Change in background context disrupts performance on visual paired comparison following hippocampal damage

The medial temporal lobe plays a critical role in recognition memory but, within the medial temporal lobe, the precise neural structures underlying recognition memory remain equivocal. in this study, visual paired comparison (VPC) was used to investigate recognition memory in a human patient (YR), who had a discrete lesion of the hippocampus, and a group of monkeys with neonatal hippocampal lesions, which included the dentate gyrus, and a portion of parahippocampal region. Participants were required to view a picture of an object on a coloured background. Immediately afterwards, this familiar object was shown again, this time paired with a novel object. All participants displayed a novelty preference, provided the background on which the objects were shown was the same as the one used during the learning phase. When the background of the familiar object was changed between initial familiarization and test, only the control subjects showed a novelty preference; the hippocampal-lesioned monkeys and patient YR showed null preference. The results are interpreted within Eichenbaum and Bunsey's [Eichenbaum, H., & Bunsey, M. (1995). On the binding of associations in memory: Clues from studies on the role of the hippocampal region in paired-associate learning. Current Directions in Psychological Science, 4, 19-23] proposal that the hippocampus facilitates the formation of a flexible representation of the elements that make up a stimulus whereas the parahippocampal region is involved in the formation of a fused representation. (C) 2009 Elsevier Ltd. All rights reserved

Energy Disaggregation for Real-Time Building Flexibility Detection

Energy is a limited resource which has to be managed wisely, taking into account both supply-demand matching and capacity constraints in the distribution grid. One aspect of the smart energy management at the building level is given by the problem of real-time detection of flexible demand available. In this paper we propose the use of energy disaggregation techniques to perform this task. Firstly, we investigate the use of existing classification methods to perform energy disaggregation. A comparison is performed between four classifiers, namely Naive Bayes, k-Nearest Neighbors, Support Vector Machine and AdaBoost. Secondly, we propose the use of Restricted Boltzmann Machine to automatically perform feature extraction. The extracted features are then used as inputs to the four classifiers and consequently shown to improve their accuracy. The efficiency of our approach is demonstrated on a real database consisting of detailed appliance-level measurements with high temporal resolution, which has been used for energy disaggregation in previous studies, namely the REDD. The results show robustness and good generalization capabilities to newly presented buildings with at least 96% accuracy.Comment: To appear in IEEE PES General Meeting, 2016, Boston, US

Organizational cultures: Obstacles to women in the UK construction industry

The global economic downturn coupled with recent changes in UK law have led to a sizable reduction in public sector funding. As a result, both public and private sector organizations are under greater pressure to provide evidence of their activities in promoting equality and diversity in their use of public sector funds. This requirement poses a particular challenge for the UK construction industry, which remains largely White male dominated. Empirical data gathered from a series of semistructured questionnaires and focus groups that have received managerial and soft skills training are analyzed and discussed in this article in an effort to establish the organizational cultural obstacles that women face in working in the UK construction industry. The findings outline that White male-dominated organizational cultures, inflexible work practices, and a lack of supportive networks serve as obstacles to women in the UK construction industry. This study concludes with recommendations for the expansion of training opportunities for women to encourage workforce diversity within the UK construction industry

Briefing paper 'On the European workforce for health'

A critique of the EC report 'On the European Workforce for Health', together with workshop conclusions

'Shoe-Horned And Sidelined'? Challenges For Part-Time Learners In The New HE Landscape

This research, undertaken by the Open University, set out to investigate the part-time student experience of higher education across the UK, in the context of a well-publicised contraction in the sector, and increasing divergence between policies affecting part-time study in the four nations

Hippocampal BDNF regulates a shift from flexible, goal-directed to habit memory system function following cocaine abstinence.

The transition from recreational drug use to addiction involves pathological learning processes that support a persistent shift from flexible, goal-directed to habit behavioral control. Here, we examined the molecular mechanisms supporting altered function in hippocampal (HPC) and dorsolateral striatum (DLS) memory systems following abstinence from repeated cocaine. After 3 weeks of cocaine abstinence (experimenter- or self-administered), we tested new behavioral learning in male rats using a dual-solution maze task, which provides an unbiased approach to assess HPC- versus DLS-dependent learning strategies. Dorsal hippocampus (dHPC) and DLS brain tissues were collected after memory testing to identify transcriptional adaptations associated with cocaine-induced shifts in behavioral learning. Our results demonstrate that following prolonged cocaine abstinence rats show a bias toward the use of an inflexible, habit memory system (DLS) in lieu of a more flexible, easily updated memory system involving the HPC. This memory system bias was associated with upregulation and downregulation of brain-derived neurotrophic factor (BDNF) gene expression and transcriptionally permissive histone acetylation (acetylated histone H3, AcH3) in the DLS and dHPC, respectively. Using viral-mediated gene transfer, we overexpressed BDNF in the dHPC during cocaine abstinence and new maze learning. This manipulation restored HPC-dependent behavioral control. These findings provide a system-level understanding of altered plasticity and behavioral learning following cocaine abstinence and inform mechanisms mediating the organization of learning and memory more broadly

The Rhetoric and Reality of Good Teaching: A Case Study Across Three Faculties at the Queensland University of Technology

Universities now have a lot to say about tertiary teaching. University policy, teaching units, and promotion criteria have a very specific understanding of good teaching within the academy. This case study of Queensland University of Technology (QUT) found that good teaching has two central features: it is necessarily student centred, and it is ‘innovative’, a characteristic that, at QUT at least, is increasingly equated with the use of technology. This paper—based upon interviews with twenty-four QUT academics across three faculties (Education, Science, and Law), an analysis of QUT’s teaching and learning policies, and some additional historical research—will suggest four things. First, that the concept of student centred learning, based on ideals of progressive education, is neither an historical inevitability nor theoretically unproblematic. Second, that irrespective of discipline, all lecturers espouse an underpinning ‘progressive’ teaching philosophy, even though, in practice, teaching style appears to be determined primarily by subject-matter. Third, given that, in practice, the progressive model seems to suit some faculties and subject areas better than others (ie. Education, as opposed to Science and Law) this has significant professional implications for the lecturers concerned. Finally, that rather than promoting a ‘progressive’ pedagogy, the use of technology in teaching actually appears to reinforce traditional teaching techniques. Consequently, it is suggested that monolithic understandings of good teaching, when applied across the academy irrespective of context, are often inappropriate, ineffective and inequitous, and that universities need to think through their teaching policies and programmes more thoroughly

Good Teaching and Learning in the Academy

This paper is based on original research at five Queensland Universities. It compared the teaching strategies of law, education and science academics in an attempt to discover any relationship between teaching strategies and subject matter. It also examined the teaching policy at each university, specifically university definitions of good teaching and its relationship to use of technology. The purpose of this research was to determine whether or not specific understandings of good teaching in the academy prevailed, and whether or not this (dis)advantaged certain faculties. From an initial case study of QUT, the basic findings from our research were as follows: • good teaching was found to have two central features: it was student centred and technologically innovative, • irrespective of discipline, all lecturers espoused the importance of student centred learning as integral to good teaching, even though, in practice, teaching style appeared to be largely determined by subject matter, • the most innovative and technological units were the least student centred We conclude that what counts as good teaching is both contested and context bound. This has major implications for monolithic definitions of good teaching as espoused by university policy and teaching units. It also has clear ramifications for university measures of effective and innovative teaching and thus standardised procedures for both academic promotion and teaching practices across the university