2,526 research outputs found
The Effect of Female Prairie Vole (Microtus ochrogaster) Immigrants on Space Use of Conspecific Female Residents
No full textIMS LD Author Schemas
No full textMany XML tools encounter problems with the modular XML schemas of the IMS LD specification. Therefore non-modular XML schemas have been created for each of the levels of IMS LD. The only normative XML schemas for the IMS LD specification can be found at the IMS website
IMS LD Author Schemas
No full textMany XML tools encounter problems with the modular XML schemas of the IMS LD specification. Therefore non-modular XML schemas have been created for each of the levels of IMS LD. The only normative XML schemas for the IMS LD specification can be found at the IMS website
IMS LD Author Schemas
No full textMany XML tools encounter problems with the modular XML schemas of the IMS LD specification. Therefore non-modular XML schemas have been created for each of the levels of IMS LD. The only normative XML schemas for the IMS LD specification can be found at the IMS website
A comparison of gene region simulation methods
No full textBackground: Accurately modeling LD in simulations is essential to correctly evaluate new and existing association methods. At present, there has been minimal research comparing the quality of existing gene region simulation methods to produce LD structures similar to an existing gene region. Here we compare the ability of three approaches to accurately simulate the LD within a gene region: HapSim (2005), Hapgen (2009), and a minor extension to simple haplotype resampling.
<p/>Methodology/Principal Findings: In order to observe the variation and bias for each method, we compare the simulated pairwise LD measures and minor allele frequencies to the original HapMap data in an extensive simulation study. When possible, we also evaluate the effects of changing parameters.
<p/>HapSim produces samples of haplotypes with lower LD, on average, compared to the original haplotype set while both our resampling method and Hapgen do not introduce this bias. The variation introduced across the replicates by our resampling method is quite small and may not provide enough sampling variability to make a generalizable simulation study.
<p/>Conclusion: We recommend using Hapgen to simulate replicate haplotypes from a gene region. Hapgen produces moderate sampling variation between the replicates while retaining the overall unique LD structure of the gene region
Impact of Light at Night on Cardiac Arrest Outcome
No full textProfessional Biological Sciences: 1st Place (The Ohio State University Edward F. Hayes Graduate Research Forum)Little is known about the influence of hospital environment on patient recovery. Nighttime light exposure is particularly prevalent in the hospital setting and may be detrimental because of its neuroinflammatory effects. We used a mouse model of cardiac arrest (CA) to test the hypothesis that exposure to dim light at night after cerebral ischemia impairs recovery. Mice housed in a standard light/dark cycle (LD) underwent a CA or SHAM procedure, then either remained in LD or were exposed to a light/dim light cycle (dLAN). Mortality during the first week after CA was 4-fold higher in mice exposed to dLAN relative to LD. Furthermore, surviving dLAN-CA mice had greater neuroinflammation and hippocampal cell death than LD-CA mice. dLAN likely affects CA recovery by elevating inflammation; selective inhibition of IL-1β or TNFα ameliorated the effects of dLAN light on CA recovery. In addition, restricting the wavelength of the nighttime light exposure to nm, eliminated the detrimental effects of light exposure on CA outcome. Together, these data suggest that lighting in clinical settings may affect patient recovery.A five-year embargo was granted for this item
Extensión de la especificación IMS Learning Design desde la adaptación e integración de unidades de aprendizaje
No full textIMS Learning Design (IMS-LD) representa una corriente actual en aprendizaje online y blended que se caracteriza porque: a) Es una especificación que pretende estandarizar procesos de aprendizaje, así como reutilizarlos en diversos contextos b) Posee una expresividad pedagógica más elaborada que desarrollos anteriores o en proceso c) Mantiene una relación cordial y prometedora con Learning Management Systems (LMSs), herramientas de autoría y de ejecución d) Existe una amplia variedad de grupos de investigación y proyectos europeos trabajando sobre ella, lo que augura una sostenibilidad, al menos académica Aun así, IMS Learning Design es un producto inicial (se encuentra en su primera versión, de 2003) y mejorable en diversos aspectos, como son la expresividad pedagógica y la interoperabilidad. En concreto, en esta tesis nos centramos en el aprendizaje adaptativo o personalizado y en la integración de Unidades de Aprendizaje, como dos de los pilares que definen la especificación, y que al mismo tiempo la potencian considerablemente. El primero (aprendizaje adaptativo) hace que se puedan abordar itinerarios individuales personalizados de estudio, tanto en flujo de aprendizaje como en contenido o interfaz; el segundo (integración) permite romper el aislamiento de los paquetes de información o cursos (Unidades de Aprendizaje, UoL) y establecer un diálogo con otros sistemas (LMSs), modelos y estándares, así como una reutilización de dichas UoLs en diversos contextos. En esta tesis realizamos un estudio de la especificación desde la base, analizando su modelo de información y cómo se construyen Unidades de Aprendizaje. Desde el Nivel A al Nivel C analizamos y criticamos la estructura de la especificación basándonos en un estudio teórico y una investigación práctica fruto del modelado de Unidades de Aprendizaje reales y ejecutables que nos proporcionan una información muy útil de base, y que mayormente adjuntamos en los anexos, para no interferir en el flujo de lectura del cuerpo principal. A partir de este estudio, analizamos la integración de Unidades de Aprendizaje con otros sistemas y especificaciones, abarcando desde la integración mínima mediante un enlace directo hasta la compartición de variables y estados que permiten una comunicación en tiempo real de ambas partes. Exponemos aquí también las conclusiones de diversos casos de estudio basados en adaptación que se anexan al final de la tesis y que se vuelven un instrumento imprescindible para lograr una solución real y aplicable. Como segundo pilar de la tesis complementario a la integración de Unidades de Aprendizaje, estudiamos el aprendizaje adaptativo: Los tipos, los avances y los enfoques y restricciones de modelado dentro de IMS-LD. Por último, y como complemento de la investigación teórica, a través de diversos casos prácticos estudiamos la manera en que IMS-LD modela la perzonalización del aprendizaje y hasta qué punto. Este primer bloque de análisis (general, integración y aprendizaje adaptativo) nos permite realizar una crítica estructural de IMS-LD en dos grandes apartados: Modelado y Arquitectura. Modelado apunta cuestiones que necesitan mejora, modificación, extensión o incorporación de elementos de modelado dentro de IMS-LD, como son procesos, componentes y recursos de programación. Arquitectura engloba otras cuestiones centradas en la comunicación que realiza IMS-LD con el exterior y que apuntan directamente a capas estructurales de la especificación, más allá del modelado. Aunque se encuentra fuera del núcleo de esta tesis, también se ha realizado una revisión de aspectos relacionados con Herramientas de autoría, por ser este un aspecto que condiciona el alcance del modelado y la penetración de la especificación en los distintos públicos objetivo. Sobre Herramientas, no obstante, no realizamos ninguna propuesta de mejora. La solución desarrollada, se centra en las diversas cuestiones sobre Modelado y Arquitectura encontradas en el análisis. Esta solución se compone de un conjunto de propuestas de estructuras, nuevas o ya existentes y modificadas, a través de las que se refuerza la capacidad expresiva de la especificación y la capacidad de interacción con un entorno de trabajo ajeno. Esta investigación de tres años ha sido llevada a cabo entre 2004 y 2007, principalmente con colegas de The Open University of The Netherlands, The University of Bolton, Universitat Pompeu Fabra y del departamento Research & Innovation de ATOS Origin, y ha sido desarrollada parcialmente dentro de proyectos europeos como UNFOLD, EU4ALL y ProLearn. La conclusión principal que se extrae de esta investigación es que IMS-LD necesita una reestructuración y modificación de ciertos elementos, así como la incorporación de otros nuevos, para mejorar una expresividad pedagógica y una capacidad de integración con otros sistemas de aprendizaje y estándares eLearning, si se pretenden alcanzar dos de los objetivos principales establecidos de base en la definición de esta especificación: La personalización del proceso de aprendizaje y la interoperabilidad real. Aun así, es cierto que la implantación de la especificación se vería claramente mejorada si existieran unas herramientas de más alto nivel (preferiblemente con planteamiento visual) que permitieran un modelado sencillo por parte de los usuarios finales reales de este tipo de especificaciones, como son los profesores, los creadores de contenido y los pedagogos-didactas que diseñan la experienicia de aprendizaje. Este punto, no obstante, es ajeno a la especificación y afecta a la interpretación que de la misma realizan los grupos de investigación y compañías que desarrollan soluciones de autoría. _____________________________________________IMS Learning Design (IMS-LD) is a current asset in eLearning and blended learning, due
to several reasons:
a) It is a specification that points to standardization and modeling of learning processes,
and not just content; at the same time, it is focused on the re-use of the information
packages in several contexts;
b) It shows a deeper pedagogical expressiveness than other specifications, already
delivered or in due process
c) It is integrated at different levels into well-known Learning Management Systems
(LMSs)
d) There are a huge amount of European research projects and groups working with it,
which aims at sustainability (in academia, at least)
Nevertheless, IMS-LD is roughly an initial outcome (be aware that we are still working
with the same release, dated on 2003). Therefore, it can and must be improved in
several aspects, i.e., pedagogical expressiveness and interoperability. In this thesis, we
concentrate on Adaptive Learning (or Personalised Learning) and on the Integration of
Units of Learning (UoLs). They both are core aspects which the specification is built upon.
They also can improve it significantly. Adaptation makes personalised learning itineraries,
adapted to every role, to every user involved in the process, and focus on several
aspects, i.e., flow, content and interface. Integration fosters the re-use of IMS-LD
information packages in different contexts and connects both-ways UoLs with other
specifications, models and LMSs. In order to achive these goals we carry out a threephase
analysis. First, analysis of IMS-LD in several steps: foundations, information
model, construction of UoLs. From Level A to Level C, we analyse and review the
specification structure. We lean on a theoretical frameword, along with a practical
approach, coming from the actual modeling of real UoLs which give an important report
back. Out of this analysis we get a report on the general structure of IMS-LD.
Second, analysis and review of the integration of UoLs with several LMSs, models and
specifications: we analyse three different types of integration: a) minimal integration,
with a simple link between parts; b) embedded integration, with a marriage of both parts
in a single information package; and d) full integration, sharing variables and states
between parts. In this step, we also show different case studies and report our partial
conclusions.
And third, analysis and review of how IMS-LD models adaptive learning: we define,
classify and explain several types of adaptation and we approach them with the specificacion. A key part of this step is the actual modeling of UoLs showing adaptive
learning processes. We highlight pros and cons and stress drawbacks and weak points
that could be improved in IMS-LD to support adaptation, but also general learning
processes
Out of this three-step analysis carried out so far (namely general, integration,
adaptation) we focus our review of the IMS-LD structure and information model on two
blocks: Modeling and Architecture. Modeling is focused on process, components and
programming resources of IMS-LD. Architecture is focused on the communication that
IMS-LD establishes outside, both ways, and it deals with upper layers of the specification,
beyong modeling issues. Modeling and Architecture issues need to be addressed in order
to improve the pedagogical expressiveness and the integration of IMS-LD. Furthermore,
we provide an orchestrated solution which meets these goals. We develop a structured
and organized group of modifications and extensions of IMS-LD, which match the
different reported problems issues. We suggest modifications, extensions and addition of
different elements, aiming at the strength of the specification on adaptation and
integration, along with general interest issues.
The main conclusion out of this research is that IMS-LD needs a re-structure and a
modification of some elements. It also needs to incorporate new ones. Both actions
(modification and extension) are the key to improve the pedagogical expressiveness and
the integration with other specifications and eLearning systems. Both actions aim at two
clear objectives in the definition of IMS-LD: the personalisation of learning processes,
and a real interoperability. It is fair to highlight the welcome help of high-level visual
authoring tools. They can support a smoother modeling process that could focus on
pedagogical issues and not on technical ones, so that a broad target group made of
teachers, learning designers, content creators and pedagogues could make use of the
specification in a simpler way. However, this criticism is outside the specification, so
outside the core of this thesis too.
This three-year research (2004-2007) has been carried out along with colleagues from
The Open University of The Netherlands, The University of Bolton, Universitat Pompeu
Fabra and from the Department of Research & Innovation of ATOS Origin. In addition, a
few European projects, like UNFOLD, EU4ALL and ProLearn, have partially supported it
Comparative analysis of adaptation in adaptive educational hypermedia and IMS-learning design
No full textCurrently, Adaptive Educational Hypermedia (AEH) and IMS Learning Design (IMS-LD) are separate research areas, with little shared knowledge between them. Their goal, however, is the same: to design, author and implement the best possible learning experience for the learner. This paper addresses the issue of differences and similarities between AEH and IMS-LD with regard to knowledge representation and adaptation and investigates, generically, as well as for the specific case of the Layered AHS Authoring-Model and Operators (LAOS) framework, how these paradigms can benefit from each other
Photoperiodic Regulation of Affective Responses and Hippocampal Cell Morphology in Siberian Hamsters
No full textSocial and Behavioral Sciences; Social Work; Law: 2nd Place (The Ohio State University Edward F. Hayes Graduate Research Forum)Seasonal affective disorder (SAD) is characterized by depressive episodes during winter that are alleviated during summer and by morning bright light treatment. Currently, there is no animal model of SAD. However, it may be possible to use rodents that respond to day length to understand how day length can shape brain and behavior in humans. For instance, Siberian hamsters use day length to time seasonal cycles of reproduction and also exhibit changes in nonreproductive behaviors dependent on day length. Specifically, short-day Siberian hamsters increase floating in the forced swim test (a behavioral test used to screen antidepressant compounds). Current research in depression and animal models of depression suggests that hippocampal atrophy may underlie the symptoms of depression and depressive-like behaviors, respectively. The goal of this study was to determine whether altered depressive-like responses after exposure to short days are associated with photoperiod-mediated plasticity within the hippocampus of Siberian hamsters. Hamsters were housed in either short (8:16 LD) or long days (16:8 LD) for 10 weeks. At the end of 10 weeks hamsters were tested in the forced swim test and 48 h later, brains were removed and stained using the Golgi impregnation method. Brains were processed for hippocampal dendritic length, branching, and spines, as well as cell body size. Short days significantly reduced cell body size and dendritic complexity in the CA1 region of the hippocampus. This suggests that altered depressive-like behavior induced by exposure to short days may be a consequence of reduced complexity (and perhaps connectivity) in the hippocampus.No embarg
Re: Emotions, immunity and sport: winner and loser athlete’s profile of fighting sport
No full textTo the Editor,
We read with interest the recent work of Pesce et al. (2015) who investigated levels of salivary testosterone (sal-T), cortisol (sal-C) and their ratios (T/C) alongside anger (RS Score) and anxiety states (AS score) during the approach to seasonal competition in kick-boxers. The authors make the general assumption that there are associations between sal-T and sal-C with RS and AS scores and the proinflammatory salivary cytokine IL-1β.
Whilst we found the rationale and study design to be of interest to the behavioural and immunological community, we highlight new limitations with the authors’ chosen instrument (saliva hormone measurement) which requires a cautionary approach to the interpretation of their findings. The authors state that sal-T is a reliable indicator of serum or plasma concentrations, however, recent investigations have demonstrated this is not always the case. Furthermore, the reported changes in sal-T, sal-C and sal-T:C are all within the critical difference for measurement, that would confirm that a biologically meaningful change had occurred. In this respect, we draw the authors’ attention to the original work of Fraser and Fogarty (1989). Indeed, we have shown the critical difference for sal-T, sal-C and T:C measurement to be 148%, 90% and 207%, respectively. Further to this, our other recent work has indicated that the timing of salivary sampling appears to be at least as important as the type of exercise, such that the true baseline measures should be obtained 24 h or more prior to exercise (Hayes et al., 2015).
Moreover, while the authors correctly refer to the lack of reliability between saliva and plasma cytokines, they fail to repeat the same for sal-T and sal-C. We further note that contrary to their concluding statement, their cited manuscript in support of measuring IL-1β, in fact, concludes that saliva levels are not directly associated with plasma levels and only becomes significantly associated when adjusted for smoking, age and adiponectin levels in adolescent girls.
Additionally, the authors’ supposition that increases in T levels are evident following resistance exercise and that these increases in anabolic hormones are ‘essential for muscular adaptation’ overlooks some recent compelling evidence to the contrary (Mitchell et al., 2013). In conclusion, we argue the high variability of sal-T and sal-C in controlled laboratory conditions (Hayes et al., 2014) will be greater in an applied setting, such as the present study and recommend that conclusions based on these measures should be made both with caution and with reference to the critical difference in order to contextualize any observations made
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