SUBSURFACE CHARACTERIZATION AND SEUQENCE STRATIGRAPHY OF LATE MISSISSIPPIAN STRATA IN THE BLACK WARRIOR BASIN, ALABAMA AND MISSISSIPPI

A depositional framework for the Mississippian (Chesterian) Pride Mountain Formation/Hartselle Sandstone clastic tongue and the lower Bangor Limestone carbonate ramp in the Black Warrior basin, Mississippi and Alabama, is constructed from approximately 250 geophysical well logs, 15 well cuttings descriptions, and outcrop data. The framework is based upon cross sections, isopach maps, and transgressive-regressive sequence stratigraphy. The Lowndes-Pickens synsedimentary fault block controlled sediment dispersal in during Pride Mountain/Hartselle deposition. The basin filled from the southwest, which pushed the depocenter northeastward during Hartselle deposition. The Hartselle sub-basin is composed of the Hartselle barrier-island and back-barrier deposits to the southwest, including the Pearce siltstone. The Pearce siltstone, a previously unidentified subsurface unit, was deposited in a restricted environment controlled by the Lowndes-Pickens block. The Pride Mountain, Hartselle, and lower Bangor succession contains one complete and one partial transgressive-regressive stratigraphic sequence. An exposure surface at the top of the Hartselle Sandstone and Monteagle Limestone is a maximum regressive surface. The upper part of the Bangor ramp is highly cyclic and grades from oolitic shoal deposits southwestward into a condensed section, the Neal black shale, at the toe of the ramp. The entire thickness of the lower Bangor is equivalent to the Neal shale

The differential contribution of tumour necrosis factor to thermal and mechanical hyperalgesia during chronic inflammation

Therapies directed against tumour necrosis factor (TNF) are effective for the treatment of rheumatoid arthritis and reduce pain scores in this condition. In this study, we sought to explore mechanisms by which TNF contributes to inflammatory pain in an experimental model of arthritis. The effects of an anti-TNF agent, etanercept, on behavioural pain responses arising from rat monoarthritis induced by complete Freund's adjuvant were assessed and compared with expression of TNF receptors (TNFRs) by dorsal root ganglion (DRG) cells at corresponding time points. Etanercept had no effect on evoked pain responses in normal animals but exerted a differential effect on the thermal and mechanical hyperalgesia associated with rat arthritis induced by complete Freund's adjuvant (CFA). Joint inflammation was associated with increased TNFR1 and TNFR2 expression on DRG cells, which was maintained throughout the time course of the model. TNFR1 expression was increased in neuronal cells of the DRG bilaterally after arthritis induction. In contrast, TNFR2 expression occurred exclusively on nonneuronal cells of the macrophage-monocyte lineage, with cell numbers increasing in a TNF-dependent fashion during CFA-induced arthritis. A strong correlation was observed between numbers of macrophages and the development of mechanical hyperalgesia in CFA-induced arthritis. These results highlight the potential for TNF to play a vital role in inflammatory hyperalgesia, both by a direct action on neurons via TNFR1 and by facilitating the accumulation of macrophages in the DRG via a TNFR2-mediated pathway

Virtual patient design : exploring what works and why : a grounded theory study

Objectives: Virtual patients (VPs) are online representations of clinical cases used in medical education. Widely adopted, they are well placed to teach clinical reasoning skills. International technology standards mean VPs can be created, shared and repurposed between institutions. A systematic review has highlighted the lack of evidence to support which of the numerous VP designs may be effective, and why. We set out to research the influence of VP design on medical undergraduates. Methods: This is a grounded theory study into the influence of VP design on undergraduate medical students. Following a review of the literature and publicly available VP cases, we identified important design properties. We integrated them into two substantial VPs produced for this research. Using purposeful iterative sampling, 46 medical undergraduates were recruited to participate in six focus groups. Participants completed both VPs, an evaluation and a 1-hour focus group discussion. These were digitally recorded, transcribed and analysed using grounded theory, supported by computer-assisted analysis. Following open, axial and selective coding, we produced a theoretical model describing how students learn from VPs. Results: We identified a central core phenomenon designated ‘learning from the VP’. This had four categories: VP Construction; External Preconditions; Student–VP Interaction, and Consequences. From these, we constructed a three-layer model describing the interactions of students with VPs. The inner layer consists of the student's cognitive and behavioural preconditions prior to sitting a case. The middle layer considers the VP as an ‘encoded object’, an e-learning artefact and as a ‘constructed activity’, with associated pedagogic and organisational elements. The outer layer describes cognitive and behavioural change. Conclusions: This is the first grounded theory study to explore VP design. This original research has produced a model which enhances understanding of how and why the delivery and design of VPs influence learning. The model may be of practical use to authors, institutions and researchers

Developing a Pan-European Approach to Teacher Educators

This paper explores from an English perspective the outcomes of the InFo-TED* Summer Academy: a pan- European attempt to encourage collaboration in professional development for teacher educators (see Conway et al., 2015; Czerniawski et al., 2017). In exploring the experience and outcomes of collaborative professional development through the InFo-TED project, we recognise that the diversity of teacher education routes in England and shifting policy landscapes (Murray et al., 2017) create salient opportunities to explore the English context in line with European policy directives (Czerniawski et al., 2018; Vanassche et al., 2019) and the enacted and lived professional experiences of other European colleagues in this shifting field. To do this, this paper draws upon the auto-ethnographical reflections, vignettes and journals of Summer Academy participants, seeking to situate teacher educators’ practices within the ‘concrete context’ of teacher education reform (Vanassche et al., 2015). Within this context, we argue, is the need for a returned attention to teacher educators’ development

The role of stimulus‐specific perceptual fluency in statistical learning

Humans have the ability to learn surprisingly complicated statistical information in a variety of modalities and situations, often based on relatively little input. These statistical learning (SL) skills appear to underlie many kinds of learning, but despite their ubiquity, we still do not fully understand precisely what SL is and what individual differences on SL tasks reflect. Here, we present experimental work suggesting that at least some individual differences arise from stimulus-specific variation in perceptual fluency: the ability to rapidly or efficiently code and remember the stimuli that SL occurs over. Experiment 1 demonstrates that participants show improved SL when the stimuli are simple and familiar; Experiment 2 shows that this improvement is not evident for simple but unfamiliar stimuli; and Experiment 3 shows that for the same stimuli (Chinese characters), SL is higher for people who are familiar with them (Chinese speakers) than those who are not (English speakers matched on age and education level). Overall, our findings indicate that performance on a standard SL task varies substantially within the same (visual) modality as a function of whether the stimuli involved are familiar or not, independent of stimulus complexity. Moreover, test–retest correlations of performance in an SL task using stimuli of the same level of familiarity (but distinct items) are stronger than correlations across the same task with stimuli of different levels of familiarity. Finally, we demonstrate that SL performance is predicted by an independent measure of stimulus-specific perceptual fluency that contains no SL component at all. Our results suggest that a key component of SL performance may be related to stimulus-specific processing and familiarity

Consumers favor “right brain” training: The dangerous lure of neuromarketing

Over the past decade the neuromarketing of educational products has become increasingly common. Researchers have however expressed concern about the misapplication of neuroscience to education marketing, fearing that consumers may be deceived into investing in apparently “brain-based” products under the misapprehension that they will be more effective. This study provides the first demonstration that these fears are justified. We presented 180 participants with one of four advertisements for an identical educational program, named either “Right Brain” or “Right Start” Training; the advertisements either did, or did not, include an MRI brain image in one corner. Results demonstrated that “Right Brain” training was deemed more interesting, educationally valuable, and scientifically strong than an identical product named “Right Start” training. Advertisements including an unrelated brain image enhanced ratings of scientific rationale. These results confirm that by implying a strong scientific basis, “brain-based” product names are remarkably effective in implicitly manipulating consumer opinion

Prioritising the care of critically ill children: a pilot study using SCREEN reduces clinic waiting times

Objective In low-resource settings, childhood mortality secondary to delays in triage and treatment remains high. This paper seeks to evaluate the impact of the novel Sick Children Require Emergency Evaluation Now (SCREEN) tool on the waiting times of critically ill children who present for care to primary healthcare clinics in Cape Town, South Africa. Methods We used a pre/postevaluation study design to calculate the median waiting times of all children who presented to four randomly chosen clinics for 5 days before, and 5 days after, the implementation of SCREEN. Findings The SCREEN programme resulted in statistical and clinically significant reductions in waiting times for children with critical illness to see a professional nurse (2 hours 45 min to 1 hour 12 min; p<0.001). There was also a statistically significant reduction in the proportion of children who left without being seen by a professional nurse (25.8% to 18.48%; p<0.001). Conclusions SCREEN is a novel programme that uses readily available laypersons, trained to make a subjective assessment of children arriving at primary healthcare centres, and provides a low cost, simple methodology to prioritise children and reduce waiting times in low-resource healthcare clinics