Comparing unfamiliar voice and face identity perception using identity sorting tasks.

Identity sorting tasks, in which participants sort multiple naturally varying stimuli of usually two identities into perceived identities, have recently gained popularity in voice and face processing research. In both modalities, participants who are unfamiliar with the identities tend to perceive multiple stimuli of the same identity as different people and thus fail to "tell people together." These similarities across modalities suggest that modality-general mechanisms may underpin sorting behaviour. In this study, participants completed a voice sorting and a face sorting task. Taking an individual differences approach, we asked whether participants' performance on voice and face sorting of unfamiliar identities is correlated. Participants additionally completed a voice discrimination (Bangor Voice Matching Test) and a face discrimination task (Glasgow Face Matching Test). Using these tasks, we tested whether performance on sorting related to explicit identity discrimination. Performance on voice sorting and face sorting tasks was correlated, suggesting that common modality-general processes underpin these tasks. However, no significant correlations were found between sorting and discrimination performance, with the exception of significant relationships for performance on "same identity" trials with "telling people together" for voices and faces. Overall, any reported relationships were however relatively weak, suggesting the presence of additional modality-specific and task-specific processes

Comparing unfamiliar voice and face identity perception using identity sorting tasks

Identity sorting tasks, in which participants sort multiple naturally varying stimuli of usually two identities into perceived identities, have recently gained popularity in voice and face processing research. In both modalities, participants who are unfamiliar with the identities tend to perceive multiple stimuli of the same identity as different people and thus fail to “tell people together.” These similarities across modalities suggest that modality-general mechanisms may underpin sorting behaviour. In this study, participants completed a voice sorting and a face sorting task. Taking an individual differences approach, we asked whether participants’ performance on voice and face sorting of unfamiliar identities is correlated. Participants additionally completed a voice discrimination (Bangor Voice Matching Test) and a face discrimination task (Glasgow Face Matching Test). Using these tasks, we tested whether performance on sorting related to explicit identity discrimination. Performance on voice sorting and face sorting tasks was correlated, suggesting that common modality-general processes underpin these tasks. However, no significant correlations were found between sorting and discrimination performance, with the exception of significant relationships for performance on “same identity” trials with “telling people together” for voices and faces. Overall, any reported relationships were however relatively weak, suggesting the presence of additional modality-specific and task-specific processes

Creating SMART Supply Chain Scenarios Using SAP R/3

Pedagogical revisions to the undergraduate Haub School of Business curriculum at Saint Joseph's University employing the SAP R/3 system encompass the core accounting courses traversing the sophomore and junior years.  The entire accounting curriculum was overhauled in order to integrate SAP R/3.  Each course progressively builds upon and expands the knowledge base in the prior course(s).  Substantive pedagogical modifications have been integrated into the material delivered and methodologies utilized in selected sections of the required sophomore and junior accounting courses.  SAP supported material, created and modified by a student team, is delivered in the classroom using a team-oriented format within a business case context.  It is envisioned that the SAP material will seamlessly present accounting issues currently in the curriculum, while allowing the students to observe the capabilities of SAP R/3.  This paper discusses the design, implementation, and execution of collaborative supply chain business scenarios using SAP R/3 as the platform.  Its use within an undergraduate curriculum is assessed and evaluated.  Sample scenarios and a demonstration case are included

Critical Factors Of Success In Curriculum Enhancement In The Accounting Curriculum Using SAP R/3

Education is a well recognized aspect of an enterprise system implementation. How to educate, what to educate, when to educate, and who to educate are common questions that get raised. As an example, of particular importance in an enterprise system context is the balance between learning how to use the system itself and in understanding the integration and process concepts behind the system. As the go-live date fast approaches and budgets are running tight, firms often limit or eliminate the concepts, such as education, and focus on the keystrokes so that employees will be able to use the system. Saint Joseph's University, a liberal arts university in the Philadelphia, Pennsylvania area, recently implemented SAP R/3 within its accounting curriculum. This implementation was done in phases and at each point during the rollout, a user questionnaire was used to assess the learning skills and abilities of the students. In the early stages of this rollout, keystrokes and navigation became paramount as students learned the menu paths and reporting information available within the system. In later courses, the skills were transparent to analysis of information as students attempted to make business decisions using a case simulation. An assessment was done before and after each course, which assisted the instructors in knowing what to emphasize and when. The purpose of this paper is to outline the structure of this delivery and the lessons learned from field experience

Interprofessional training for final year healthcare students: a mixed methods evaluation of the impact on ward staff and students of a two-week placement and of factors affecting sustainability

BACKGROUND: Multiple care failings in hospitals have led to calls for increased interprofessional training in medical education to improve multi-disciplinary teamwork. Providing practical interprofessional training has many challenges and remains uncommon in medical schools in the UK. Unlike most previous research, this evaluation of an interprofessional training placement takes a multi-faceted approach focusing not only on the impact on students, but also on clinical staff delivering the training and on outcomes for patients. METHODS: We used mixed methods to examine the impact of a two-week interprofessional training placement undertaken on a medical rehabilitation ward by three cohorts of final year medical, nursing and therapy students. We determined the effects on staff, ward functioning and participating students. Impact on staff was evaluated using the Questionnaire for Psychological and Social factors at work (QPSNordic) and focus groups. Ward functioning was inferred from standard measures of care including length of stay, complaints, and adverse events. Impact on students was evaluated using the Readiness for Interprofessional Learning Survey (RIPLS) among all students plus a placement survey among medical students. RESULTS: Between 2007 and 2010, 362 medical students and 26 nursing and therapy students completed placements working alongside the ward staff to deliver patient care. Staff identified benefits including skills recognition and expertise sharing. Ward functioning was stable. Students showed significant improvements in the RIPLS measures of Teamwork, Professional Identity and Patient-Centred Care. Despite small numbers of students from other professions, medical students’ rated the placement highly. Increasing student numbers and budgetary constraints led to the cessation of the placement after three years. CONCLUSIONS: Interprofessional training placements can be delivered in a clinical setting without detriment to care and with benefits for all participants. While financial support is a necessity, it appears that having students from multiple professions is not critical for a valuable training experience; staff from different professions and students from a single profession can work successfully together. Difficulty in aligning the schedules of different student professions is commonly cited as a barrier to interprofessional training. Our experience challenges this and should encourage provision of authentic interprofessional training experience

A single immunization with a recombinant canine adenovirus expressing the rabies virus G protein confers protective immunity against rabies in mice

AbstractRabies vaccines based on live attenuated rabies viruses or recombinant pox viruses expressing the rabies virus (RV) glycoprotein (G) hold the greatest promise of safety and efficacy, particularly for oral immunization of wildlife. However, while these vaccines induce protective immunity in foxes, they are less effective in other animals, and safety concerns have been raised for some of these vaccines. Because canine adenovirus 2 (CAV2) is licensed for use as a live vaccine for dogs and has an excellent efficacy and safety record, we used this virus as an expression vector for the RVG. The recombinant CAV2-RV G produces virus titers similar to those produced by wild-type CAV2, indicating that the RVG gene does not affect virus replication. Comparison of RVG expressed by CAV2-RV G with that of vaccinia-RV G recombinant virus (V-RG) revealed similar amounts of RV G on the cell surface. A single intramuscular or intranasal immunization of mice with CAV2-RVG induced protective immunity in a dose-dependent manner, with no clinical signs or discomfort from the virus infection regardless of the route of administration or the amount of virus

The Pathways for Intelligible Speech: Multivariate and Univariate Perspectives

An anterior pathway, concerned with extracting meaning from sound, has been identified in nonhuman primates. An analogous pathway has been suggested in humans, but controversy exists concerning the degree of lateralization and the precise location where responses to intelligible speech emerge. We have demonstrated that the left anterior superior temporal sulcus (STS) responds preferentially to intelligible speech (Scott SK, Blank CC, Rosen S, Wise RJS. 2000. Identification of a pathway for intelligible speech in the left temporal lobe. Brain. 123:2400-2406.). A functional magnetic resonance imaging study in Cerebral Cortex used equivalent stimuli and univariate and multivariate analyses to argue for the greater importance of bilateral posterior when compared with the left anterior STS in responding to intelligible speech (Okada K, Rong F, Venezia J, Matchin W, Hsieh IH, Saberi K, Serences JT,Hickok G. 2010. Hierarchical organization of human auditory cortex: evidence from acoustic invariance in the response to intelligible speech. 20: 2486-2495.). Here, we also replicate our original study, demonstrating that the left anterior STS exhibits the strongest univariate response and, in decoding using the bilateral temporal cortex, contains the most informative voxels showing an increased response to intelligible speech. In contrast, in classifications using local "searchlights” and a whole brain analysis, we find greater classification accuracy in posterior rather than anterior temporal regions. Thus, we show that the precise nature of the multivariate analysis used will emphasize different response profiles associated with complex sound to speech processin

Impact of proton pump inhibitor treatment on gastrointestinal bleeding associated with non-steroidal anti-inflammatory drug use among post-myocardial infarction patients taking antithrombotics: nationwide study

Study question What is the effect of proton pump inhibitors (PPIs) on the risk of gastrointestinal bleeding in post-myocardial infarction patients taking antithrombotics and treated with non-steroidal anti-inflammatory drugs (NSAIDs)? Methods This was a nationwide cohort study based on linked administrative registry data from all hospitals in Denmark between 1997 and 2011. The study included patients aged 30 years and over admitted with a first myocardial infarction who survived at least 30 days after discharge. The association between PPIs and risk of gastrointestinal bleeding according to NSAID plus antithrombotic therapy was estimated using adjusted time dependent Cox regression models. Study answer and limitations The use of PPIs was independently associated with decreased risk of gastrointestinal bleeding in post-myocardial infarction patients taking antithrombotics and treated with NSAIDs. Of 82 955 post-myocardial infarction patients (mean age 67.4 years, 64% (n=53 070) men), all of whom were taking single or dual antithrombotic therapy, 42.5% (n=35 233) filled at least one prescription for NSAIDs and 45.5% (n=37 771) received PPIs. Over a mean follow-up of 5.1 years, 3229 gastrointestinal bleeds occurred. The crude incidence rates of bleeding (events/100 person years) on NSAID plus antithrombotic therapy were 1.8 for patients taking PPIs and 2.1 for those not taking PPIs. The adjusted risk of bleeding was lower with PPI use (hazard ratio 0.72, 95% confidence interval 0.54 to 0.95) regardless of antithrombotic treatment regimen, type of NSAID, and type of PPI used. The main limitation of the study is its observational non-randomised design. The results suggest that PPI treatment probably has a beneficial effect regardless of underlying gastrointestinal risk and that when NSAIDs cannot be avoided in post-myocardial infarction patients, physicians might prescribe a PPI as well. The study does not clarify whether PPIs might be safely omitted in specific subgroups of patients with a low risk of gastrointestinal bleeding. What this study adds In post-myocardial infarction patients, bleeding complications have been associated with both antithrombotic and NSAID treatment. Concurrent use of PPIs was independently associated with a decreased risk of gastrointestinal bleeding in post-myocardial infarction patients taking antithrombotics and NSAID, regardless of antithrombotic treatment regimen, type of NSAID, and type of PPI used. Funding, competing interests, data sharing AMSO has received a grant from the Danish Council of Independent Research (grant 12-132760). GHG is supported by an unrestricted research scholarship from the Novo Nordisk Foundation

You talkin' to me? Communicative talker gaze activates left-lateralized superior temporal cortex during perception of degraded speech.

Neuroimaging studies of speech perception have consistently indicated a left-hemisphere dominance in the temporal lobes' responses to intelligible auditory speech signals (McGettigan and Scott, 2012). However, there are important communicative cues that cannot be extracted from auditory signals alone, including the direction of the talker's gaze. Previous work has implicated the superior temporal cortices in processing gaze direction, with evidence for predominantly right-lateralized responses (Carlin & Calder, 2013). The aim of the current study was to investigate whether the lateralization of responses to talker gaze differs in an auditory communicative context. Participants in a functional MRI experiment watched and listened to videos of spoken sentences in which the auditory intelligibility and talker gaze direction were manipulated factorially. We observed a left-dominant temporal lobe sensitivity to the talker's gaze direction, in which the left anterior superior temporal sulcus/gyrus and temporal pole showed an enhanced response to direct gaze - further investigation revealed that this pattern of lateralization was modulated by auditory intelligibility. Our results suggest flexibility in the distribution of neural responses to social cues in the face within the context of a challenging speech perception task