1,722,548 research outputs found
Tracey, J J, NX34073
No full textThis record was harvested from a previous catalogue system and will be withdrawn in 2025. Information in this record may be superseded or incomplete. Visit this record in UMA's new catalogue at: https://archives.library.unimelb.edu.au/nodes/view/421984Surname: TRACEY. Given Name(s) or Initials: J J. Military Service Number or Last Known Location: NX34073. Missing, Wounded and Prisoner of War Enquiry Card Index Number: 39735.247158
Item: [2016.0049.54245] "Tracey, J J, NX34073
Brain-Derived Neurotrophic Factor-Induced Gene Expression Reveals Novel Actions of VGF in Hippocampal Synaptic Plasticity
No full textSynaptic strengthening induced by brain-derived neurotrophic factor (BDNF) is associated with learning and is coupled to transcriptional activation. However, identification of the spectrum of genes associated with BDNF-induced synaptic plasticity and the correlation of expression with learning paradigms in vivo has not yet been studied. Transcriptional analysis of BDNF-induced synaptic strengthening in cultured hippocampal neurons revealed increased expression of the immediate early genes (IEGs), c-fos, early growth response gene 1 (EGR1), activity-regulated cytoskeletal-associated protein (Arc) at 20 min, and the secreted peptide VGF (non-acronymic) protein precursor at 3 hr. The induced genes served as prototypes to decipher mechanisms of both BDNF-induced transcription and plasticity. BDNF-mediated gene expression was tyrosine kinase B and mitogen-activated protein kinase-dependent, as demonstrated by pharmacological studies. Single-cell transcriptional analysis of Arc after whole-cell patch-clamp recordings indicated that increased gene expression correlated with enhancement of synaptic transmission by BDNF. Increased expression in vitro predicted elevations in vivo: VGF and the IEGs increased after trace eyeblink conditioning, a hippocampal-dependent learning paradigm. VGF protein was also upregulated by BDNF treatment and was expressed in a punctate manner in dissociated hippocampal neurons. Collectively, these findings suggested that the VGF neuropeptides may regulate synaptic function. We found a novel function for VGF by applying VGF peptides to neurons. C-terminal VGF peptides acutely increased synaptic charge in a dose-dependent manner, whereas N-terminal peptide had no effect. These observations indicate that gene profiling in vitro can reveal new mechanisms of synaptic strengthening associated with learning and memory.Peer reviewe
The neuropeptide VGF produces antidepressant-like behavioral effects and enhances proliferation in the hippocampus
No full textBrain-derived neurotrophic factor (BDNF) is upregulated in the hippocampus by antidepressant treatments and BDNF produces antidepressant-like effects in behavioral models of depression. In our previous work, we identified genes induced by BDNF and defined their specific roles in hippocampal neuronal development and plasticity. To identify genes downstream of BDNF that may play roles in psychiatric disorders, we have examined a subset of BDNF-induced genes also regulated by serotonin (5-HT), which includes the neuropeptide VGF (non-acronymic). To explore the function of VGF in depression, we first investigated the expression of the neuropeptide in animal models of depression. VGF was downregulated in the hippocampus following both the learned helplessness (LH) and forced swim test (FST) paradigms. Conversely, VGF infusion in the hippocampus of mice subjected to FST reduced the time spent immobile for up to 6 days, thus demonstrating a novel role for VGF as an antidepressant-like agent. Recent evidence indicates that chronic treatment of rodents with antidepressants increases neurogenesis in the adult dentate gyrus and that neurogenesis is required for the behavioral effects of antidepressants. Our studies using 3H-thymidine and bromodeoxyuridine (BrdU) as markers of DNA synthesis indicate that chronic VGF treatment enhances proliferation of hippocampal progenitor cells both in vitro and in vivo with survival up to 21d. By double immunocytochemical analysis of hippocampal neurons, we demonstrate that VGF increases the number of dividing cells that express neuronal markers in vitro. Thus VGF may act downstream of BDNF and exert its effects as an antidepressant-like agent by enhancing neurogenesis in the hippocampus.Peer reviewe
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Work-based learning: creating capacity for workforce redesign
No full textAims: To highlight the interdependence of work-based learning and local workforce changes and the potential for workforce redesign in line with local and national drivers.Objectives: The objectives for the workshop are to:•Challenge the idea that work-based learning is an end as an educational experience in itself;•Propose the importance of work-based learning as a means to create a responsive workforce;•Advocate collaborative curriculum development for work-based learning; and•Demonstrate the value of a learning contract.Work-based learning (WBL) has now become standard educational practice for a variety of reasons. Emerging from the need to enhance experiential learning, WBL has, arguable, been able to nestle theoretical knowledge in practice. Students realise the relationship between knowledge (particularly theoretical in nature) and practice (Raelin 1997). WBL has supported access to learning opportunities with this type of learning being more flexible and focused. The value of WBL is acknowledged in the literature both for the trainee (e.g. (Blundell et al 1996); IES 2000) as well as the employer (OECD 1998). But what are some of the benefits? In relation to the proposed workshop, some evidence suggests that WBL increases the ability of individuals to perform different, often more demanding roles (Scottish Executive 2002). This workshop aims to show that WBL can do more than just enhance the range of tasks individuals can perform, but support (a) the development of entirely new roles and (b) reflection on the type of workforce needed.The presenters will outline the work that has been undertaken as part of the Foundation Degree in Health and Social Care at the University of Southampton. We will demonstrate how we have adapted the WBL component in line with workforce change/redesign and the issues of placement capacity. The example will show how rehabilitation assistants have been defined as a distinct role within the local workforce as a direct response to financial pressures, as well as the experiences of the trainee and the employer of the WBL. Through a range of small group activities and challenges, we will illustrate the way in which we have worked with local partners to build workforce capacity by responding to local needs and collaboratively developing models for workforce. The workshop will actively encourage participants to reflect on their own experiences with the aim to develop forward looking plans to influence local change. By emphasising the link between WBL, collaborative curriculum design and workforce redesign, we aim to encourage individuals to develop responsive and innovative WBL modules that go beyond the student experience. Whilst we will not provide “the best solution” for WBL, we hope to show how education establishments and employers achieve success in both work based learning as an instrument of workforce change and educationally rigorous learning opportunities
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Staying the course :an investigation of undergraduate completion of online education /by Tracey J. Meyerhoeffer.
No full textThis study explored undergraduate student perceptions regarding successful completion of online general education courses. Specific influences that were examined included: course design, student designation (non-traditional/traditional), instructor teaching strategies, and gender. Guided by the qualitative research traditions of phenomenology and symbolic interactionism, in-depth interviews were conducted with eight undergraduate students taking online general education courses at a comprehensive community college located in a rural state. Interview data was gathered, analyzed, and presented as individual portraits of each study participant. Participants offered views concerning the influence course design and instructor teaching strategies had on their completion of online general education courses. Additionally, they described intrinsic elements, such as individual drive and motivation, which affected their completion of online general education courses. In sum, this study revealed differences between male/female and non-traditional/traditional perceptions toward completion of online general education courses. Furthermore, several course design features and instructional strategies that undergraduate students preferred were found, but study participants did not perceive these elements as essential for their completion of online general education courses. Instead, it was found that a strong sense of self-efficacy is what most significantly influenced undergraduate student completion of online general education courses. In an era of increased online education, this study provided insights regarding online course design, instructional strategies, advising, and online course pacing and informed online educators, instructional designers, administrators, and online policymakers regarding online instructional practices and structures at the undergraduate level. Recommendations for future research included continued exploration of issues related to undergraduate student online course completion.Thesis (Ph. D., Education)--University of Idaho, April 2009
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