Bi-directional route learning in wood ants

Some ants and bees readily learn visually guided routes between their nests and feeding sites. They can learn the appearance of visual landmarks for the food-bound or homeward segment of the route when these landmarks are only present during that particular segment of their round trip. We show here that wood ants can also acquire landmark information for guiding their homeward path while running their food-bound path, and that this information may be picked up, when ants briefly reverse direction and retrace their steps for a short distance. These short periods of looking back tend to occur early in route acquisition and are more frequent on homeward than on food-bound segments

Using audio diaries to identify threshold concepts in 'softer' disciplines: a focus on medical education

Within Medical Education students more readily engage with the ‘hard’ sciences seeing sociology, psychology and ethics as ‘nice’ rather than ‘need’ to know. Yet within the published literature, there has been little research into students’ experiences of these subjects. In this paper we discuss a research method that allows the application of threshold concept theory to the exploration of the process of ‘non-biomedical science learning in medical education’. 16 students from a UK medical school were asked to record on their smart phones, their experiences of ‘doctor facilitated’ small group sessions. The students uploaded their recordings to a secure drop box facility and recordings were removed daily and transcribed. 68 transcripts were analysed for both substantive concepts and exemplars (within students’ language) of threshold concept criteria. Concepts were then cross-referenced against threshold criteria. Where concepts appeared to meet the criteria of transformation, liminality, integration and troublesomeness we speculated that these might be ‘threshold’. Audio diaries appear to be a promising methodology for applying threshold concept theory to understanding learning. The study provided an insight into students’ experiences. We learned that our students currently re-appropriate sociological ideas to the medical setting often finding new terminologies situated in their own ‘student speak’. We were able to spot gaps in their learning and notice how and where students get ‘stuck’. A resolvable limitation is we were unable to test for irreversibility. We also found little evidence of boundedness leading us to speculate about the nature of threshold concepts in the non-biomedical sciences

Understanding students’ experiences of professionalism learning: a ‘threshold’ approach

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It’s just common sense! Why do negative perceptions of sociology teaching in medical education persist and is there any change in sight?

Based on a review of the literature pertaining to sociology teaching in medical education, this paper asks why does the problem of relevance with regards to sociology teaching in medical education still persist? And is there any change in sight? The literature suggests that epistemological understandings of medicine as represented by the biomedical model are deeply entrenched with far reaching consequences for sociology teaching. Notions of the social components of medicine as ‘irrelevant’ or ‘common sense’ have over time been reinforced by students’ expectations of medicine on entering medical education; by the attitudes of clinical and biomedical staff members who can act as negative role models and by institutional barriers including the organization of curricula content, decisions about ‘who teaches what’, timetabling and assessment. Changing such deeply ingrained practices may be an insurmountable task for educators working alone in individual medical schools. However, pedagogical changes emphasizing ‘integration’ and a growing understanding within medicine and higher education of alternative epistemologies predicated on social paradigms, means that increasingly, persons from different disciplinary and professional backgrounds share similar understandings about the complexities of medical care. As associated ideas filter into medical education new opportunities are arising to challenge collectively the structural forces at play which in turn could lead to a major shift in medical students’ thinking. If sociologists are to have a role in guiding the transmission of sociological ideas about health and illness it is crucial to understand and take part in these developments

Gas hydrate concentration estimates from chlorinity, electrical resistivity and seismic velocity

Gas hydrate beneath the N. Cascadia continental slope off Vancouver Island occurs as a regional diffuse layer above the BSR and as local high concentrations in large vent or upwelling structures. Regional concentrations of gas hydrate beneath the N. Cascadia continental slope off Vancouver Island have been estimated earlier using multichannel seismic, seafloor electrical, and IODP Leg 146 downhole data. The concentrations of between 15 and 30% of pore saturation in a 100 m thick layer above the BSR are much higher than estimated elsewhere where there is good data, especially the Blake Ridge and central Cascadia off Oregon on ODP Leg 204. Although both of these other studies involved different sediment environments, a careful re-evaluation of the N. Cascadia estimates seemed desirable. We have re-evaluated the methods used to calculate the gas hydrate concentrations from pore-water chlorinity (salinity), electrical resistivity, and seismic velocity, describing in detail the assumptions and uncertainties. Use of the pore-water chlorinity/salinity and electrical resistivity directly have low reliability because of the effect on the no-hydrate reference of hydrate formation and dissociation, and the effect of pore fluid freshening by clay dehydration. At ODP Site 889/890 hydrate concentrations range from 5–10% to 30–40%, depending on the no-hydrate reference salinity used. Use of core salinity data along with the downhole and seafloor electrical resistivity data allows calculation of both the in situ reference salinity and the hydrate concentrations. The most important uncertainty in this method is the relation between resistivity and porosity, i.e., Archie’s Law parameters. Significantly different relations were determined from the ODP Leg 146 core and downhole log data, the log data resistivity-porosity relation giving much lower concentrations. Finally, seismic velocities from sonic-logs and multichannel data can be used to calculate gas hydrate concentrations, if an appropriate no-hydrate velocity-depth profile can be estimated. A velocity-hydrate concentration relation is also required. Depending on which no-hydrate/no-gas velocity baseline is used, estimated hydrate concentrations range from as low as 5% to above 25% saturation. In spite of having three nearly independent methods of estimating hydrate concentrations, it is concluded that the data allow regional concentrations in the 100 m layer above the BSR from less than 5% to over 25% saturation (3-13% of sediment volume). ODP drilling in the region scheduled for the fall of 2005 should help resolve the uncertainties

Separating Reflection and Transmission Images in the Wild

The reflections caused by common semi-reflectors, such as glass windows, can impact the performance of computer vision algorithms. State-of-the-art methods can remove reflections on synthetic data and in controlled scenarios. However, they are based on strong assumptions and do not generalize well to real-world images. Contrary to a common misconception, real-world images are challenging even when polarization information is used. We present a deep learning approach to separate the reflected and the transmitted components of the recorded irradiance, which explicitly uses the polarization properties of light. To train it, we introduce an accurate synthetic data generation pipeline, which simulates realistic reflections, including those generated by curved and non-ideal surfaces, non-static scenes, and high-dynamic-range scenes.Comment: accepted at ECCV 201