Design of, and Learning from Simulator-based Contingency Training in Aquaculture

Contingency training in sea-based aquaculture becomes an increasingly important part of the emergency preparedness. Like other industries, this is especially related to new technologies being introduced to support critical emergency preparedness functions, as well as communication technology and new ways of interaction between involved parties in crisis situations. Simulators adapted to the relevant physical environments are useful approaches for contingency training as part of the emergency preparedness. Such means makes it possible to practice for activities and decisions in realistic emergency preparedness situations that are difficult to carry out in a real physical environment. There exist simulator centres in Norway adapted for training in both normal operations and emergency situations. These centres are mostly aimed at the maritime industry but have not so far covered the specific needs seen in the aquaculture industry when it comes to emergency preparedness. This paper documents the process and knowledge gained by taking part in the planning work with industrial partners leading up to a contingency exercise, observing its execution-, and the evaluation afterwards. By carrying out this pilot of a simulator-based contingency exercise, the industry partners in collaboration with research partners will achieve a basis for further testing, evaluation, and development of contingency training fitted for the needs in the aquaculture industry.publishedVersio

Can Intersensory Redundancy and Social Contingency Enhance Memory in Bobwhite Quail Hatchlings?

Recent findings indicate that bimodal-redundant stimulation promotes perceptual learning and recruits attention to amodal properties in non-human as well as human infants. However it is not clear if bimodal-redundant stimulation can also facilitate memory during the postnatal period. Moreover, most animal and human studies have employed an operant paradigm to study memory, but have not compared the effectiveness of contingent versus passive presentation of information on memory. The current study investigated the role of unimodal versus bimodal presentation and, the role of a contingent versus passive exposure in memory retention in the bobwhite quail (Colinus virginianus). Results revealed that contingently trained chicks demonstrated a preference for the familiarized call under both unimodal and bimodal conditions. Between-group analyses revealed that the contingent-bimodal group preferred the familiarized call as compared to the passive-bimodal group. These results indicate that the contingency paradigm accompanied with the bimodal stimulus type facilitated memory during early development

The Effect of Response Contingencies on Scale Model Task Performance by Chimpanzees (Pan troglodytes)

The effects of modified procedures on chimpanzees\u27 (Pan troglodytes) performance in a scale model comprehension task were examined. Seven chimpanzees that previously participated in a task in which they searched an enclosure for a hidden item after watching an experimenter hide a miniature item in the analogous location in a scale model were retested under procedures incorporating response costs. In Experiment 1, chimpanzees were trained under procedures that rewarded only item retrievals occurring on the 1st search attempt. During test trials, 6 chimpanzees performed above chance, including 4 that were previously unsuccessful under the original procedures (V. A. Kuhlmeier, S. T. Boysen, & K. L. Mukobi, 1999). Experiment 2 compared performance under the new and original procedures. Results indicated that for some chimpanzees, performance depended on procedures that decreased the use of competing search strategies and encouraged strategies based on information from the scale model

Attention-deficit/hyperactivity disorder: a closer look

Includes bibliographical references

Civil Engineer Company Grade Officer Training Needs Analysis for Contingency Operations

In terms of active duty personnel, the USAF is the smallest it has ever been since its creation in 1947. With fewer personnel to accomplish essential tasks, the training of Airmen is more important than ever. Outdated and irrelevant training can lead to gaps in the knowledge of trainees. The purpose of this research was to analyze the training needs of Civil Engineer (CE) Company Grade Officers (CGOs) in the contingency environment. This was done by first conducting a Job Analysis (JA). The JA resulted in a list of 36 critical tasks and 58 important Knowledge, Skills, and Abilities (KSAs). The tasks rated most critical were those associated with presenting information to superiors, project management, construction management, and operations and maintenance. The most important KSAs included the ability to work in teams, critical thinking, time and stress management, and leadership. These results were used to create a test instrument to assess contingency job knowledge in a sample of 64 CE CGOs. The lowest scoring areas of the test included Prime BEEF concepts, joint forces, enlisted CE AFSC knowledge, contingency construction standards, general construction activities, reach-back resources, deployed leadership, project scheduling, BOS-I and SAA, contingency base types, contract types, and construction inspection. The knowledge gaps represented the training needs for CE CGOs in the contingency environment. The career field should consider the findings of this research when making decisions regarding the content of future contingency training curriculums for CE CGOs

Age Differences in Driving-Specific Tests of Executive Function

The purpose of the present study was to examine age differences in executive function as measured by novel driving-specific tests of executive function using a novel driving simulator. Developmental changes in executive function have been implicated as possible contributing factors to elevated crash statistics for both older adult (over age 65) and adolescent (between age 15 and 20) populations, however for different reasons. Poorer older adult driving performance has been partially attributed to general age-related cognitive decline in executive function mediated by age-related frontal-lobe atrophy and neural disconnection. Immature executive function has been implicated in poorer adolescent driving performance and is thought to be expressed in situations where the developmentally high sensitivity of the socio-emotional reward system outcompetes the regulatory influence of the under developed executive system. Using a new, high fidelity, virtual reality driving simulator, we created drivingspecific tests to assess executive function. These operational tests employed driving-relevant stimuli, with driving-relevant challenges, that required drivingrelevant responses, in a driving-relevant context. Fifteen older adult and 20 adolescent drivers completed these driving-specific executive function tests. We hypothesized that poorer older adult driving performance would be reflected on these driving specific tests of executive function due to general cognitive decline and that, given the absence of social-emotional reward, adolescents would outperform older adults. Analyses of both bivariate correlations and group comparisons generally supported these predictions

A Study of the Efficacy of Unit Contingency Contracting Training

This research is a follow-on effort to Capt Pete Lasch\u27s thesis, which examined the Air Force training needs of contingency contracting officers (CCOs). Through this study, Lasch (2002) identified a list of critical training tasks for CCO training. This study investigates how units currently conduct training and to what extent the recommended tasks are being addressed in training. Interviews, surveys, and archival training logs were used to capture data for the study. CCO demographic information and recommendations were collected through these interviews and surveys. Interviews were used as a pre-test and later were combined with the electronic survey responses. Surveys were sent in two phases to CCOs who deployed in the period of interest from September 11th of 2001 to December 15th of 2002. Phase one described the purpose of the study and phase two involved collection of surveys from population of interest. Training logs or plans were also requested from the units survey participants deployed from. These logs provided insight into the content of training and allowed the researcher to investigate which of the recommended tasks from Lasch (2002) were included in unit training programs across the Air Force. Descriptive statistics and pattern matching were used to analyze the data. This analysis resulted in recommendations to both improve training programs and to provide relevant training material for future unit level CCO training programs

Role of the mesoamygdaloid dopamine projection in emotional learning

Amygdala dopamine is crucially involved in the acquisition of Pavlovian associations, as measured via conditioned approach to the location of the unconditioned stimulus (US). However, learning begins before skeletomotor output, so this study assessed whether amygdala dopamine is also involved in earlier 'emotional' learning. A variant of the conditioned reinforcement (CR) procedure was validated where training was restricted to curtail the development of selective conditioned approach to the US location, and effects of amygdala dopamine manipulations before training or later CR testing assessed. Experiment 1a presented a light paired (CS+ group) or unpaired (CS- group) with a US. There were 1, 2 or 10 sessions, 4 trials per session. Then, the US was removed, and two novel levers presented. One lever (CR+) presented the light, and lever pressing was recorded. Experiment 1b also included a tone stimulus. Experiment 2 applied intra-amygdala R(+) 7-OH-DPAT (10 nmol/1.0 A mu l/side) before two training sessions (Experiment 2a) or a CR session (Experiment 2b). For Experiments 1a and 1b, the CS+ group preferred the CR+ lever across all sessions. Conditioned alcove approach during 1 or 2 training sessions or associated CR tests was low and nonspecific. In Experiment 2a, R(+) 7-OH-DPAT before training greatly diminished lever pressing during a subsequent CR test, preferentially on the CR+ lever. For Experiment 2b, R(+) 7-OH-DPAT infusions before the CR test also reduced lever pressing. Manipulations of amygdala dopamine impact the earliest stage of learning in which emotional reactions may be most prevalent