Finding Strength in Numbers: A Collaborative Team Approach to Directing Forensic Programs

Much has been written regarding pressures facing directors of forensics and forensic educators in general. Most of these pressures are associated with managing a slate of professional responsibilities that exceed those of most professional educators, along with balancing professional and personal lives. While much attention has been paid to the role of the director of forensics as an educator, colleague, and mentor, less has been written regarding the director as a manager of professional colleagues. Similarly, little discussion is found within forensic scholarship regarding the challenges and opportunities associated with multiple staff members within a single forensic program. We advocate a collaborative team approach to directing the forensic program. Our paper addresses the rationale for such an approach, justifying assistants as a means of improving programs and enhancing lives of the professionals leading those programs. We also detail one model for collaborative administration that has, on balance, worked to attain and exceed university and program goals. Finally, the paper outlines particular issues associated with collaborative administration and strategies for responding to such issues. In the end, we advocate a collaborative team approach to directing forensic programs as an excellent means of maximizing the potential of forensic students and professionals

’’Nu siger jeg bare ikke noget selv” – plagiatkontrolprogrammers oversete negative effekter på universitetsuddannelserne

Hvilke konsekvenser har det for det overvældende flertal af helt almindelige studerende, som ikke plagierer, at universiteterne i dag anvender plagiatkontrolprogrammer og i det hele taget har et stort fokus på plagiat

Udvikling af studerendes akademiske skrivekompetencer – en model for en indsats på fakultetsniveau

I artiklen præsenteres en model for, hvordan den faglige ledelse på enkeltuddannelser og den faglige ledelse på tværs af flere uddannelser (her konkret et helt fakultet) kan igangsætte arbejdet med udviklingen af de studerendes akademiske skrivekompetencer på en måde, der både er forankret i de enkelte faglige miljøer og samtidig muliggør opsamling af erfaringer og behov på tværs af fag. Modellen er udviklet og afprøvet i forbindelse med et projekt afviklet i efteråret 2015 i samarbejde med samtlige syv institutter på Aarhus BSS ved Aarhus Universitet. Særligt fremhæves tre af modellens styrker: 1. Modellen faciliterer, at flere centrale faglige aktører involveres i arbejdet med at understøtte de studerendes skrivekompetencer, 2. Modellen giver indsigt i studerendes aktuelle udfordringer og behov på tværs af et fakultet (her i form af 354 skriftlige evalueringer) og 3. Modellen har vist potentiale til at motivere fagene til at fortsætte arbejdet med at understøtte de studerendes skrivekompetencer på egen hånd og tilføre nødvendig viden til dette fortsatte arbejde. This article presents a model for initiating development of academic writing skills in a manner that is both embedded in the disciplines and makes it possible to gain insight into students’ experiences and needs across departments. The model is developed and tested in the fall 2015 with all 7 departments at Aarhus BSS, Aarhus University. Three of the models strengths are emphasized: 1. The model facilitates the involvement of central players regarding the task of supporting students writing skills, 2. The model enables insight into the challenges and needs of student writers across faculty (the form of 354 written evaluations) and 3. The model has shown potential to motivate departments to continue to focus on developing students’ writing skills

Establishment of age- and sex-adjusted reference data for hand bone mass and investigation of hand bone loss in patients with rheumatoid arthritis treated in clinical practice:an observational study from the DANBIO registry and the Copenhagen Osteoarthritis Study

BACKGROUND: Rheumatoid arthritis is characterised by progressive joint destruction and loss of periarticular bone mass. Hand bone loss (HBL) has therefore been proposed as an outcome measure for treatment efficacy. A definition of increased HBL adjusted for age- and sex-related bone loss is lacking. In this study, we aimed to: 1) establish reference values for normal hand bone mass (bone mineral density measured by digital x-ray radiogrammetry (DXR-BMD)); and 2) examine whether HBL is normalised in rheumatoid arthritis patients during treatment with tumour necrosis factor alpha inhibitors (TNFI). METHODS: DXR-BMD was measured from hand x-rays in a reference cohort (1485 men/2541 women) without arthritis randomly selected from an urban Danish population. Sex- and age-related HBL/year was estimated. DXR-BMD was measured in rheumatoid arthritis patients (n = 350: at start of TNFI, and ~2 years after TNFI start), of which 135 patients had three x-rays (~2 years prior to TNFI, at start of TNFI, and ~2 years after TNFI start). Individual HBL/year prior to and during TNFI was calculated and compared to reference values. RESULTS: Estimated HBL/year varied strongly with age and sex. Compared to the reference values, 75 % of 135 patients had increased HBL prior to TNFI treatment and 59 % had increased HBL during TNFI treatment (p = 0.17, Chi-squared). In 38 % (38/101) of patients with increased HBL, HBL was normalised during TNFI treatment, whereas 47 % (16/34) of patients with normal HBL prior to TNFI had increased HBL during TNFI treatment. In the 350 patients, increased HBL during TNFI was associated with time-averaged 28-joint disease activity score (odds ratio 1.69 (95 % Confidence Interval 1.34-2.15)/unit increase, p < 0.001), and patients in time-averaged remission had lower HBL than patients without remission (0.0032 vs. 0.0058 g/cm(2)/year; p < 0.001, Mann-Whitney). CONCLUSIONS: We established age- and sex-specific reference values for DXR-BMD in a large cohort without arthritis. HBL was increased in the majority of rheumatoid arthritis patients initiating TNFI in clinical practice, and only normalised in a minority during TNFI. ELECTRONIC SUPPLEMENTARY MATERIAL: The online version of this article (doi:10.1186/s13075-016-0952-y) contains supplementary material, which is available to authorized users

The detection of phase amplitude coupling during sensory processing

There is increasing interest in understanding how the phase and amplitude of distinct neural oscillations might interact to support dynamic communication within the brain. In particular, previous work has demonstrated a coupling between the phase of low frequency oscillations and the amplitude (or power) of high frequency oscillations during certain tasks, termed phase amplitude coupling (PAC). For instance, during visual processing in humans, PAC has been reliably observed between ongoing alpha (8-13 Hz) and gamma-band (>40 Hz) activity. However, the application of PAC metrics to electrophysiological data can be challenging due to numerous methodological issues and lack of coherent approaches within the field. Therefore, in this article we outline the various analysis steps involved in detecting PAC, using an openly available MEG dataset from 16 participants performing an interactive visual task. Firstly, we localized gamma and alpha-band power using the Fieldtrip toolbox, and extracted time courses from area V1, defined using a multimodal parcelation scheme. These V1 responses were analyzed for changes in alpha-gamma PAC, using four common algorithms. Results showed an increase in alpha (7-13 Hz)-gamma (40-100 Hz) PAC in response to the visual grating stimulus, though specific patterns of coupling were somewhat dependent upon the algorithm employed. Additionally, post-hoc analyses showed that these results were not driven by the presence of non-sinusoidal oscillations, and that trial length was sufficient to obtain reliable PAC estimates. Finally, throughout the article, methodological issues and practical guidelines for ongoing PAC research will be discussed

Refining the accuracy of validated target identification through coding variant fine-mapping in type 2 diabetes.

We aggregated coding variant data for 81,412 type 2 diabetes cases and 370,832 controls of diverse ancestry, identifying 40 coding variant association signals (P &lt; 2.2 × 10-7); of these, 16 map outside known risk-associated loci. We make two important observations. First, only five of these signals are driven by low-frequency variants: even for these, effect sizes are modest (odds ratio ≤1.29). Second, when we used large-scale genome-wide association data to fine-map the associated variants in their regional context, accounting for the global enrichment of complex trait associations in coding sequence, compelling evidence for coding variant causality was obtained for only 16 signals. At 13 others, the associated coding variants clearly represent 'false leads' with potential to generate erroneous mechanistic inference. Coding variant associations offer a direct route to biological insight for complex diseases and identification of validated therapeutic targets; however, appropriate mechanistic inference requires careful specification of their causal contribution to disease predisposition

Prosociality from Early Adolescence to Young Adulthood: A Longitudinal Study of Individuals with a History of Language Impairment

Background: Longitudinal research into the development of prosociality contributes vitally to understanding of individual differences in psychosocial outcomes. Most of the research to date has been concerned with prosocial behaviour in typically developing young people; much less has been directed to the course of development in individuals with developmental disorders. Aims: This study reports a longitudinal investigation of prosocial behaviour in young people with language impairment (LI), and compares trajectories of development to typically developing age-matched peers (AMPs). Methods and Procedures: Participants were followed from age 11 years to young adulthood (age 24 years). Outcomes and Results: Participants with LI perceived themselves as prosocial; their ratings – though lower than those for the AMPs - were well within the normal range and they remained consistently so from 11 to 24 years. Two different developmental trajectories were identified for the LI group, which were stable and differed only in level of prosociality. Approximately one third of participants with LI followed a moderate prosociality trajectory whilst the majority (71%) followed a prosocial trajectory. We found evidence of protective effects of prosociality for social outcomes in young adulthood. Conclusions and Implications: The findings indicate that prosociality is an area of relative strength in LI

Cognitive differentiation during childhood: A study on cognitive profiles of 5, 7, and 9-year-old children

No seio do debate sobre se a inteligência é mais bem definida por um fator geral ou por aptidões específicas, ganha relevância a hipótese da diferenciação cognitiva. Análises recentes enfatizam o interesse dessa questão para a investigação e alertam para a relevância das suas implicações na área educativa. Este estudo analisou a possibilidade de a diferenciação das aptidões cognitivas ocorrer já na infância e também o efeito moderador do Quociente de Inteligência na magnitude da relação entre as habilidades cognitivas. Aplicou-se uma bateria de provas que avaliam várias funções cognitivas a uma amostra de 231 crianças com 5, 7 e 9 anos, distribuídas por três grupos de desempenho cognitivo. Os resultados de uma análise de clusters hierárquica e de uma análise de variância apontam para a não diferenciação das funções cognitivas na infância. Contudo, uma análise mais cuidadosa aponta para alguma diferenciação suportada pela heterogeneidade dos perfis cognitivos junto dos alunos com Quociente de Inteligência elevado.Within the debate about whether intelligence is best defined by a general factor or specific skills, the hypothesis of cognitive differentiation gains relevance. Recent analyses have emphasized the importance of this issue in the investigation of cognitive skills and have highlighted its implications in education. This study examined the possibility that the differentiation of cognitive abilities may occur during childhood and investigated the moderating effect of Intelligence Quotient on the magnitude of the relationship between cognitive abilities. A battery of tests for assessing cognitive function was administered to 231 children aged 5, 7, and 9 years old, who were divided into three cognitive performance groups. The results of hierarchical cluster analysis and variance analysis indicate the lack of differentiation of cognitive functions during childhood. However, a more careful analysis suggests some differentiation supported by the heterogeneity of cognitive profiles among students with high Intelligence Quotient.FCT -Fundação para a Ciência e a Tecnologia(SFRH/BD/84153/2012