Defining Measures for Location Visiting Preference

AbstractFor better location based service or better analysis of human mobility pattern, measures for presenting frequently visiting locations are usually required. In this paper, we will establish related measures for specific meaningful locations. Location points as well as Location clusters are objects of the measurements. In order to represent the degree of a specific location visit, the degree of location visit called Position Frequency (PF), and Inverse Location Frequency (ILF) are defined. In order to represent the degree of location area (cluster) visit, Inverse Cluster Frequency (ICF) is established. Moreover, along with the frequency of location visit, the duration of location visit is also considered. Therefore Position Duration (PD), Inverse Location Duration (ILD), and Inverse Cluster Duration (ICD) are defined. Using R language, real positioning data set collected by volunteers are analyzed in order to demonstrate the usefulness of these measures. The definitions of measures and the application of measures will be presented

The Effect of Touch Simulation in Virtual Reality Shopping

This study aims to explore the effect of touch simulation on virtual reality (VR) store satisfaction mediated by VR shopping self-efficacy and VR shopping pleasure. The moderation effects of the autotelic and instrumental need for touch between touch simulation and VR store satisfaction are also explored. Participants wear a head-mounted display VR device (Oculus Go) in a controlled laboratory environment, and their VR store experience is recorded as data. All participants’ responses (n = 58) are analyzed using SPSS 20.0 for descriptive statistics, reliability analysis, exploratory factor analysis, and the Process macro model analysis. The results show that touch simulation positively influences VR store satisfaction, which is mediated by the self-efficacy and by the dual path of the self-efficacy and the pleasure. Furthermore, the relation between touch simulation and pleasure is moderated by need for touch. For individuals with a high level of autotelic need for touch, the effect of touch simulation on the pleasure is heightened. However, instrumental need for touch does not moderate the path of touch simulation on the self-efficacy

“Maybe I was Always a Feminist”: Resistance Narratives of Women of Color on Community College STEM Education Pathways

The persistent underrepresentation and marginalization of women of color in the disciplines of science, technology, engineering, and mathematics (STEM) are well-documented. However, much of the existing literature takes an “either/or” approach, focusing solely on the experiences of either “women” or “minorities” in STEM, without adequately examining the unique experiences of women of color. Even among studies that focus specifically on women of color, the marginalized identities of women of color are usually emphasized. Thus, identities such as “woman,” “person of color,” and “woman of color” are conveyed as static categories that are intrinsically marginalizing. Such studies overlook the dynamic relations and manifestations of power that undergird the processes of marginalization and resistance for women of color in STEM. Furthermore, this specific attention to power dynamics is scarcely found in studies that focus on the experiences of women of color whose postsecondary STEM education trajectories include a community college education. Community colleges play a major role in diversifying the STEM disciplines, yet the experiences of diverse students who attend these institutions have remained understudied. In this dissertation, I addressed these gaps in the extant literature by conducting an intersectional feminist analysis of power relations as experienced by women of color in STEM. I combined this intersectional analysis of power with feminist narrative methodology, conceptualizing narratives as the contexts onto which power dynamics are projected and become detectable. Over a period of 17 months, I gathered data by conducting narrative interviews with women of color whose STEM education trajectories included a community college education, and a desire for, or successful record of, transfer to bachelor’s degree-granting STEM programs. Through an analysis of both the content (what was said) and the form (how it was said) of the narrative interview data, I identified three types of resistance narratives, or three different ways the women of color of the study made sense of, and pushed back against, oppression and marginalization in STEM. The three types of resistance narratives I identified were: (1) connecting to something greater than oneself, (2), taking action with the support of others, and (3) redefining one’s identity and goals. I discuss these three resistance narratives in connection with prevailing master narratives in STEM, such as the culture of competition, the “lone genius” trope, and the marianismo ideology, all of which perpetuate the systemic exclusion and oppression of women of color and other marginalized groups in STEM. Through my focus on resistance narratives and master narratives, I show that the women of color in this study were not simply contending with oppressive experiences unique to them, but that they were situated within a larger pattern of realities that systemically disadvantages and marginalizes women of color in STEM. I also underscore how individual resistance narratives are powerful strategies that can illuminate and counter master narratives, and the systemic manifestation of power that are normalized via these master narratives. Ultimately, I highlight the need to move away from individually based or provisional solutions regarding the underrepresentation and marginalization of women of color in STEM, that leave oppressive power dynamics intact. Instead, I call for the field of STEM education to embrace a transformative approach aimed at dismantling oppressive systems of power, and to re-imagine and re-build a more diverse, equitable, and inclusive field of STEM education for all

Matrix Metalloproteinase-3 Causes Dopaminergic Neuronal Death through Nox1-Regenerated Oxidative Stress

In the present study we investigated the interplay between matrix metalloproteinase 3 (MMP3) and NADPH oxidase 1 (Nox1) in the process of dopamine (DA) neuronal death. We found that MMP3 activation causes the induction of Nox1 via mitochondrial reactive oxygen species (ROS) production and subsequently Rac1 activation, eventually leading to Nox1-derived superoxide generation in a rat DA neuronal N27 cells exposed to 6-OHDA. While a MMP3 inhibitor, NNGH, largely attenuated mitochondrial ROS and subsequent Nox1 induction, both apocynin, a putative Nox inhibitor and GKT137831, a Nox1 selective inhibitor failed to reduce 6-OHDA-induced mitochondrial ROS. However, both inhibitors for MMP3 and Nox1 similarly attenuated 6-OHDA-induced N27 cell death. RNAi-mediated selective inhibition of MMP3 or Nox1 showed that knockdown of either MMP3 or Nox1 significantly reduced 6-OHDA-induced ROS generation in N27 cells. While 6-OHDA-induced Nox1 was abolished by MMP3 knockdown, Nox1 knockdown did not alter MMP3 expression. Direct overexpression of autoactivated MMP3 (actMMP3) in N27 cells or in rat substantia nigra (SN) increased expression of Nox1. Selective knockdown of Nox1 in the SN achieved by adeno-associated virus-mediated overexpression of Nox1-specific shRNA largely attenuated the actMMP3-mediated dopaminergic neuronal loss. Furthermore, Nox1 expression was significantly attenuated in Mmp3 null mice treated with N-methyl-4-phenyl-1,2,3,6-tetrahydropyridine (MPTP). Together we established novel molecular mechanisms underlying oxidative stress-mediated dopaminergic neuronal death in which MMP3 activation is a key upstream event that leads to mitochondrial ROS, Nox1 induction and eventual dopaminergic neuronal death. Our findings may lead to the development of novel therapeutic approach

Matrix Metalloproteinase-3 Causes Dopaminergic Neuronal Death through Nox1-Regenerated Oxidative Stress

In the present study we investigated the interplay between matrix metalloproteinase 3 (MMP3) and NADPH oxidase 1 (Nox1) in the process of dopamine (DA) neuronal death. We found that MMP3 activation causes the induction of Nox1 via mitochondrial reactive oxygen species (ROS) production and subsequently Rac1 activation, eventually leading to Nox1-derived superoxide generation in a rat DA neuronal N27 cells exposed to 6-OHDA. While a MMP3 inhibitor, NNGH, largely attenuated mitochondrial ROS and subsequent Nox1 induction, both apocynin, a putative Nox inhibitor and GKT137831, a Nox1 selective inhibitor failed to reduce 6-OHDA-induced mitochondrial ROS. However, both inhibitors for MMP3 and Nox1 similarly attenuated 6-OHDA-induced N27 cell death. RNAi-mediated selective inhibition of MMP3 or Nox1 showed that knockdown of either MMP3 or Nox1 significantly reduced 6-OHDA-induced ROS generation in N27 cells. While 6-OHDA-induced Nox1 was abolished by MMP3 knockdown, Nox1 knockdown did not alter MMP3 expression. Direct overexpression of autoactivated MMP3 (actMMP3) in N27 cells or in rat substantia nigra (SN) increased expression of Nox1. Selective knockdown of Nox1 in the SN achieved by adeno-associated virus-mediated overexpression of Nox1-specific shRNA largely attenuated the actMMP3-mediated dopaminergic neuronal loss. Furthermore, Nox1 expression was significantly attenuated in Mmp3 null mice treated with N-methyl-4-phenyl-1,2,3,6-tetrahydropyridine (MPTP). Together we established novel molecular mechanisms underlying oxidative stress-mediated dopaminergic neuronal death in which MMP3 activation is a key upstream event that leads to mitochondrial ROS, Nox1 induction and eventual dopaminergic neuronal death. Our findings may lead to the development of novel therapeutic approach

Doctoral Students’ Identity Development as Scholars in the Education Sciences: Literature Review and Implications

Aim/Purpose: The purpose of this paper is to offer a systematic review of empirical literature examining doctoral students’ identity development as scholars in the education sciences. We frame our analysis through a constructivist sociocultural perspective to organize our findings and discuss implications for multiple actors and components that constitute the system of doctoral education, with doctoral students as the central actors of the system. Background: Despite increasing interest in the professional identity development of postsecondary students via their experiences in educational programs, relatively little is known about how doctoral students develop their identity as professionals who engage in scholarship. We focus specifically on the experiences of education sciences doctoral students, given their unique experiences (e.g., typically older in age, more professional experiences prior to starting doctoral program) and the potential of education sciences doctoral programs contributing to the diversification of academia and future generations of students and scholars. Methodology: Our systematic literature search process entailed reviewing the titles, abstracts, and methods sections of the first 1,000 records yielded via a Google Scholar search. This process, combined with backwards and forwards citation snowballing, yielded a total of 62 articles, which were read in their entirety. These 62 articles were further reduced to 36 final articles, which were coded according to an inductively created codebook. Based on themes derived from our coding process, we organized our findings according to a framework that illuminates individual identity development in relation to a larger activity system. Contribution: This systematic review presents the current body of scholarship regarding the identity development of education sciences doctoral students via a constructivist sociocultural framework. We contribute to the study of doctoral education and education research more broadly by focusing on an area that has received relatively little attention. A focus on the identity development of doctoral students pursuing the education sciences is warranted given the field’s promise for preparing a diverse group of future educators and education scholars. Furthermore, this analysis broadens the conversation regarding scholarship on this topic as we present doctoral student identity development as occurring at the intersection of student, faculty, program, disciplinary, institutional, and larger sociocultural contexts, rather than as individualized and local endeavors. Findings: Looking across our reviewed articles, identity as scholar emerged as recognition by self and others of possessing and exhibiting adequate levels of competence, confidence, autonomy, and agency with respect to scholarly activities, products, and communities. Students often experience tensions on their journey towards becoming and being scholars, in contending with multiple identities (e.g., student, professional) and due to the perceived mismatch between students’ idealized notion of scholar and what is attainable for them. Tensions may serve as catalysts for development of identity as scholar for students, especially when student agency is supported via formal and less ubiquitous subsidiary experiences of students’ doctoral programs. Recommendations for Practitioners: We recommend that actors within the broader system of doctoral student identity development (e.g., doctoral students, faculty, organizational/institutional leaders) explicitly acknowledge students’ identity development and intentionally incorporate opportunities for reflection and growth as part of the doctoral curriculum, rather than assume that identity development occurs “naturally.” In this paper, we provide specific recommendations for different stakeholders. Recommendation for Researchers: Our literature review focused on studies that examined the identity development of doctoral students in the education sciences. We recommend further discipline-specific research and synthesis of such research to uncover similarities and differences across various disciplines and contexts. Impact on Society: Doctoral students have the potential to become and lead future generations of educators and scholars. Taking a sociocultural and system-level approach regarding the successful identity development of doctoral students is necessary to better support and cultivate a diverse group of future scholars who are well-equipped to lead innovations and solve problems both within and outside academia. Future Research: Possible areas of future research include focusing on the experiences of students who leave their programs prior to completion (and thus not developing their identity as scholars), investigating specific knowledge, skills, and attitudes associated with activities that studies have claimed contribute to identity development, and examining phenomena or traits that are seen as more biologically determined and less modifiable (e.g., attention-deficit/hyperactivity disorder, dyslexia, and mental health differences) in relation to doctoral students’ identity development. Finally, we recommend that future research should look into the underlying norms and nuances of ontological, epistemological, and methodological roots of programs and disciplines as part of the “story” of developing identity as scholar. Norms, and related philosophical underpinnings of typical doctoral education (and the tasks these translate into) were not explored in the reviewed literature.Keywords: identity development, identity as scholar, doctoral students, education sciences, cultural-historical activity theory, systematic revie

Cancer risk in Vietnam war veterans from the Korean Vietnam war veterans’ health study cohort

IntroductionDuring the Vietnam War, several unknown chemicals, such as Agent Orange, were used in Vietnam by the military. Therefore, there have been continuous health concerns among the Vietnamese population and veterans exposed to these hazardous chemicals. This study aimed to investigate the risk of all cancers and also organ-specific cancers among Korean veterans of the Vietnam War.MethodsThis study used a national representative cohort that included all Korean Vietnam War veterans as the interest group, with 1:4 age-sex-region-matched general Korean citizens as the reference group, from 2002 to 2018. Age-standardized incidence ratios (SIRs) and 95% confidence intervals (CIs) were calculated for all cancers and for 31 organ-specific cancer categories based on the medical facility visit data.ResultsAn increased SIR of 1.07 (95% CI, 1.06–1.08) was observed for all cancers among the veterans. There was a significantly increased risk of cancer among 22/31 organspecific cancers, with 18 cancer categories showing a significantly higher risk than all cancers. The highest risk was observed for “malignant neoplasms of other parts of the central nervous system” (SIR, 1.71; 95% CI, 1.51–1.92).DiscussionThis study evaluated the risk of cancer among Korean Vietnam War veterans. Further studies are warranted to investigate various health determinants in the veterans as well as the Vietnamese population