Porometry, porosimetry, image analysis and void network modelling in the study of the pore-level properties of filters

We present fundamental and quantitative comparisons between the techniques of porometry (or flow permporometry), porosimetry, image analysis and void network modelling for seven types of filter, chosen to encompass the range of simple to complex void structure. They were metal, cellulose and glass fibre macro- and meso-porous filters of various types. The comparisons allow a general re-appraisal of the limitations of each technique for measuring void structures. Porometry is shown to give unrealistically narrow void size distributions, but the correct filtration characteristic when calibrated. Shielded mercury porosimetry can give the quaternary (sample-level anisotropic) characteristics of the void structure. The first derivative of a mercury porosimetry intrusion curve is shown to underestimate the large number of voids, but this error can be largely corrected by the use of a void network model. The model was also used to simulate the full filtration characteristic of each sample, which agreed with the manufacturer's filtration ratings. The model was validated through its correct a priori simulation of absolute gas permeabilities for track etch, cellulose nitrate and sintered powder filters. © 2011 Elsevier Ltd

CMALT 2011 and 2021: Personal narratives for professional recognition

Professional recognition through Certified Membership of the Association for Learning Technology (CMALT) provides a significant opportunity for all those who use learning technologies to be acknowledged for their experience, capabilities, and practice. The CMALT portfolio requires a personal narrative that presents description, critical reflection, and evidence of professional practice. Through an experiential lens, this paper considers three facets of the authors’ CMALT experiences a decade apart—how the portfolios as personal narratives encouraged reflection on practice; the commonalities in the technology themes presented in those portfolios; and how reflective coaching contributed to the benefits of applying for CMALT

Can proprioceptive training improve motor learning?

Recent work has investigated the link between motor learning and sensory function in arm movement control. A number of findings are consistent with the idea that motor learning is associated with systematic changes to proprioception (Haith A, Jackson C, Mial R, Vijayakumar S. Adv Neural Inf Process Syst 21: 593-600, 2008; Ostry DJ, Darainy M, Mattar AA, Wong J, Gribble PL. J Neurosci 30: 5384-5393, 2010; Vahdat S, Darainy M, Milner TE, Ostry DJ. J Neurosci 31: 16907- 16915, 2011). Here, we tested whether motor learning could be improved by providing subjects with proprioceptive training on a desired hand trajectory. Subjects were instructed to reproduce both the time-varying position and velocity of novel, complex hand trajectories. Subjects underwent 3 days of training with 90 movement trials per day. Active movement trials were interleaved with demonstration trials. For control subjects, these interleaved demonstration trials consisted of visual demonstration alone. A second group of subjects received visual and proprioceptive demonstration simultaneously; this group was presented with the same visual stimulus, but, in addition, their limb was moved through the target trajectory by a robot using servo control. Subjects who experienced the additional proprioceptive demonstration of the desired trajectory showed greater improvements during training movements than control subjects who only received visual information. This benefit of adding proprioceptive training was seen in both movement speed and position error. Interestingly, additional control subjects who received proprioceptive guidance while actively moving their arm during demonstration trials did not show the same improvement in positional accuracy. These findings support the idea that the addition of proprioceptive training can augment motor learning, and that this benefit is greatest when the subject passively experiences the goal movement. © 2012 the American Physiological Society

Muscle Activation During Landing Before and After Fatigue in Individuals With or Without Chronic Ankle Instability

Ankle instability is a common condition in physically active individuals. It often occurs during a jump landing or lateral motion, particularly when participants are fatigued

Models and Tools for Studying Enteroendocrine Cells.

Gut hormones produced by gastrointestinal enteroendocrine cells modulate key physiological processes including glucose homeostasis and food intake, making them potential therapeutic candidates to treat obesity and diabetes. Understanding the function of enteroendocrine cells and the molecular mechanisms driving hormone production is a key step toward mobilizing endogenous hormone reserves in the gut as a therapeutic strategy. In this review, we will discuss the variety of ex vivo and in vitro model systems driving this research and their contributions to our current understanding of nutrient-sensing mechanisms in enteroendocrine cells

Learning from Mistakes: Improving Initial Fingertip Force Scaling by Observing Lifting Errors

• When lifting objects that are lighter or heaver than we expect them to be, individuals typically misapply forces in a way that reflects their prior expectations of heaviness. • Because we lift in this predictive way, large and small cubes elicit these characteristic errors even when they are adjusted to have equal mass. Lifters will apply too much force to a large cube and substantially less force to a small cube – errors that are rapidly corrected with repeated lifts (Flanagan & Beltzner, 2000). • When watching others lift objects, an observer’s motor system automatically reacts in a way that reflects the object’s weight (Alaerts et al., 2010). It is, however, unclear how the motor system reacts to observing lifting errors. • To examine how observing an action improves motor learning in the context of fingertip force scaling, participants watched a video of an object lifting task before lifting equally-weighted large and small cubes themselves. • To determine what style of kinematic information is more valuable to observe, participants watched either error filled, first-time lifts or error free, expert lifts before lifting these equally-weighted small and large cubes themselves.

The human motor system alters its reaching movement plan for task-irrelevant, positional forces.

The minimum intervention principle and the uncontrolled manifold hypothesis state that our nervous system only responds to force perturbations and sensorimotor noise if they affect task success. This idea has been tested in muscle and joint coordinate frames and more recently using workspace redundancy (e.g., reaching to large targets). However, reaching studies typically involve spatial and or temporal constraints. Constrained reaches represent a small proportion of movements we perform daily and may limit the emergence of natural behavior. Using more relaxed constraints, we conducted two reaching experiments to test the hypothesis that humans respond to task-relevant forces and ignore task-irrelevant forces. We found that participants responded to both task-relevant and -irrelevant forces. Interestingly, participants experiencing a task-irrelevant force, which simply pushed them into a different area of a large target and had no bearing on task success, changed their movement trajectory prior to being perturbed. These movement trajectory changes did not counteract the task-irrelevant perturbations, as shown in previous research, but rather were made into new areas of the workspace. A possible explanation for this behavior change is that participants were engaging in active exploration. Our data have implications for current models and theories on the control of biological motion

Functional Plasticity in Somatosensory Cortex Supports Motor Learning by Observing.

An influential idea in neuroscience is that the sensory-motor system is activated when observing the actions of others [1, 2]. This idea has recently been extended to motor learning, in which observation results in sensory-motor plasticity and behavioral changes in both motor and somatosensory domains [3-9]. However, it is unclear how the brain maps visual information onto motor circuits for learning. Here we test the idea that the somatosensory system, and specifically primary somatosensory cortex (S1), plays a role in motor learning by observing. In experiment 1, we applied stimulation to the median nerve to occupy the somatosensory system with unrelated inputs while participants observed a tutor learning to reach in a force field. Stimulation disrupted motor learning by observing in a limb-specific manner. Stimulation delivered to the right arm (the same arm used by the tutor) disrupted learning, whereas left arm stimulation did not. This is consistent with the idea that a somatosensory representation of the observed effector must be available during observation for learning to occur. In experiment 2, we assessed S1 cortical processing before and after observation by measuring somatosensory evoked potentials (SEPs) associated with median nerve stimulation. SEP amplitudes increased only for participants who observed learning. Moreover, SEPs increased more for participants who exhibited greater motor learning following observation. Taken together, these findings support the idea that motor learning by observing relies on functional plasticity in S1. We propose that visual signals about the movements of others are mapped onto motor circuits for learning via the somatosensory system