638 research outputs found
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Booked Up
No full textA look at two bookshelves in the Irish Studies Library in Donahue Hall.https://soar.stonehill.edu/stonehillcampus_images/1089/thumbnail.jp
Optogenetic manipulation of an ascending arousal system tunes cortical broadband gamma power and reveals functional deficits relevant to schizophrenia
No full text© 2020, The Author(s), under exclusive licence to Springer Nature Limited. Increases in broadband cortical electroencephalogram (EEG) power in the gamma band (30–80 Hz) range have been observed in schizophrenia patients and in mouse models of schizophrenia. They are also seen in humans and animals treated with the psychotomimetic agent ketamine. However, the mechanisms which can result in increased broadband gamma power and the pathophysiological implications for cognition and behavior are poorly understood. Here we report that tonic optogenetic manipulation of an ascending arousal system bidirectionally tunes cortical broadband gamma power, allowing on-demand tests of the effect on cortical processing and behavior. Constant, low wattage optogenetic stimulation of basal forebrain (BF) neurons containing the calcium-binding protein parvalbumin (PV) increased broadband gamma frequency power, increased locomotor activity, and impaired novel object recognition. Concomitantly, task-associated gamma band oscillations induced by trains of auditory stimuli, or exposure to novel objects, were impaired, reminiscent of findings in schizophrenia patients. Conversely, tonic optogenetic inhibition of BF-PV neurons partially rescued the elevated broadband gamma power elicited by subanesthetic doses of ketamine. These results support the idea that increased cortical broadband gamma activity leads to impairments in cognition and behavior, and identify BF-PV activity as a modulator of this activity. As such, BF-PV neurons may represent a novel target for pharmacotherapy in disorders such as schizophrenia which involve aberrant increases in cortical broadband gamma activity
Clouds and Foliage over Pond
No full textReflections of clouds and trees in the pond behind the Chapel of Mary during the fall of 2020.https://soar.stonehill.edu/stonehillcampus_images/1122/thumbnail.jp
Somewhere I\u27ve Never Been: Part 2
Get PDFIn the first part of this essay, I suggested that teaching during a pandemic, while challenging and often uncomfortable in its remoteness, offers us the chance to re-examine all of the teaching we do, even in the good times. What if we focused less on content delivery, such as lectures, and instead attempted to explore methods of “deep learning,” a collaborative endeavor that would foster students’ abilities to evaluate, contextualize, and take ownership of their time in the classroom (or the Zoom gallery)? We scholars may feel most alive when immersed in the second or third centuries of the common era, but our students benefit most when they can mull over the implications of ancient material for life in the world today.[1]
Part one reflected on some of the methodological underpinnings of the active or engaged pedagogy that will foster deeper learning. Here, I would like to move from the theoretical to the practical. How might the changes I am advocating look in action
Alice Ames Morris
No full textAlice Lurana Ames Morris, born December 31, 1859; died in Plymouth, Mass., May 10, 1934; married April 20, 1887 Edward Crosby Morris of Boston; married Novemeber 28, 1900 George Frederick Chapman of Evanston, Wyo. Child: Anna Ames Chapman, born July 24, 1903, died in infancyhttps://soar.stonehill.edu/frankmortonamesalbum/1000/thumbnail.jp
Front Hall in Donahue
No full textA view of the front, main room in Donahue Hall.https://soar.stonehill.edu/stonehillcampus_images/1084/thumbnail.jp
A Desk in Donahue
No full textDesk and lamp in the main room in Donahue Hall.https://soar.stonehill.edu/stonehillcampus_images/1098/thumbnail.jp
The Library Reflected
No full textA reflection of the front of the MacPhaidin Library in a puddle.https://soar.stonehill.edu/stonehillcampus_images/1095/thumbnail.jp
Reflecting on May Hall
No full textReflection of May Hall in a puddle on a rainy day.https://soar.stonehill.edu/stonehillcampus_images/1094/thumbnail.jp
Assessing the Social Validity of a Telepractice Training and Coaching Intervention
No full text© 2020, Springer Science+Business Media, LLC, part of Springer Nature. Developing communication skills is critical for all young children, especially for those receiving early intervention (EI) services. Thus, many researchers have investigated evidence-based practices for teaching social communication skills. In an attempt to minimize the gap between research and practice, research investigating training caregivers to use communication teaching strategies has been conducted and replicated. In many studies, interventions have been delivered by researchers rather than natural change agents. The purpose of this study was to assess the social validity of a caregiver-implemented communication strategies intervention program in which the caregiver was trained and coached by a natural change agent, the family’s EI service provider, via telepractice. We analyzed multiple sources of data to investigate the social validity of the intervention program. We found that some aspects of the program had high levels of social validity (e.g., goals and outcomes). Other aspects of the program had lower levels of social validity (e.g., procedures and technology use). The findings, limitations, and implications for practice and research are discussed