New-age elderly in Germany - how to live better with healthy experiences

This study aims to analyze which potential attributes of anti-ageing experiences (goods, services, and experiences) will tend to be associated with subjective happiness; how cognitive age is associated with mindfulness and the influence of mindfulness on subjective happiness. Senior universities were contacted and approached by the research team to conduct the study. The goals of this study were explained to the managers of the senior universities and the survey collected among the people who participate in the activities and are enrolled in the senior universities. To analyze this theme over two hundred (250) questionnaires were distributed during January 2016 in Hamburg. The findings reveal that (i) mindfulness tend to have a positive effect on subjective happiness among elderly consumers, (ii) cognitive age and chronological age are not overlapped and (iii) the way elderly consumers perceive the anti-aging products and experiences may be correlated with subjective happiness.info:eu-repo/semantics/publishedVersio

Rheology, dispersion, and cure kinetics of epoxy filled with amine‐ and non‐functionalized reduced graphene oxide for composite manufacturing

This study evaluates the effect of plasma surface functionalization of reduced graphene oxide particles on the processing characteristics and homogeneity of dispersion of a bisphenol A‐(epichlorhydrin) epoxy matrix and amine‐based hardener with varying weight fractions from 0.00 to 1.50 wt%. It was observed that amine‐functionalized reduced graphene oxide leads to a more drastic viscosity increase of up to 18‐fold of the uncured suspensions and that its presence influences the conversion rates of the curing reaction. Optical microscopy of thin sections and transmission electron microscopy analysis showed that a more homogeneous dispersion of the particles could be achieved especially at higher weight fractions by using an appropriate surface functionalization. This knowledge can be used to define suitable processing conditions for epoxies with amine‐based hardeners depending on the loading and functionalization of graphene‐related particles

A compact and light-weight refractive telescope for the observation of extensive air showers

A general purpose instrument for imaging of Cherenkov light or fluorescence light emitted by extensive air showers is presented. Its refractive optics allows for a compact and light-weight design with a wide field-of-view of 12{\deg}. The optical system features a 0.5 m diameter Fresnel lens and a camera with 61 pixels composed of Winston cones and large-sized 6x6 mm photo sensors. As photo sensors, semi conductor light sensors (SiPMs) are utilized. The camera provides a high photon detection efficiency together with robust operation. The enclosed optics permit operation in regions of harsh environmental conditions. The low price of the telescope allows the production of a large number of telescopes and the application of the instrument in various projects, such as FAMOUS for the Pierre Auger Observatory, HAWC's Eye for HAWC or IceAct for IceCube. In this paper the novel design of this telescope and first measurements are presented.Comment: Submitted to JINST, second (minor) revisio

Geological time, biological events and the learning transfer problem

Comprehension of geologic time does not come easily, especially for students who are studying the earth sciences for the first time. This project investigated the potential success of two teaching interventions that were designed to help non-science majors enrolled in an introductory geology class gain a richer conceptual understanding of the geologic time scale. Our research centered on the results of those interventions since we hypothesized that students who correctly answered exam questions on relative geologic time early in the semester would be able to respond with equal facility to exam questions at the end of the semester that asked them to apply relative geologic time to associated biologic events. The instructor of the course began this study by using the Decoding the Disciplines model (Pace & Middendorf, 1998). During the first step of the model, the instructor identified the place where a majority of students in previous classes had the greatest difficulty; that is, in addressing the relative geologic time scale.  Next, the instructor articulated the mental moves an expert geologist makes when solving problems using the geological time scale.  During lecture the instructor modeled those very same mental tasks for students. Students were then given the opportunity to practice those mental tasks by creating their own personal timeline. Later in the course students completed the second intervention, a categorization grid that also functioned as a classroom assessment of their learning. Students were given exams after both interventions were completed. Results from the first and second interventions indicated that students were able to understand the conceptual framework of the relative geological time scale. On an exam administered after both interventions were completed, 66% of the students answered correctly the questions about relative geologic time, an indication that they had gained conceptual knowledge of the subject. In contrast, only 36% of students answered correctly the exam questions at the end of the semester that focused on relative geologic time with associated biologic events. Pearson Chi-Square tests with P<0.05 were used to test our hypothesis.  Statistically significant results at P=0.00 were attained for all tests, indicating the hypothesis can be rejected. We conclude that a second, more prevalent, underlying problem exists for non-science majors, one that Thorndike and Woodworth (1901), Byrnes (1996), Bransford, Brown, and Cocking (2000) and Bransford and Schwartz (2001) describe as the learning transfer problem.  Similar problems have been discussed as a knowledge transfer problem (Graham et al., 2006). Learning transfer is problematic for students using the geological time scale and calls for additional classroom interventions – interventions designed and scaffolded to provide students the opportunity to practice the set of difficult mental moves required to apply biological events to the relative geological timeline

How do we integrate skills and content in classics? An inquiry into students’ use of sources

Engagement with primary sources is a key feature of arts and humanities subjects, particularly classics and ancient history. Recent instructional trends emphasise integrating skills with content, particularly in the first year of higher education. We investigate how successfully first-year university students used a variety of sources in an integrated skills and content course, through analysis of 84 final essays. Most students used four to nine sources in a 1500 word essay, but only one type of ancient source. The findings express the need to move from debates about whether to integrate skills or not, to greater discuss how key discipline-specific skills are integrated into content-based courses. Cognitive apprenticeship theory, and a thematic approach used in museum education, are used to reflect on the findings and discuss how teachers might better support students in this key aspect of the discipline

Re-assessing the diversity of negative strand RNA viruses in insects.

The spectrum of viruses in insects is important for subjects as diverse as public health, veterinary medicine, food production, and biodiversity conservation. The traditional interest in vector-borne diseases of humans and livestock has drawn the attention of virus studies to hematophagous insect species. However, these represent only a tiny fraction of the broad diversity of Hexapoda, the most speciose group of animals. Here, we systematically probed the diversity of negative strand RNA viruses in the largest and most representative collection of insect transcriptomes from samples representing all 34 extant orders of Hexapoda and 3 orders of Entognatha, as well as outgroups, altogether representing 1243 species. Based on profile hidden Markov models we detected 488 viral RNA-directed RNA polymerase (RdRp) sequences with similarity to negative strand RNA viruses. These were identified in members of 324 arthropod species. Selection for length, quality, and uniqueness left 234 sequences for analyses, showing similarity to genomes of viruses classified in Bunyavirales (n = 86), Articulavirales (n = 54), and several orders within Haploviricotina (n = 94). Coding-complete genomes or nearly-complete subgenomic assemblies were obtained in 61 cases. Based on phylogenetic topology and the availability of coding-complete genomes we estimate that at least 20 novel viral genera in seven families need to be defined, only two of them monospecific. Seven additional viral clades emerge when adding sequences from the present study to formerly monospecific lineages, potentially requiring up to seven additional genera. One long sequence may indicate a novel family. For segmented viruses, cophylogenies between genome segments were generally improved by the inclusion of viruses from the present study, suggesting that in silico misassembly of segmented genomes is rare or absent. Contrary to previous assessments, significant virus-host codivergence was identified in major phylogenetic lineages based on two different approaches of codivergence analysis in a hypotheses testing framework. In spite of these additions to the known spectrum of viruses in insects, we caution that basing taxonomic decisions on genome information alone is challenging due to technical uncertainties, such as the inability to prove integrity of complete genome assemblies of segmented viruses

Network Archaeology: Uncovering Ancient Networks from Present-day Interactions

Often questions arise about old or extinct networks. What proteins interacted in a long-extinct ancestor species of yeast? Who were the central players in the Last.fm social network 3 years ago? Our ability to answer such questions has been limited by the unavailability of past versions of networks. To overcome these limitations, we propose several algorithms for reconstructing a network's history of growth given only the network as it exists today and a generative model by which the network is believed to have evolved. Our likelihood-based method finds a probable previous state of the network by reversing the forward growth model. This approach retains node identities so that the history of individual nodes can be tracked. We apply these algorithms to uncover older, non-extant biological and social networks believed to have grown via several models, including duplication-mutation with complementarity, forest fire, and preferential attachment. Through experiments on both synthetic and real-world data, we find that our algorithms can estimate node arrival times, identify anchor nodes from which new nodes copy links, and can reveal significant features of networks that have long since disappeared.Comment: 16 pages, 10 figure

Highlights from the Pierre Auger Observatory

The Pierre Auger Observatory is the world's largest cosmic ray observatory. Our current exposure reaches nearly 40,000 km$^2$ str and provides us with an unprecedented quality data set. The performance and stability of the detectors and their enhancements are described. Data analyses have led to a number of major breakthroughs. Among these we discuss the energy spectrum and the searches for large-scale anisotropies. We present analyses of our X$_{max}$ data and show how it can be interpreted in terms of mass composition. We also describe some new analyses that extract mass sensitive parameters from the 100% duty cycle SD data. A coherent interpretation of all these recent results opens new directions. The consequences regarding the cosmic ray composition and the properties of UHECR sources are briefly discussed.Comment: 9 pages, 12 figures, talk given at the 33rd International Cosmic Ray Conference, Rio de Janeiro 201

Integrating tropical research into biology education is urgently needed

Understanding tropical biology is important for solving complex problems such as climate change, biodiversity loss, and zoonotic pandemics, but biology curricula view research mostly via a temperatezone lens. Integrating tropical research into biology education is urgently needed to tackle these issues. The tropics are engines of Earth systems that regulate global cycles of carbon and water, and are thus critical for management of greenhouse gases. Compared with higher-latitude areas, tropical regions contain a greater diversity of biomes, organisms, and complexity of biological interactions. The tropics house the majority of the world’s human population and provide important global commodities from species that originated there: coffee, chocolate, palm oil, and species that yield the cancer drugs vincristine and vinblastine. Tropical regions, especially biodiversity hotspots, harbor zoonoses, thereby having an important role in emerging infectious diseases amidst the complex interactions of global environmental change and wildlife migration [1]. These well-known roles are oversimplified, but serve to highlight the global biological importance of tropical systems. Despite the importance of tropical regions, biology curricula worldwide generally lack coverage of tropical research. Given logistical, economic, or other barriers, it is difficult for undergraduate biology instructors to provide their students with field-based experience in tropical biology research in a diverse range of settings, an issue exacerbated by the Coronavirus Disease 2019 (COVID-19) pandemic. Even in the tropics, field-based experience may be limited to home regions. When tropical biology is introduced in curricula, it is often through a temperate- zone lens that does not do justice to the distinct ecosystems, sociopolitical histories, and conservation issues that exist across tropical countries and regions [2]. The tropics are often caricatured as distant locations known for their remarkable biodiversity, complicated species interactions, and unchecked deforestation. This presentation, often originating from a colonial and culturally biased perspective, may fail to highlight the role of tropical ecosystems in global environmental and social challenges that accompany rising temperatures, worldwide biodiversity loss, zoonotic pandemics, and the environmental costs of ensuring food, water, and other ecosystem services for humans [3]