Correlation Between Student Collaboration Network Centrality and Academic Performance

We compute nodal centrality measures on the collaboration networks of students enrolled in three upper-division physics courses, usually taken sequentially, at the Colorado School of Mines. These are complex networks in which links between students indicate assistance with homework. The courses included in the study are intermediate Classical Mechanics, introductory Quantum Mechanics, and intermediate Electromagnetism. By correlating these nodal centrality measures with students' scores on homework and exams, we find four centrality measures that correlate significantly with students' homework scores in all three courses: in-strength, out-strength, closeness centrality, and harmonic centrality. These correlations suggest that students who not only collaborate often, but also collaborate significantly with many different people tend to achieve higher grades. Centrality measures between simultaneous collaboration networks (analytical vs. numerical homework collaboration) composed of the same students also correlate with each other, suggesting that students' collaboration strategies remain relatively stable when presented with homework assignments targeting different skills. Additionally, we correlate centrality measures between collaboration networks from different courses and find that the four centrality measures with the strongest relationship to students' homework scores are also the most stable measures across networks involving different courses. Correlations of centrality measures with exam scores were generally smaller than the correlations with homework scores, though this finding varied across courses.Comment: 10 pages, 4 figures, submitted to Phys. Rev. PE

Language difficulties in first year Science

A key goal of the study entitled ‘A cross-disciplinary approach to language support for first year students in the science disciplines’, funded by the Carrick Institute for Learning and Teaching in Higher Education, is to examine the role of language in the learning of science by first-year university students. The disciplines involved are Physics, Chemistry and Biology. This national project also aims to transfer active learning skills, which are widely used in language teaching, to the teaching of science in first year. The paper discusses the background to the study, reports on some of the preliminary results on the language difficulties faced by first year student cohorts in science from data collected in 2008, and describes the framework we have established for the organization and delivery of first year science courses to be implemented in semester one 2009

Embedding in-discipline language support for first year students in the sciences

This paper reports on a project which aims at addressing the need to cater for the language needs of a diverse student body (both domestic and international student body) by embedding strategic approaches to learning and teaching in first year sciences in tertiary education. These strategies consist of active learning skills which are widely used in language learning. The disciplines covered by the project are Biology, Chemistry and Physics and involves the University of Canberra (UC), University of Sydney (USyd), University of Tasmania (UTAS), University of Technology, Sydney (UTS) and University of Newcastle (Newcastle) in Australia. This project is funded by the Australian Learning and Teaching Council (ALTC). The paper discusses the background to the study and reports on results on the language difficulties faced by first year science student cohorts from data collected in 2008 as well as qualitative data was also collected on 2008 students’ attitudes towards online science learning. It will also report on the results on the implementation of the learning strategies at UTS and UTAS in Physics and Chemistry disciplines in 2009. Keywords: First year science teaching, role of language in science teaching, active learning skill

Dual Adaptation and Adaptive Generalization of the Human Vestibulo-Ocular Reflex

In two experiments, we examined the possibility that the human vestibulo-ocular reflex (VOR) is subject to dual adaptation (the ability to adapt to a sensory rearrangement more rapidly and/or more completely after repeated experience with it) and adaptive generalization (the ability to adapt more readily to a novel sensory rearrangement as a result of prior dual adaptation training). In Experiment 1, the subjects actively turned the head during alternating exposure to a visual-vestibular rearrangement (target/head gain = 0.5) and the normal situation (target/head gain = 0.0). These conditions produced both adaptation and dual adaptation of the VOR but no evidence of adaptive generalization when tested with a target/head gain of 1.0. Experiment 2, in which exposure to the 0.5 gain entailed externally controlled (i.e., passive) whole body rotation, resulted in VOR adaptation but no dual adaptation. As in Experiment 1, no evidence of adaptive generalization was found

Integrating language learning practises in first year science disciplines

Student retention and progression rates are a matter of concern for most institutions in the higher education sector (Burton & Dowling, 2005;. Simpson, 2006;. Tinto & Pusser, 2006) in Australia. There is also a substantial body of literature concentrating on the first year experience at university (for example, in the Australian context, see Krause, Hartley, James, McInnis, & Centre for the Study of Higher Education. University of Melbourne, 2005). One of the particular concerns is that the diversity of the student body is rapidly increasing. Of course, with diversity comes with differentiated level of preparation for academic study within the student body

Sensing of viral and endogenous RNA by ZBP1/DAI induces necroptosis

Nucleic acids are potent triggers for innate immunity. Double-stranded DNA and RNA adopt different helical conformations, including the unusual Z-conformation. Z-DNA/RNA is recognised by Z-binding domains (ZBDs), which are present in proteins implicated in antiviral immunity. These include ZBP1 (also known as DAI or DLM-1), which induces necroptosis, an inflammatory form of cell death. Using reconstitution and knock-in models, we report that mutation of key amino acids involved in Z-DNA/RNA binding in ZBP1's ZBDs prevented necroptosis upon infection with mouse cytomegalovirus. Induction of cell death was cell autonomous and required RNA synthesis but not viral DNA replication. Accordingly, ZBP1 directly bound to RNA via its ZBDs. Intact ZBP1-ZBDs were also required for necroptosis triggered by ectopic expression of ZBP1 and caspase blockade, and ZBP1 cross-linked to endogenous RNA. These observations show that Z-RNA may constitute a molecular pattern that induces inflammatory cell death upon sensing by ZBP1

Illusory perceptions of space and time preserve cross-saccadic perceptual continuity

When voluntary saccadic eye movements are made to a silently ticking clock, observers sometimes think that the second hand takes longer than normal to move to its next position. For a short period, the clock appears to have stopped (chronostasis). Here we show that the illusion occurs because the brain extends the percept of the saccadic target backwards in time to just before the onset of the saccade. This occurs every time we move the eyes but it is only perceived when an external time reference alerts us to the phenomenon. The illusion does not seem to depend on the shift of spatial attention that accompanies the saccade. However, if the target is moved unpredictably during the saccade, breaking perception of the target's spatial continuity, then the illusion disappears. We suggest that temporal extension of the target's percept is one of the mechanisms that 'fill in' the perceptual 'gap' during saccadic suppression. The effect is critically linked to perceptual mechanisms that identify a target's spatial stability

The Development of Teaching Skills to Support Active Learning in University Science (ALIUS)

This paper describes an Australian Learning and Teaching Council funded project for which Learning Design is encompassed in the broadest sense. ALIUS (Active Learning In University Science) takes the design of learning back to the learning experiences created for students. ALIUS is not about designing a particular activity, or subject, or course, but rather the development of a method, or process, by which we have re-designed the way in which learning occurs in large university classrooms world wide

Automatic correction of hand pointing in stereoscopic depth

In order to examine whether stereoscopic depth information could drive fast automatic correction of hand pointing, an experiment was designed in a 3D visual environment in which participants were asked to point to a target at different stereoscopic depths as quickly and accurately as possible within a limited time window (≤300 ms). The experiment consisted of two tasks: "depthGO" in which participants were asked to point to the new target position if the target jumped, and "depthSTOP" in which participants were instructed to abort their ongoing movements after the target jumped. The depth jump was designed to occur in 20% of the trials in both tasks. Results showed that fast automatic correction of hand movements could be driven by stereoscopic depth to occur in as early as 190 ms.This work was supported by the Grants from the National Natural Science Foundation of China (60970062 and 61173116) and the Doctoral Fund of Ministry of Education of China (20110072110014)

The initiator methionine tRNA drives secretion of type II collagen from stromal fibroblasts to promote tumor growth and angiogenesis

Summary: Expression of the initiator methionine tRNA (tRNAi Met) is deregulated in cancer. Despite this fact, it is not currently known how tRNAi Met expression levels influence tumor progression. We have found that tRNAi Met expression is increased in carcinoma-associated fibroblasts, implicating deregulated expression of tRNAi Met in the tumor stroma as a possible contributor to tumor progression. To investigate how elevated stromal tRNAi Met contributes to tumor progression, we generated a mouse expressing additional copies of the tRNAi Met gene (2+tRNAi Met mouse). Growth and vascularization of subcutaneous tumor allografts was enhanced in 2+tRNAi Met mice compared with wild-type littermate controls. Extracellular matrix (ECM) deposited by fibroblasts from 2+tRNAi Met mice supported enhanced endothelial cell and fibroblast migration. SILAC mass spectrometry indicated that elevated expression of tRNAi Met significantly increased synthesis and secretion of certain types of collagen, in particular type II collagen. Suppression of type II collagen opposed the ability of tRNAi Metoverexpressing fibroblasts to deposit pro-migratory ECM. We used the prolyl hydroxylase inhibitor ethyl- 3,4-dihydroxybenzoate (DHB) to determine whether collagen synthesis contributes to the tRNAi Met-driven pro-tumorigenic stroma in vivo. DHB had no effect on the growth of syngeneic allografts in wild-type mice but opposed the ability of 2+tRNAi Met mice to support increased angiogenesis and tumor growth. Finally, collagen II expression predicts poor prognosis in high-grade serous ovarian carcinoma. Taken together, these data indicate that increased tRNAi Met levels contribute to tumor progression by enhancing the ability of stromal fibroblasts to synthesize and secrete a type II collagen-rich ECM that supports endothelial cell migration and angiogenesis