Records of engagement and decision tracking for adaptive management and policy development

© 2018 IEEE. The management of coupled human-natural (CHN) systems, including natural resource and environmental systems, would benefit from recognition of the need to integrate, and bring critical thinking, transparency, and accountability to science and policy development. It would benefit also from: (1) stakeholder engagement and participatory processes, (2) societal and institutional continuity in science and decisions evaluation and follow-through, and (3) recognition and understanding of the role of biases, beliefs, heuristics, and values (BBHV) in decision-making.We suggest that creating multi-media, efficiently accessible, »Records of Engagement» (RoE) could support meeting the above needs. RoE would offer: (1) a reward system to support and foster stakeholder engagement; (2) a record structure for evaluating processes and outcomes and for learning and knowledge transfer, and (3) an opportunity to systematize, facilitate, create efficiencies, and improve the engagement of experts and stakeholders in participatory modeling, planning and policy development. RoE, in our view, should also not only describe scientific evidence and lines of argumentation but also BBHV and emotions expressed, a first step in understanding their impacts on decision making and management of CHN systems.We seek to engage readers to help us determine how to create RoE, including what they might contain to be most useful. Preliminary thoughts are offered on RoE framework design and content, and on a Decision Tracking System and methodologies that could be used to support creation and use of RoE. Some existing stakeholder engagement records are discussed in reference to the ideal RoE that we envision

Population Differences in Death Rates in HIV-Positive Patients with Tuberculosis.

SETTING: Randomised controlled clinical trial of Mycobacterium vaccae vaccination as an adjunct to anti-tuberculosis treatment in human immunodeficiency virus (HIV) positive patients with smear-positive tuberculosis (TB) in Lusaka, Zambia, and Karonga, Malawi. OBJECTIVE: To explain the difference in mortality between the two trial sites and to identify risk factors for death among HIV-positive patients with TB. DESIGN: Information on demographic, clinical, laboratory and radiographic characteristics was collected. Patients in Lusaka (667) and in Karonga (84) were followed up for an average of 1.56 years. Cox proportional hazard analyses were used to assess differences in survival between the two sites and to determine risk factors associated with mortality during and after anti-tuberculosis treatment. RESULTS: The case fatality rate was 14.7% in Lusaka and 21.4% in Karonga. The hazard ratio for death comparing Karonga to Lusaka was 1.47 (95% confidence interval [CI] 0.9-2.4) during treatment and 1.76 (95%CI 1.0-3.0) after treatment. This difference could be almost entirely explained by age and more advanced HIV disease among patients in Karonga. CONCLUSION: It is important to understand the reasons for population differences in mortality among patients with TB and HIV and to maximise efforts to reduce mortality

On Profit-Maximizing Pricing for the Highway and Tollbooth Problems

In the \emph{tollbooth problem}, we are given a tree \bT=(V,E) with $n$ edges, and a set of $m$ customers, each of whom is interested in purchasing a path on the tree. Each customer has a fixed budget, and the objective is to price the edges of \bT such that the total revenue made by selling the paths to the customers that can afford them is maximized. An important special case of this problem, known as the \emph{highway problem}, is when \bT is restricted to be a line. For the tollbooth problem, we present a randomized $O(\log n)$-approximation, improving on the current best $O(\log m)$-approximation. We also study a special case of the tollbooth problem, when all the paths that customers are interested in purchasing go towards a fixed root of \bT. In this case, we present an algorithm that returns a $(1-\epsilon)$-approximation, for any $\epsilon > 0$, and runs in quasi-polynomial time. On the other hand, we rule out the existence of an FPTAS by showing that even for the line case, the problem is strongly NP-hard. Finally, we show that in the \emph{coupon model}, when we allow some items to be priced below zero to improve the overall profit, the problem becomes even APX-hard

ChIP-on-chip significance analysis reveals large-scale binding and regulation by human transcription factor oncogenes

ChIP-on-chip has emerged as a powerful tool to dissect the complex network of regulatory interactions between transcription factors and their targets. However, most ChIP-on-chip analysis methods use conservative approaches aimed to minimize false-positive transcription factor targets. We present a model with improved sensitivity in detecting binding events from ChIP-on-chip data. Biochemically validated analysis in human T-cells reveals that three transcription factor oncogenes, NOTCH1, MYC, and HES1, bind one order of magnitude more promoters than previously thought. Gene expression profiling upon NOTCH1 inhibition shows broad-scale functional regulation across the entire range of predicted target genes, establishing a closer link between occupancy and regulation. Finally, the resolution of a more complete map of transcriptional targets reveals that MYC binds nearly all promoters bound by NOTCH1. Overall, these results suggest an unappreciated complexity of transcriptional regulatory networks and highlight the fundamental importance of genome-scale analysis to represent transcriptional programs

The neural correlates of emotion regulation by implementation intentions

Several studies have investigated the neural basis of effortful emotion regulation (ER) but the neural basis of automatic ER has been less comprehensively explored. The present study investigated the neural basis of automatic ER supported by ‘implementation intentions’. 40 healthy participants underwent fMRI while viewing emotion-eliciting images and used either a previously-taught effortful ER strategy, in the form of a goal intention (e.g., try to take a detached perspective), or a more automatic ER strategy, in the form of an implementation intention (e.g., “If I see something disgusting, then I will think these are just pixels on the screen!”), to regulate their emotional response. Whereas goal intention ER strategies were associated with activation of brain areas previously reported to be involved in effortful ER (including dorsolateral prefrontal cortex), ER strategies based on an implementation intention strategy were associated with activation of right inferior frontal gyrus and ventro-parietal cortex, which may reflect the attentional control processes automatically captured by the cue for action contained within the implementation intention. Goal intentions were also associated with less effective modulation of left amygdala, supporting the increased efficacy of ER under implementation intention instructions, which showed coupling of orbitofrontal cortex and amygdala. The findings support previous behavioural studies in suggesting that forming an implementation intention enables people to enact goal-directed responses with less effort and more efficiency

Employing culturally responsive pedagogy to foster literacy learning in schools

 In recent years it has become increasingly obvious that, to enable students in schools from an increasingly diverse range of cultural backgrounds to acquire literacy to a standard that will support them to achieve academically, it is important to adopt pedagogy that is responsive to, and respectful of, them as culturally situated. What largely has been omitted from the literature, however, is discussion of a relevant model of learning to underpin this approach. For this reason this paper adopts a socio-cultural lens (Vygotsky, 1978) through which to view such pedagogy and refers to a number of seminal texts to justify of its relevance. Use of this lens is seen as having a particular rationale. It forces a focus on the agency of the teacher as a mediator of learning who needs to acknowledge the learner’s cultural situatedness (Kozulin, 2003) if school literacy learning for all students is to be as successful as it might be. It also focuses attention on the predominant value systems and social practices that characterize the school settings in which students’ literacy learning is acquired. The paper discusses implications for policy and practice at whole-school, classroom and individual student levels of culturally-responsive pedagogy that is based on a socio-cultural model of learning. In doing so it draws on illustrations from the work of a number of researchers, including that of the author