Periodical cicadas (Magicicada spp.): Predator satiation, or too much of a good thing?

We report a novel mode of ecdysis failure in periodical cicadas (Magicicada spp. Davis) tied to the cicadas’ reliance on high densities for survival in the face of predation. Under extremely high densities, cicadas can disrupt others undergoing ecdysis by knocking them loose from their perches, trapping them, or causing physical damage. Our observations raise the possibility that while periodical cicadas thrive at high densities, it is possible that some densities are so high that they inhibit success

‘Follow’ Me: Networked Professional Learning for Teachers

Effective professional learning for teachers is fundamental for any school system aiming to make transformative and sustainable change to teacher practice. This paper investigates the efficacy of Twitter as a medium for teachers to participate in professional learning by analysing the tweets of 30 influential users of the popular medium . We find that Twitter primarily acts as a valuable conduit for accessing new and relevant educational resources on the internet and also as a viable means of social support for like minded educators. The cost effective nature of the microblogging platform ensures that it can act as a medium for sustained professional development, while leaving the individual participants to control and take ownership of the learning. These features align with the current literature associated with the characteristics of effective professional learning

Sox2 induction by FGF and FGFR2 activating mutations inhibits Wnt signaling and osteoblast differentiation

Activating mutations in fibroblast growth factor receptor 2 (FGFR2) cause several craniosynostosis syndromes by affecting the proliferation and differentiation of osteoblasts, which form the calvarial bones. Osteoblasts respond to FGF with increased proliferation and inhibition of differentiation. We analyzed the gene expression profiles of osteoblasts expressing FGFR2 activating mutations (C342Y or S252W) and found a striking down-regulation of the expression of many Wnt target genes and a concomitant induction of the transcription factor Sox2. Most of these changes could be reproduced by treatment of osteoblasts with exogenous FGF. Wnt signals promote osteoblast function and regulate bone mass. Sox2 is expressed in calvarial osteoblasts in vivo and we show that constitutive expression of Sox2 inhibits osteoblast differentiation and causes down-regulation of the expression of numerous Wnt target genes. Sox2 associates with β-catenin in osteoblasts and can inhibit the activity of a Wnt responsive reporter plasmid through its COOH-terminal domain. Our results indicate that FGF signaling could control many aspects of osteoblast differentiation through induction of Sox2 and regulation of the Wnt–β-catenin pathway

Designing, developing and implementing a software tool for scenario based learning

The pedagogical value of problem-based and inquiry-based learning activities has led to increased use of this approach in many courses. While scenarios or case studies were initially presented to learners as text-based material, the development of modern software technology provides the opportunity to deliver scenarios as e-learning modules, providing learners with a more accessible and engaging learning experience. Scenario Based Learning - interactive (SBLi) has been specifically developed to provide teachers and trainers with a generic tool that enables them to easily build interactive, multimedia scenarios without requiring programming skills. The software consists of a builder and player application, for constructing and playing scenarios from hard drives or from a CD/DVD, and a server-based player and manager, for deploying scenarios on the web, either for public use or for restricted and managed use in specific courses. This paper describes the history of SBLi, its design and operational features, how SBLi is being used to achieve innovative and effective learning experiences, and the practical issues that need to be addressed in supporting and sustaining e-learning software such as SBLi

Managing Corn Residue with Different Tillage Systems and N Applications Field Days

Iowa State University Extension and Outreach will host two tours of residue management plots in July

A uniform estimate for an equation with Holderian condition and boundary singularity

We give a blow-up analysis and a compactness result for an equation with Holderian condition and boundary singularity.Comment: arXiv admin note: substantial text overlap with arXiv:1302.0657, arXiv:1309.158

Combined action observation and motor imagery facilitates visuomotor adaptation in children with Developmental Coordination Disorder

The internal modelling deficit (IMD) hypothesis suggests that motor control issues associated with Developmental Coordination Disorder (DCD) are the result of impaired predictive motor control. In this study, we examined the benefits of a combined action observation and motor imagery (AO+MI) intervention designed to alleviate deficits in internal modelling and improve eye-hand coordination during a visuomotor rotation task. Twenty children with DCD were randomly assigned to either an AO+MI group (who watched a video of a performer completing the task whilst simultaneously imagining the kinaesthetic sensations associated with action execution) or a control group (who watched unrelated videos involving no motor content). Each group then attempted to learn a 90o visuomotor rotation while measurements of completion time, eye-movement behaviour and movement kinematics were recorded. As predicted, after training, the AO+MI group exhibited quicker completion times, more target-focused eye-movement behaviour and smoother movement kinematics compared to the control group. No significant after-effects were present. These results offer further support for the IMD hypothesis and suggest that AO+MI interventions may help to alleviate such deficits and improve motor performance in children with DCD

Combining Action Observation and Motor Imagery Improves Eye–Hand Coordination during Novel Visuomotor Task Performance

In this study, we compared the effectiveness of concurrent action observation and motor imagery (AO + MI), observing with the intent to imitate (active observation; AO), and passive observation (PO) training interventions for improving eye–hand coordination. Fifty participants were assigned to five groups [AO + MI, AO, PO, physical practice (PP); control] and performed a visuomotor rotation task, whilst eye movements were recorded. Each participant then performed 20 task trials in a training intervention before repeating the visuomotor rotation task in a post-test. As expected, PP produced the greatest improvement in task performance and eye–hand coordination. However, in comparison to the control group, AO + MI training produced a statistically significant increase in both task performance and eye–hand coordination, but no such improvements were found following AO or PO

Imagine That! Mental Training for Children With Developmental Coordination Disorder

Movement is important for children’s health and well-being. Most children find it easy to learn to move but children with developmental coordination disorder (DCD) find it hard. It can be tricky for them to plan and control their movements. DCD affects 1 in every 20 children. It makes important tasks difficult, like getting dressed or playing games and sports. Scientists have found that children with DCD have different activity in some brain areas compared to other children. Mental training can increase activity in these areas of the brain. One type of mental training is motor imagery, which involves imagining doing movements. Another type of mental training is action observation, which involves carefully watching how people make certain movements. These techniques can help children with DCD get better at moving. This means that doing mental training might help make life easier for children with DCD