The Explication Defence of Arguments from Reference

In a number of influential papers, Machery, Mallon, Nichols and Stich have presented a powerful critique of so-called arguments from reference, arguments that assume that a particular theory of reference is correct in order to establish a substantive conclusion. The critique is that, due to cross-cultural variation in semantic intuitions supposedly undermining the standard methodology for theorising about reference, the assumption that a theory of reference is correct is unjustified. I argue that the many extant responses to Machery et al.’s critique do little for the proponent of an argument from reference, as they do not show how to justify the problematic assumption. I then argue that it can in principle be justified by an appeal to Carnapian explication. I show how to apply the explication defence to arguments from reference given by Andreasen (for the biological reality of race) and by Churchland (against the existence of beliefs and desires)

Assessment of an electronic voting system within the tutorial setting: a randomised controlled trial (ISRCTN54535861)

Background: Electronic voting systems have been used in various educational settings with little measurement of the educational impact on students. The goal of this study was to measure the effects of the inclusion of an electronic voting system within a small group tutorial. Method: A prospective randomised controlled trial was run at the Royal Adelaide Hospital, a teaching hospital in Adelaide, Australia. 102 students in their first clinical year of medical school participated in the study where an electronic voting system was introduced as a teaching aid into a standard tutorial. Long-term retention of knowledge and understanding of the topics discussed in the tutorials was measured and student response to the introduction of the electronic voting system was assessed. Results: Students using the electronic voting system had improved long-term retention of understanding of material taught in the tutorial. Students had a positive response to the use of this teaching aid. Conclusion: Electronic voting systems can provide a stimulating learning environment for students and in a small group tutorial may improve educational outcomes.Edward J. Palmer, Peter G. Devitt, Neville J. De Young and David Morri

Characterisation of ICAM-3 and extracellular vesicles in the clearance of apoptotic cells

Apoptotic cell clearance by phagocytes is a vital part of programmed cell death that prevents dying cells from undergoing necrosis which may lead to inflammatory and autoimmune disorders. Apoptotic cells (AC) are removed by phagocytes, in a process that involves 'find me' and 'eat me' signals that facilitate the synapsing and engulfment of cell corpses. Extracellular vesicles (EV) are shed during apoptosis and promote phagocyte recruitment. Binding of AC is achieved by multiple ligand-receptor interactions. One interesting AC associated ligand is ICAM-3, a highly glycosylated adhesion molecule of the IgSF family, expressed on human leukocytes. On viable cells ICAM-3 participates in initiating immune responses, whereas on AC we show it attracts phagocytes through EV and aids in the binding of AC to the phagocytes. This project aims to characterize the role of ICAM-3 and EV in the clearance of AC and to identify the mechanisms that underlie their function in apoptotic cell clearance. Human B cells induced to apoptosis by UV irradiation were observed during their progression from viable to apoptotic via flow cytometry. The involvement of ICAM-3 in mediating interaction between AC and MØ was assessed. The ability of ICAM3 on EV to mediate chemoattraction was observed using chemotaxis assays. Additionally the anti-inflammatory effect was assessed using LPS-induced TNF-α production that suggested it may have anti-inflammatory effects. Future work in this project will assess the role of ICAM3 on EV from different phases of apoptosis to exert functional effects both in vitro and in vivo

Asymmetric quantum error correction via code conversion

In many physical systems it is expected that environmental decoherence will exhibit an asymmetry between dephasing and relaxation that may result in qubits experiencing discrete phase errors more frequently than discrete bit errors. In the presence of such an error asymmetry, an appropriately asymmetric quantum code - that is, a code that can correct more phase errors than bit errors - will be more efficient than a traditional, symmetric quantum code. Here we construct fault tolerant circuits to convert between an asymmetric subsystem code and a symmetric subsystem code. We show that, for a moderate error asymmetry, the failure rate of a logical circuit can be reduced by using a combined symmetric asymmetric system and that doing so does not preclude universality.Comment: 5 pages, 8 figures, presentation revised, figures and references adde

Research poster: From lab to basin scale: A Look at changes in evaporative and transpirative processes in arid and semi-arid shallow groundwater systems

Research poste

The assessment of a structured online formative assessment program: a randomised controlled trial

BACKGROUND: Online formative assessment continues to be an important area of research and methods which actively engage the learner and provide useful learning outcomes are of particular interest. This study reports on the outcomes of a two year study of medical students using formative assessment tools. METHOD: The study was conducted over two consecutive years using two different strategies for engaging students. The Year 1 strategy involved voluntary use of the formative assessment tool by 129 students. In Year 2, a second cohort of 130 students was encouraged to complete the formative assessment by incorporating summative assessment elements into it. Outcomes from pre and post testing students around the formative assessment intervention were used as measures of learning. To compare improvement scores between the two years a two-way Analysis of Variance (ANOVA) model was fitted to the data. RESULTS: The ANOVA model showed that there was a significant difference in improvement scores between students in the two years (mean improvement percentage 19% vs. 38.5%, p < 0.0001). Students were more likely to complete formative assessment items if they had a summative component. In Year 2, the time spent using the formative assessment tool had no impact on student improvement, nor did the number of assessment items completed. CONCLUSION: The online medium is a valuable learning resource, capable of providing timely formative feedback and stimulating student-centered learning. However the production of quality content is a time-consuming task and careful consideration must be given to the strategies employed to ensure its efficacy. Course designers should consider the potential positive impact summative components to formative assessment may have on student engagement and outcomes.Edward Palmer and Peter Devit

A method for creating interactive content for the iPod, and its potential use as a learning tool: Technical Advances

Background: Podcasting is currently a popular means of delivery of information with a large number of podcasts specifically tailored for educational purposes. It can be argued that the passive nature of this teaching methodology limits the educational benefit that can be derived from podcasts. This paper describes the development and construction of interactive material for the iPod, and a survey of student attitudes towards this type of learning material. Methods: The development of interactive material for an iPod is described in detail. This material was developed and demonstrated to 50 medical students. These students completed a paper-based survey on the potential uses of this technology, before and after a 20 minute presentation in class of an interactive case-study on an iPod. Results: A technical description of how to develop interactive content for the iPod was created. The results of the student survey indicate a favourable shift in student attitudes after viewing the interactive case. Despite only 15% of the students owning an iPod, 57% of the students were positive about having access to interactive iPod content and 59% believed they would use it whilst travelling. The percentage of students who felt podcasting was a useful means of learning increased from 9% to 41%. Conclusion: The development of interactive content for the iPod is feasible. There are indications that students view interactive iPod cases as having value as an additional learning resource.Edward J Palmer and Peter G Devit