Learning to chat: developing a pedagogical framework for facilitating online synchronous tutorial discussion

The adoption of blended learning in higher education has precipitated the use of technology to conduct tutorials through online synchronous discussion (OSD). The review of literature on OSD identifies a lack of pedagogical guidance for facilitating effective tutorials by this means. The research on computer mediated communication (CMC) is critically discussed alongside established literature on socio-constructivist theory and approaches to teaching and learning with technology. The literature identifies several key responsibilities that should be considered when facilitating an online tutorial. These were embedded in the delivery of an online tutorial with first year undergraduate students. The tutorial was critically evaluated through questionnaire and focus group and a transcript of the discussion was subject to content analysis. The study argues that both tutor and student have roles within a tutorial. Furthermore, isolating the pedagogical role from managerial, intellectual and social roles, as argued in existing models, is ineffective. An alternative framework and considerations for facilitating online synchronous tutorial discussion are presented. Tutors should consider the size of the group, the nature of the tutorial and the characteristics of the application

Attention-deficit/hyperactivity disorder: An integrated developmental psychopathology and Research Domain Criteria (RDoC) approach

Attention-deficit/hyperactivity disorder (ADHD) is characterized by heterogeneous behaviors and symptoms, developmental trajectories, and treatment response. Isolating intermediate phenotypes that are superior to current DSM-based nosology in order to explain such heterogeneity is integral to enhancing etiological theory, improving clinical assessment, predicting treatment response, and developing tailored treatments. To this end, this review provides an integrated developmental psychopathology and National Institute of Mental Health Research Domain Criteria (RDoC) approach to ADHD. In particular, associations between ADHD and RDoC domains of cognition (specifically working memory) and positive valence (reward anticipation/delay/receipt) are discussed. These domains are examined across behavioral and neurocircuitry levels of analysis and placed within a developmental context via examining associations among RDoC domains, relevant features of ADHD, and environmental correlates implicated across development. Limitations of the existing literature and proposed future directions are explored. Importantly, future work should focus on novel approaches that account for developmental shifts in functioning of relevant RDoC domains over time, as well as further examination of the interaction across RDoC domains and levels of analysis

Structures Controlled by Entropy: The Flexibility of Strychnine as Example

To study the flexibility of strychnine, we performed molecular dynamics simulations with orientational tensorial constraints (MDOC). Tensorial constraints are derived from nuclear magnetic resonance (NMR) interaction tensors, for instance, from residual dipolar couplings (RDCs). Used as orientational constraints, they rotate the whole molecule and molecular parts with low rotational barriers. Since the NMR parameters are measured at ambient temperatures, orientational constraints generate conformers that populate the whole landscape of Gibbs free energy. In MDOC, structures are populated that are not only controlled by energy but by the entropy term TΔS of the Gibbs free energy. In the case of strychnine, it is shown that ring conformers are populated, which has not been discussed in former investigations. These conformer populations are not only in accordance with RDCs but fulfill nuclear Overhauser effect (NOE)-derived distance constraints and $^{3}J_{HH}$ couplings as well

All-atom molecular dynamics simulations using orientational constraints from anisotropic NMR samples

Orientational constraints obtained from solid state NMR experiments on anisotropic samples are used here in molecular dynamics (MD) simulations for determining the structure and dynamics of several different membrane-bound molecules. The new MD technique is based on the inclusion of orientation dependent pseudo-forces in the COSMOS-NMR force field. These forces drive molecular rotations and re-orientations in the simulation, such that the motional time-averages of the tensorial NMR properties approach the experimentally measured parameters. The orientational-constraint-driven MD simulations are universally applicable to all NMR interaction tensors, such as chemical shifts, dipolar couplings and quadrupolar interactions. The strategy does not depend on the initial choice of coordinates, and is in principle suitable for any flexible molecule. To test the method on three systems of increasing complexity, we used as constraints some deuterium quadrupolar couplings from the literature on pyrene, cholesterol and an antimicrobial peptide embedded in oriented lipid bilayers. The MD simulations were able to reproduce the NMR parameters within experimental error. The alignment of the three membrane-bound molecules and some aspects of their conformation were thus derived from the NMR data, in good agreement with previous analyses. Furthermore, the new approach yielded for the first time the distribution of segmental orientations with respect to the membrane and the order parameter tensors of all three systems

Phonological Working Memory Deficits in ADHD Revisited: The Role of Lower-Level Information Processing Deficits in Impaired Working Memory Performance

Working memory deficits in children with ADHD are well established; however, insufficient evidence exists concerning the degree to which lower-level cognitive processes contribute to these deficits. The current study dissociates lower level information processing abilities (i.e., visual registration, orthographic conversion, and response output) in children with ADHD and typically developing children and examines the unique contribution of these processes to their phonological working memory performance. Thirty-four boys between 8 and 12 years of age (20 ADHD, 14 typically developing) were administered novel information processing and phonological working memory tasks. Between-group differences were examined and bootstrap mediation analysis was used to evaluate the mediating effect of information processing deficits on phonological working memory performance. Results revealed moderate to large magnitude deficits in visual registration and encoding, orthographic to phonological conversion, and phonological working memory in children with ADHD. Subsequent mediation analyses, however, revealed that visual registration/encoding alone mediated the diagnostic group status/phonological working memory relationship and accounted for approximately 32% of the variance in children\u27s phonological working memory performance. Diagnostic and treatment implications for understanding the complex interplay among multiple cognitive deficits in children with ADHD are discussed