, ischemic heart disease, non-cirrhotic portal hypertension, hepatomegaly, peripheral neuropathy, respiratory involvement, bad obstetrical outcome, hematological disturbances, and diabetes mellitus. Here we present a case of a 24-year-old lady, with chronic exposure to arsenic, presenting to us with progressive dyspnea. We found pulmonary arterial hypertension (PAH) as a cause of her dyspnea. PAH can occur in arsenicosis, secondary to arsenic-induced chronic obstructive pulmonary disease (COPD), lung fibrosis, and portal hypertension, which we excluded by appropriate investigations in our case. We also excluded a familial or heritable form of PAH. Thus, with the exclusion of all these secondary causes of PAH, as well as a hereditary cause, we came to a conclusion that this PAH might be due to chronic arsenic exposure. To the best of our knowledge, no case of PAH in chronic arsenicosis has been reported to date. PMID:25814805

Small cationic antimicrobial peptides delocalize peripheral membrane proteins

PubMed Central

Wenzel, Michaela; Chiriac, Alina Iulia; Otto, Andreas; Zweytick, Dagmar; May, Caroline; Schumacher, Catherine; Gust, Ronald; Albada, H. Bauke; Penkova, Maya; Krämer, Ute; Erdmann, Ralf; Metzler-Nolte, Nils; Straus, Suzana K.; Bremer, Erhard; Becher, Dörte; Brötz-Oesterhelt, Heike; Sahl, Hans-Georg; Bandow, Julia Elisabeth

2014-01-01

Short antimicrobial peptides rich in arginine (R) and tryptophan (W) interact with membranes. To learn how this interaction leads to bacterial death, we characterized the effects of the minimal pharmacophore RWRWRW-NH2. A ruthenium-substituted derivative of this peptide localized to the membrane in vivo, and the peptide also integrated readily into mixed phospholipid bilayers that resemble Gram-positive membranes. Proteome and Western blot analyses showed that integration of the peptide caused delocalization of peripheral membrane proteins essential for respiration and cell-wall biosynthesis, limiting cellular energy and undermining cell-wall integrity. This delocalization phenomenon also was observed with the cyclic peptide gramicidin S, indicating the generality of the mechanism. Exogenous glutamate increases tolerance to the peptide, indicating that osmotic destabilization also contributes to antibacterial efficacy. Bacillus subtilis responds to peptide stress by releasing osmoprotective amino acids, in part via mechanosensitive channels. This response is triggered by membrane-targeting bacteriolytic peptides of different structural classes as well as by hypoosmotic conditions. PMID:24706874

The physics of birdsong production

NASA Astrophysics Data System (ADS)

Mindlin, G. B.

2013-04-01

Human babies need to learn how to talk. The need of a tutor to achieve acceptable vocalisations is a feature that we share with a few species in the animal kingdom. Among those are Songbirds, which account for nearly half of the known bird species. For that reason, Songbirds have become an ideal animal model to study how a brain reconfigures itself during the process of learning a complex task. In the last few years, neuroscientists have invested important resources in order to unveil the neural architecture involved in birdsong production and learning. Yet, behaviour emerges from the interaction between a nervous system, a peripheral biomechanical architecture and environment, and therefore its study should be just as integrated. In particular, the physical study of the avian vocal organ can help to elucidate which features found in the song of birds are under direct control of specific neural instructions and which emerge from the biomechanics involved in its generation. This work describes recent advances in the study of the physics of birdsong production.

"Constructivism" and Cooperation between Scientists and Educators: A Reply to Crowther.

ERIC Educational Resources Information Center

Illman, Thomas H.

1998-01-01

Discusses problems that have arisen between science educators concerning the topic of constructivism. Suggests that knowledge transmission should be viewed as one legitimate and recommendable type of science education in the 21st century. (MVL)

28 CFR 36.301 - Eligibility criteria.

Code of Federal Regulations, 2010 CFR

2010-07-01

..., privileges, advantages, or accommodations being offered. (b) Safety. A public accommodation may impose legitimate safety requirements that are necessary for safe operation. Safety requirements must be based on... provision of auxiliary aids, barrier removal, alternatives to barrier removal, and reasonable modifications...

Guarantee of a Legitimate Deal Act of 2010

THOMAS, 111th Congress

Rep. Weiner, Anthony D. [D-NY-9

2010-01-21

Senate - 12/09/2010 Received in the Senate and Read twice and referred to the Committee on Commerce, Science, and Transportation. (All Actions) Tracker: This bill has the status Passed HouseHere are the steps for Status of Legislation:

Are You Emotionally Intelligent? A Legitimate Question for the College Classroom

ERIC Educational Resources Information Center

Lawry, John D.

2008-01-01

The author discusses Daniel Goleman's concept of emotional intelligence as encompassing the characteristics of self-awareness, mood management, self-motivation, empathy, and relationship management. and his own consideration of whether emotional literacy can be taught.