109 research outputs found
Magnetic variation anomalies in northern England and southern Scotland
Single-station transfer functions linking the time variations of the vertical and horizontal components of the magnetic ďŹeld at stations in northern England and southern Scotland have been compiled into a uniform data set. From hypothetical event analysis we show here that there are two distinct anomalies in the Borders region. One runs south-west to north-east, immediately to the south-east of the Southern Uplands Fault; the second follows the Northumberland Basin, and seems to exist because the conductive sedimentary rocks ďŹlling the basin create a link between the Irish and North Seas. If the Iapetus suture is marked by a conductivity anomaly, as has been suggested, these results place it beneath the Southern Uplands, unless it is masked by the surface conductor in the Northumberland Basin
The learning styles neuromyth:when the same term means different things to different teachers
Alexia Barrable - ORCID: 0000-0002-5352-8330 https://orcid.org/0000-0002-5352-8330Although learning styles (LS) have been recognised as a neuromyth, they remain a virtual truism within education. A point of concern is that the term LS has been used within theories that describe them using completely different notions and categorisations. This is the first empirical study to investigate education professionalsâ conceptualisation, as well as means of identifying and implementing LS in their classroom. A sample of 123 education professionals were administered a questionnaire consisting both closed- and open-ended questions. Responses were analysed using thematic analysis. LS were found to be mainly conceptualised within the Visual-Auditory-(Reading)-Kinaesthetic (VAK/VARK) framework, as well as Gardnerâs multiple intelligences. Moreover, a lot of education professionals confused theories of learning (e.g., behavioural or cognitive theories) with LS. In terms of identifying LS, educators reported using a variety of methods, spanning from observation and everyday contact to the use of tests. The ways LS were implemented in the classroom were numerous, comprising various teaching aids, participatory techniques and motor activities. Overall, we argue that the extended use of the term LS gives the illusion of a consensus amongst educators, when a closer examination reveals that the term LS is conceptualised, identified and implemented idiosyncratically by different individuals. This study aims to be of use to pre-service and in-service teacher educators in their effort to debunk the neuromyth of LS and replace it with evidence-based practices.https://doi.org/10.1007/s10212-020-00485-236pubpub
An international, multicentre evaluation and description of Burkholderia pseudomallei infection in cystic fibrosis
Several cases of Burkholderia pseudomallei infection in CF have been previously reported. We aimed to identify all cases globally, risk factors for acquisition, clinical consequences, and optimal treatment strategies.We performed a literature search to identify all published cases of B. pseudomallei infection in CF. In addition we hand-searched respiratory journals, and contacted experts in infectious diseases and CF around the world. Supervising clinicians for identified cases were contacted and contemporaneous clinical data was requested.25 culture-confirmed cases were identified. The median age at acquisition was 21Â years, mean FEV1 % predicted was 60Â %, and mean BMI was 19.5Â kg/m(2). The location of acquisition was northern Australia or south-east Asia for most. 19 patients (76Â %) developed chronic infection, which was usually associated with clinical decline. Successful eradication strategies included a minimum of two weeks of intravenous ceftazidime, followed by a consolidation phase with trimethoprim/sulfamethoxazole, and this resulted in a higher chance of success when instituted early. Three cases of lung transplantation have been recorded in the setting of chronic B. pseudomallei infection.Chronic carriage of B. pseudomallei in patients with CF appears common after infection, in contrast to the non-CF population. This is often associated with an accelerated clinical decline. Lung transplantation has been performed in select cases of chronic B. pseudomallei infection.James B. Geake, David W. Reid, Bart J. Currie, Scott C. Bell, and MelioidCF Investigator
A Biocultural Analysis of Mortuary Practices in the Later Anglo-Saxon to Anglo-Norman Black Gate Cemetery, Newcastle-upon-Tyne, England
Similar or Different? The Role of the Ventrolateral Prefrontal Cortex in Similarity Detection
Patients with frontal lobe syndrome can exhibit two types of abnormal behaviour when asked to place a banana and an orange in a single category: some patients categorize them at a concrete level (e.g., âboth have peelâ), while others continue to look for differences between these objects (e.g., âone is yellow, the other is orangeâ). These observations raise the question of whether abstraction and similarity detection are distinct processes involved in abstract categorization, and that depend on separate areas of the prefrontal cortex (PFC). We designed an original experimental paradigm for a functional magnetic resonance imaging (fMRI) study involving healthy subjects, confirming the existence of two distinct processes relying on different prefrontal areas, and thus explaining the behavioural dissociation in frontal lesion patients. We showed that: 1) Similarity detection involves the anterior ventrolateral PFC bilaterally with a right-left asymmetry: the right anterior ventrolateral PFC is only engaged in detecting physical similarities; 2) Abstraction per se activates the left dorsolateral PFC
Research On and Activities For Mathematically Gifted Students
This Topical Survey offers a brief overview of the current state of research on and activities for mathematically gifted students around the world. This is of interest to a broad readership, including educational researchers, research mathematicians, mathematics teachers, teacher educators, curriculum designers, doctoral students, and other stakeholders. It first discusses research concerning the nature of mathematical giftedness, including theoretical frameworks and methodologies that are helpful in identifying and/or creating mathematically gifted students, which is described in this section. It also focuses on research on and the development of mathematical talent and innovation in students, including connections between cognitive, social and affective aspects of mathematically gifted students. Exemplary teaching and learning practices, curricula and a variety of programs that contribute to the development of mathematical talent, gifts, and passion are described as well as the pedagogy and mathematics content suitable for educating pre-service and in-service teachers of mathematically gifted students. The final section provides a brief summary of the paper along with suggestions for the research, activities, and resources that should be available to support mathematically gifted students and their teachers, parents, and other stakeholders
Interaction of particles in the near field and opposition effects in regolith-like surfaces
Professional Development on the Science of Learning and teachers' Performative ThinkingâA Pilot Study
This pilot study investigated how a brief professional development session on the science of learning impacted teachers' attributions of usefulness to both scientific and performative concepts about teaching. Ratings were collected from teachers attending five events across the United Kingdom (N = 585) before and after receiving a 90-min training session. Initial ratings of scientific concepts were positively correlated with age, while initial ratings of performative concepts were negatively correlated with years of experience. Immediately following professional development, the value teachers attributed to scientific concepts for understanding their practice increased, while their valuing of performative concepts decreased. A follow-up study with a subsample (N = 153) revealed the impact was reduced but persisted 6â12 weeks later. Results are discussed in terms of the potential for a scientific understanding of learning to empower educators as expert professionals
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