An uncommon cause of asymptomatic crazy paving pattern

A 54-year-old man presented at our department complaining of chest wall pain with clinical suspicion of rib fractures. Neither the clinical examination, the medical history of the patient nor the laboratory findings revealed any abnormalities. The patient mentioned chronic use of Trazolan® (trazodon)

Niche complementarity and facilitation drive positive diversity effects on biomass production in experimental benthic diatom biofilms

Up to now, relatively few diversity-production experiments have been performed using microorganisms. Benthic diatom communities from estuarine intertidal mudflats are especially interesting for this purpose as they are relatively species poor and are thus more easy to simulate in laboratory conditions. We studied the effect of diversity on biomass production during microcosm experiments with diatoms assembled in combinations of up to eight species. Our results demonstrate a highly positive effect of biodiversity on production, with transgressive overyielding occurring in more than half of the combinations. These strong positive diversity effects could largely be attributed to positive complementarity effects (covering both niche complementarity and facilitation), although negative selection effects effects at higher diversities. We found a significant positive relation between functional diversity and the net biodiversity effects, indicating niche complementarity. In addition, we provide one of the first mechanistic evidences for facilitation by which biodiversity can enhance ecosystem functioning. This was demonstrated by the improved growth of Cylindrotheca closterium after addition of spent medium obtained from other diatom species. The stimulated growth of C. closterium was explained by a shift to mixotrophic growth with a down-regulation of the photosynthetic apparatus

Adsorption induced reconstruction of the Cu(110) surface

The formation of the O/Cu(110)-(2 × 1) and H/Cu(110)-(1 × 2) superstructures has been investigated by a LEED beam profile analysis. The oxygen induced reconstruction proceeds at later stages by creation of holes on flat terraces. This could not be observed at the hydrogen induced missing row reconstruction. The formation of the missing row structure proceeds most probably via nucleation at steps and subsequent growth of (1 × 2) islands. The influence of different distributions of steps and islands on beam profiles is discussed

Geoheritage, a National Inventory in France

International audienceGood protection measures for geological heritage should begin with an inventory of geosites. In France, for example, a law enacted in 2002 grants formal recognition to the notion of geological heritage. An inventory and evaluation were then established on a region-by-region basis. By April 2007, the French Ministry of Environment launched the inventory programme for the nation’s geological heritage and the data are now being collected at a regional scale. The data are being gathered and homogenised, and then transferred to the French National Museum of Natural History for examination.The ratified site data are stored and available for public use on a website (http://inpn.mnhn.fr) in a similar structure to natural data that are also processed and stored (flora, fauna, ecosystems, habitats). Today, protecting global heritage is understood as a dynamic process. Instead of placing objects beneath a display case, the conservation approach is now a more modern, active effort, which facilitates access for knowledge and researc

Introducing an online community into a clinical education setting: a pilot study of student and staff engagement and outcomes using blended learning

<p>Abstract</p> <p>Background</p> <p>There are growing reasons to use both information and communication functions of learning technologies as part of clinical education, but the literature offers few accounts of such implementations or evaluations of their impact. This paper details the process of implementing a blend of online and face-to-face learning and teaching in a clinical education setting and it reports on the educational impact of this innovation.</p> <p>Methods</p> <p>This study designed an online community to complement a series of on-site workshops and monitored its use over a semester. Quantitative and qualitative data recording 43 final-year medical students' and 13 clinical educators' experiences with this blended approach to learning and teaching were analysed using access, adoption and quality criteria as measures of impact.</p> <p>Results</p> <p>The introduction of the online community produced high student ratings of the quality of learning and teaching and it produced student academic results that were equivalent to those from face-to-face-only learning and teaching. Staff had mixed views about using blended learning.</p> <p>Conclusions</p> <p>Projects such as this take skilled effort and time. Strong incentives are required to encourage clinical staff and students to use a new mode of communication. A more synchronous or multi-channel communication feedback system might stimulate increased adoption. Cultural change in clinical teaching is also required before clinical education can benefit more widely from initiatives such as this.</p

Analyzing collaborative learning processes automatically

In this article we describe the emerging area of text classification research focused on the problem of collaborative learning process analysis both from a broad perspective and more specifically in terms of a publicly available tool set called TagHelper tools. Analyzing the variety of pedagogically valuable facets of learners’ interactions is a time consuming and effortful process. Improving automated analyses of such highly valued processes of collaborative learning by adapting and applying recent text classification technologies would make it a less arduous task to obtain insights from corpus data. This endeavor also holds the potential for enabling substantially improved on-line instruction both by providing teachers and facilitators with reports about the groups they are moderating and by triggering context sensitive collaborative learning support on an as-needed basis. In this article, we report on an interdisciplinary research project, which has been investigating the effectiveness of applying text classification technology to a large CSCL corpus that has been analyzed by human coders using a theory-based multidimensional coding scheme. We report promising results and include an in-depth discussion of important issues such as reliability, validity, and efficiency that should be considered when deciding on the appropriateness of adopting a new technology such as TagHelper tools. One major technical contribution of this work is a demonstration that an important piece of the work towards making text classification technology effective for this purpose is designing and building linguistic pattern detectors, otherwise known as features, that can be extracted reliably from texts and that have high predictive power for the categories of discourse actions that the CSCL community is interested in

Multilevel analysis in CSCL Research

Janssen, J., Erkens, G., Kirschner, P. A., & Kanselaar, G. (2011). Multilevel analysis in CSCL research. In S. Puntambekar, G. Erkens, & C. Hmelo-Silver (Eds.), Analyzing interactions in CSCL: Methods, approaches and issues (pp. 187-205). New York: Springer. doi:10.1007/978-1-4419-7710-6_9CSCL researchers are often interested in the processes that unfold between learners in online learning environments and the outcomes that stem from these interactions. However, studying collaborative learning processes is not an easy task. Researchers have to make quite a few methodological decisions such as how to study the collaborative process itself (e.g., develop a coding scheme or a questionnaire), on the appropriate unit of analysis (e.g., the individual or the group), and which statistical technique to use (e.g., descriptive statistics, analysis of variance, correlation analysis). Recently, several researchers have turned to multilevel analysis (MLA) to answer their research questions (e.g., Cress, 2008; De Wever, Van Keer, Schellens, & Valcke, 2007; Dewiyanti, Brand-Gruwel, Jochems, & Broers, 2007; Schellens, Van Keer, & Valcke, 2005; Strijbos, Martens, Jochems, & Broers, 2004; Stylianou-Georgiou, Papanastasiou, & Puntambekar, chapter #). However, CSCL studies that apply MLA analysis still remain relatively scarce. Instead, many CSCL researchers continue to use ‘traditional’ statistical techniques (e.g., analysis of variance, regression analysis), although these techniques may not be appropriate for what is being studied. An important aim of this chapter is therefore to explain why MLA is often necessary to correctly answer the questions CSCL researchers address. Furthermore, we wish to highlight the consequences of failing to use MLA when this is called for, using data from our own studies