Meeting report : Neuropathology and Neuropharmacology of Monoaminergic systems

The third EU COST Action CM1103 “Structure-based drug design for diagnosis and treatment of neurological diseases: dissecting and modulating complex function in the monoaminergic systems of the brain” Annual Conference entitled “Neuropathology and Neuropharmacology of Monoaminergic Systems” was hosted by the University of Bordeaux, France on 8-10 October 2014. The conference, organized by Prof. De Deurwaerdère, was supported by COST (European Cooperation in Science and Technology) and LABEX (LABEX Brain, University of Bordeaux). The program took the form of a three-day meeting, comprising a series of French and international invited talks and breakout sessions designed to identify key gaps in current knowledge and potential future research questions. The aims of this Conference were two-fold: 1. To identify the current state-of-the-art in the understanding of the pathological mechanisms that contribute to different neuropsychiatric disorders, and to what extent, monoamines a multi-target drugs and/or other interventions might prevent these changes. 2. To identify specific areas of research where information is sparse but which are likely to yield data that will impact on future strategies to treat neurodegenerative disorders.peer-reviewe

Espacios y papeles para la biblioteca universitaria en la internacionalización de la educación superior: hacia un enfoque solidario

Objective.It was elaborated a reference framework on key aspects of the area of internationalization of the education, as well as to emphasize its relevance as space of reflection and action for the information professionals in the field of the academic libraries. Design/Methodology/Approach.A literature review of higher education and information sciences areas was performed. Results/Discussion.The study established a contextual framework for the critical reflection and action of information professionals, qualified by the effects of globalization and the internationalization of higher education, where laudable perspectives such as the improvement of academic quality and intercultural understanding intersect with others such as the privatization and commodification of education. Academic libraries are called to support the mission of universities in internationalization processes through different activities related to the support of international students and the creation of open library ecosystems. A critical approach is needed that favors library actions aimed at promoting and supporting solidarity internationalization. Conclusions.The processes of internationalization of higher education imply challenges in the field of academic libraries. It requires mastery of the context and proactive, critical and leadership attitudes that allow occupying spaces for reflection and action. Originality/Value.Research on the convergence space between the internationalization of higher education and information science is scarce in Latin America, especially in the field of academic libraries. This work aims at encouraging theoretical and empirical work on the subject, including a critical approach to internationalizatio

Implementing a One Address CPU in Logisim

Most computer users have an incorrect, but useful, cognitive metaphor for computers in which the user says (or types or clicks) something and a mystical, almost intelligent or magical, behavior happens. It is not a stretch to describe computer users as believing computers follow the laws of magic, where some magic incantation is entered, and the computer responds with an expected, but magical, behavior. This magic computer does not actually exist. In reality computer are machines, and every action a computer performs reduces to a set of mechanical operations. In fact the first complete definition of a working computer was a mechanical machine designed by Charles Babbage in 1834, and would have run on steam power. Probably the biggest success of Computer Science (CS) in the 20th century was the development of abstractions that hide the mechanical nature of computers. The fact that average people use computers without ever considering that they are mechanistic is a triumph of CS designers. This purpose of this monograph is to break the abstract understanding of a computer, and to explain a computer’s behavior in completely in mechanistic terms. It will deal specifically with the Central Processing Unit (CPU) of the computer, as this is where the magic happens. All other parts of a computer can be seen as just providing information for the CPU to operate on. This monograph will deal with a specific type of CPU, a one-address CPU, and will explain this CPU using only standard gates, specifically AND, OR, NOT, NAND and XOR gates, and 4 basic Integrated Circuits (ICs), the Decoder, Multiplexer, Adder, and Flip Flop. All of these gates and components can be described as mechanical transformations of input data to output data, and the overall CPU can then be seen as a mechanical device.https://cupola.gettysburg.edu/oer/1002/thumbnail.jp

What’s Ketso? A Tool for Researchers, Educators, and Practitioners

Researchers, educators, and practitioners utilize a range of tools and techniques to obtain data, input, feedback, and information from research participants, program learners, and stakeholders. Ketso is both an array of information gathering techniques and a toolkit (see www.ketso.com). It “can be used in any situation when people come together to share information, learn from each other, make decisions and plan actions” (Tippett & How, 2011, p. 4). The word ketso means “action” in the Sesotho language, spoken in the African nation of Lesotho where the concept for this instrument was conceived. Ketso techniques fall into the participatory action research family of social science research methods (Tippett, Handley, & Ravetz, 2007). Ohio State University Extension professionals have used the Ketso toolkit and its techniques in numerous settings, including for professional development, conducting community needs/interests assessments, brainstorming, and data collection. As a toolkit, Ketso uses tactile and colorful leaves, branches, and icons to organize and display participants’ contributions on felt mats. As an array of techniques, Ketso is effective in engaging audiences because it is inclusive and provides each participant a platform for their perspective to be shared

MENINGKATKAN KEMAMPUAN LITERASI NUMERASI SISWA MELALUI PENERAPAN MODEL PEMBELAJARAN PBL BERBASIS STEM

AbstractThe purposeof this study was to determine the improvement of students numeracy literacy skills through a Problem Based Learning (PBL) learning model based on the Science, Technology, Engineering and Mathematics (STEM) approach. This type of research is classroom action research which consists of 2 cycles, with 4 stages,namely planning, implementation, observation and reflection. The instrument used is an observation sheet on the implementation of learning and literacy test. The results of this study indicate that the numeracy literacy skills of students with high and moderate mathematical abilities in general can complete, where students can : (1) work effectively with models in concrete but complex situations, (2) represent different information and relate it to real situations. Analyze numeracy skills in this study the students were grouped. Keywords: Numerical Literacy; Problem Based Learning (PBL) Based On Science,  Technology, Engineering, and Mathematics (STEM) Approach; Phytagorean Theorem

Digital Forensic Evidence in the Courtroom: Understanding Content and Quality

With the widespread permeation of continually advancing technologies into our daily lives, it is inevitable that the product of those technologies, i.e. digital information, makes its way into the courtroom. This has largely occurred in the form of electronic discovery, or “e-discovery,” where each party involved in an action provides the relevant information they possess electronically. However, in cases where information is hidden, erased, or otherwise altered, digital forensic analysis is necessary to draw further conclusions about the available evidence. Digital forensic analysis is analogous to more traditional forensic analysis. For example, in criminal cases where a firearm was used in the commission of the crime, but the gun is not readily admissible, forensic science is necessary to trace the origin of the weapon, perform fingerprint analysis on it, and compare fired bullet casings to ensure the weapon used and the weapon analyzed are one and the same. In sum, digital forensics is the preservation and analysis of electronic data. These data include the primary substantive data (the gun) and the secondary data attached to the primary data, such as data trails and time/date stamps (the fingerprints). These data trails and other metadata markers are often the key to establishing a timeline and correlating important events

Digital Forensic Evidence in the Courtroom: Understanding Content and Quality

With the widespread permeation of continually advancing technologies into our daily lives, it is inevitable that the product of those technologies, i.e. digital information, makes its way into the courtroom. This has largely occurred in the form of electronic discovery, or “e-discovery,” where each party involved in an action provides the relevant information they possess electronically. However, in cases where information is hidden, erased, or otherwise altered, digital forensic analysis is necessary to draw further conclusions about the available evidence. Digital forensic analysis is analogous to more traditional forensic analysis. For example, in criminal cases where a firearm was used in the commission of the crime, but the gun is not readily admissible, forensic science is necessary to trace the origin of the weapon, perform fingerprint analysis on it, and compare fired bullet casings to ensure the weapon used and the weapon analyzed are one and the same. In sum, digital forensics is the preservation and analysis of electronic data. These data include the primary substantive data (the gun) and the secondary data attached to the primary data, such as data trails and time/date stamps (the fingerprints). These data trails and other metadata markers are often the key to establishing a timeline and correlating important events

Anticipative information in a Brownian-Poisson market

The anticipative information refers to some information about future events that may be disclosed in advance. This information may regard, for example, financial assets and their future trends. In our paper, we assume the existence of some anticipative information in a market whose risky asset dynamics evolve according to a Brownian motion and a Poisson process. Using Malliavin calculus and filtration enlargement techniques, we derive the information drift of the mentioned processes and, both in the pure jump case and in the mixed one, we compute the additional expected logarithmic utility. Many examples are shown, where the anticipative information is related to some conditions that the constituent processes or their running maximum may verify, in particular, we show new examples considering Bernoulli random variables.The authors acknowledge the financial support by Spain’s Ministry of Science and Innovation through the Grant PID2020-116694GB-I00. The research of the first author was also supported by the Community of Madrid through the framework of the multi-year agreement with Madrid University Carlos III of in its line of action “Excelencia para el Profesorado Universitario” (EPUC3M13). The second author acknowledges financial support by an FPU Grant (FPU18/01101) of Spain’s Ministry of Science and Innovation

From the web of data to a world of action

This is the author’s version of a work that was accepted for publication in Web Semantics: Science, Services and Agents on the World Wide Web. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Web Semantics: Science, Services and Agents on the World Wide Web 8.4 (2010): 10.1016/j.websem.2010.04.007This paper takes as its premise that the web is a place of action, not just information, and that the purpose of global data is to serve human needs. The paper presents several component technologies, which together work towards a vision where many small micro-applications can be threaded together using automated assistance to enable a unified and rich interaction. These technologies include data detector technology to enable any text to become a start point of semantic interaction; annotations for web-based services so that they can link data to potential actions; spreading activation over personal ontologies, to allow modelling of context; algorithms for automatically inferring 'typing' of web-form input data based on previous user inputs; and early work on inferring task structures from action traces. Some of these have already been integrated within an experimental web-based (extended) bookmarking tool, Snip!t, and a prototype desktop application On Time, and the paper discusses how the components could be more fully, yet more openly, linked in terms of both architecture and interaction. As well as contributing to the goal of an action and activity-focused web, the work also exposes a number of broader issues, theoretical, practical, social and economic, for the Semantic Web.Parts of this work were supported by the Information Society Technologies (IST) Program of the European Commission as part of the DELOS Network of Excellence on Digital Libraries (Contract G038- 507618). Thanks also to Emanuele Tracanna, Marco Piva, and Raffaele Giuliano for their work on On Time

Motivating Critical Thinkers in Fourth Grade Science: Action Research Promoting 21st Century Skills Through Technology Integrated Project-Based Learning.

The purpose of this action research was to evaluate the integration of technology with project-based learning to determine its effect on critical thinking, science content knowledge, and motivation for science learning for fourth grade students. There is increased motivation for student-centered learning environments that engage students in critical thinking, motivating students to learn in active ways that relate to the real-world applications. Project-based learning is based in constructivist learning theory, where students construct knowledge through active learning strategies. This research explored three questions related to increasing science content knowledge, critical thinking skills and motivation to learn science content through the implementation of technology integrated project-based learning. The first question looks at how technology integrated project-based learning affects the critical thinking skills of fourth grade students (n = 25). The second question looks at how fourth grade students’ life science content knowledge changes while integrating technology in a project-based learning unit. Finally, the last question addresses how integrating technology in project-based learning effect motivation to learn science content in fourth grade students. Quantitative data analysis showed significant growth in student’s science content knowledge. Survey results were not significantly higher for intrinsic or extrinsic motivation. Technology integrated project-based learning had a positive impact on critical thinking skills. Students used critical thinking skills to evaluate information, plan for next steps in the process of learning, determine if information was missing from their body of knowledge, and search for missing information to prepare a complete picture of their animal’s life. Having an authentic audience gave students a purpose for their learning. Collaboration offered students a purpose for their learning, helping to focus them on the important information needed to complete their tasks. This research has implications for technology integration within the project-based learning classroom and for growing 21st century skills. Project learning environment increased interaction between science content and critical thinking skills deepening student understandings. Giving students a choice and voice in the learning process motivated them because they were personally invested. Technology allows students to collaborate in new and different ways, including sharing knowledge and co-creating artifacts