Education for public service - Challenge to the universities

University programs for public service educatio

Ultrastructural Assessment of Lesion Development in the Collared Rabbit Carotid Artery Model

Cellular reactions associated with the formation of lesions generated in the carotid artery of rabbits fed either normal or high cholesterol diets by the placement of a flexible, silastic collar around the artery, were studied by electron microscopy. Endothelial cells remained as a monolayer throughout lesion development. The endothelial cell surface in both experimental and sham operated carotids, 4 hours and 8 hours after the initiation of the experiments, were covered with platelets and leukocytes. Neutrophils were present until 7 days in the arteries from within the collar of animals maintained on a normal diet, but only to 1 day in the cholesterol-fed animals. Neutrophils were observed within the medial layer. Few monocytes were identified. An intimal lesion had formed after 7 days in both groups of animals. Macrophage-like cells and foam cells were identified in the cholesterol-fed animals. The size of the lesion increased up to 56 days in animals maintained on a high cholesterol diet, but regression occurred after the 14-days sample in those animals on a normal diet. Concurrently a proportion of the smooth muscle cells changed from contractile to synthetic phenotype within the intimal and medial region of the collared artery of both high cholesterol and normocholesterolaemic animals. Lesions did not form in the contralateral, sham operated arteries

The origins of individual differences in how learning is expressed in rats: a general-process perspective

Laboratory rats can exhibit marked, qualitative individual differences in the form of acquired behaviors. For example, when exposed to a signal-reinforcer relationship some rats show marked and consistent changes in sign-tracking (interacting with the signal; e.g., a lever) and others show marked and consistent changes in goal-tracking (interacting with the location of the predicted reinforcer; e.g., the food well). Here, stable individual differences in rats' sign-tracking and goal-tracking emerged over the course of training, but these differences did not generalize across different signal-reinforcer relationships (Experiment 1). This selectivity suggests that individual differences in sign- and goal-tracking reflect differences in the value placed on individual reinforcers. Two findings provide direct support for this interpretation: the palatability of a reinforcer (as measured by an analysis of lick-cluster size) was positively correlated with goal-tracking (and negatively correlated with sign-tracking); and sating rats with a reinforcer affected goal-tracking but not sign-tracking (Experiment 2). These results indicate that the observed individual differences in sign- and goal-tracking behavior arise from the interaction between the palatability or value of the reinforcer and processes of association as opposed to dispositional differences (e.g., in sensory processes, 'temperament,' or response repertoire)

Joint generative model for fMRI/DWI and its application to population

Author Manuscript 2011 March 12. 13th International Conference, Beijing, China, September 20-24, 2010, Proceedings, Part IWe propose a novel probabilistic framework to merge information from DWI tractography and resting-state fMRI correlations. In particular, we model the interaction of latent anatomical and functional connectivity templates between brain regions and present an intuitive extension to population studies. We employ a mean-field approximation to fit the new model to the data. The resulting algorithm identifies differences in latent connectivity between the groups. We demonstrate our method on a study of normal controls and schizophrenia patients.National Alliance for Medical Image Computing (U.S.) (NIH NIBIBNAMICU54-EB005149)Neuroimaging Analysis Center (U.S.) (NIH NCRR NAC P41-RR13218)National Institutes of Health (U.S.) (Grant R01MH074794)National Defense Science and Engineering Graduate FellowshipNational Science Foundation (U.S.) (CAREER Grant 0642971

Attractor Metadynamics in Adapting Neural Networks

Slow adaption processes, like synaptic and intrinsic plasticity, abound in the brain and shape the landscape for the neural dynamics occurring on substantially faster timescales. At any given time the network is characterized by a set of internal parameters, which are adapting continuously, albeit slowly. This set of parameters defines the number and the location of the respective adiabatic attractors. The slow evolution of network parameters hence induces an evolving attractor landscape, a process which we term attractor metadynamics. We study the nature of the metadynamics of the attractor landscape for several continuous-time autonomous model networks. We find both first- and second-order changes in the location of adiabatic attractors and argue that the study of the continuously evolving attractor landscape constitutes a powerful tool for understanding the overall development of the neural dynamics

Distributions of particulate Heme b in the Atlantic and Southern Oceans-Implications for electron transport in phytoplankton

Concentrations of heme b, the iron-containing component of b-type hemoproteins, ranged from  500). High chl a:heme b ratios resulted from relative decreases in heme b, suggesting proteins such as cytochrome b6f, the core complex of photosystem II, and eukaryotic nitrate reductase were depleted relative to proteins containing chlorophyll such as the eukaryotic light-harvesting antenna. Relative variations in heme b, particulate organic carbon, and chl a can thus be indicative of a physiological response of the phytoplankton community to the prevailing growth conditions, within the context of large-scale changes in phytoplankton community composition

Teaching introductory undergraduate Physics using commercial video games

Commercial video games are increasingly using sophisticated physics simulations to create a more immersive experience for players. This also makes them a powerful tool for engaging students in learning physics. We provide some examples to show how commercial off-the-shelf games can be used to teach specific topics in introductory undergraduate physics. The examples are selected from a course taught predominantly through the medium of commercial video games.Comment: Accepted to Physics Education, Fig1 does not render properly in this versio

Cerebral blood flow predicts differential neurotransmitter activity

Application of metabolic magnetic resonance imaging measures such as cerebral blood flow in translational medicine is limited by the unknown link of observed alterations to specific neurophysiological processes. In particular, the sensitivity of cerebral blood flow to activity changes in specific neurotransmitter systems remains unclear. We address this question by probing cerebral blood flow in healthy volunteers using seven established drugs with known dopaminergic, serotonergic, glutamatergic and GABAergic mechanisms of action. We use a novel framework aimed at disentangling the observed effects to contribution from underlying neurotransmitter systems. We find for all evaluated compounds a reliable spatial link of respective cerebral blood flow changes with underlying neurotransmitter receptor densities corresponding to their primary mechanisms of action. The strength of these associations with receptor density is mediated by respective drug affinities. These findings suggest that cerebral blood flow is a sensitive brain-wide in-vivo assay of metabolic demands across a variety of neurotransmitter systems in humans

Maximising Social Interactions and Effectiveness within Distance Learning Courses: Cases from Construction

Advanced Internet technologies have revolutionised the delivery of distance learning education. As a result, the physical proximity between learners and the learning providers has become less important. However, whilst the pervasiveness of these technological developments has reached unprecedented levels, critics argue that the student learning experience is still not as effective as conventional face-to-face delivery. In this regard, surveys of distance learning courses reveal that there is often a lack of social interaction attributed to this method of delivery, which tends to leave learners feeling isolated due to a lack of engagement, direction, guidance and support by the tutor. This paper defines and conceptualises this phenomenon by investigating the extent to which distance-learning programmes provide the social interactions of an equivalent traditional classroom setting. In this respect, two distance learning case studies were investigated, covering the UK and Slovenian markets respectively. Research findings identified that delivery success is strongly dependent on the particular context to which the specific distance learning course is designed, structured and augmented. It is therefore recommended that designers of distance learning courses should balance the tensions and nuances associated with commercial viability and pedagogic effectiveness