Persuasive Technology for Learning and Teaching – The EuroPLOT Project

The concept of persuasive design has demonstrated its benefits by changing human behavior in certain situations, but in the area of education and learning, this approach has rarely been used. To change this and to study the feasibility of persuasive technology in teaching and learning, the EuroPLOT project (PLOT = Persuasive Learning Objects and Technologies) has been funded 2010-2013 by the Education, Audiovisual and Culture Executive Agency (EACEA) in the Life-long Learning (LLL) programme. In this program two tools have been developed (PLOTMaker and PLOTLearner) which allow to create learning objects with inherently persuasive concepts embedded. These tools and the learning objects have been evaluated in four case studies: language learning (Ancient Hebrew), museum learning (Kaj Munk Museum, Denmark), chemical handling, and academic Business Computing. These case studies cover a wide range of different learning styles and learning groups, and the results obtained through the evaluation of these case studies show the wide range of success of persuasive learning. They also indicate the limitations and areas where improvements are required

Persuasive Technology for Learning in Business Context

"Persuasive Design is a relatively new concept which employs general principles of persuasion that can be implemented in persuasive technology. This concept has been introduced by BJ Fogg in 1998, who since then has further extended it to use computers for changing attitudes and behaviour. Such principles can be applied very well in learning and teaching: in traditional human-led learning, teachers always have employed persuasion as one of the elements of teaching. Persuasive technology moves these principles into the digital domain, by focusing on technology that inherently stimulates learners to learn more quickly and effectively. This is very relevant for the area of Business Management in several aspects: Consumer Behavior, Communications, Human Resource, Marketing & Advertising, Organisational Behavior & Leadership. The persuasive principles identified by BJ Fogg are: reduction, tunnelling, tailoring, suggestion, self-monitoring, surveillance, conditioning, simulation, social signals. Also relevant is the concept of KAIROS, which means the just-in-time, at the right place provision of information/stimulus. In the EuroPLOT project (2010-2013) we have developed persuasive learning objects and tools (PLOTs) in which we have applied persuasive designs and principles. In this context, we have developed a pedagogical framework for active engagement, based on persuasive design in which the principles of persuasive learning have been formalised in a 6-step guide for persuasive learning. These principles have been embedded in two tools – PLOTmaker and PLOTLearner – which have been developed for creating persuasive learning objects. The tools provide specific capability for implementing persuasive principles at the very beginning of the design of learning objects. The feasibility of employing persuasive learning concepts with these tools has been investigated in four different case studies with groups of teachers and learners from realms with distinctly different teaching and learning practices: Business Computing, language learning, museum learning, and chemical substance handling. These case studies have involved the following learner target groups: school children, university students, tertiary students, vocational learners and adult learners. With regards to the learning context, they address archive-based learning, industrial training, and academic teaching. Alltogether, these case studies include participants from Sweden, Africa (Madagascar), Denmark, Czech Republic, and UK. One of the outcomes of this investigation was that one cannot apply a common set of persuasive designs that would be valid for general use in all situations: on the contrary, the persuasive principles are very specific to learning contexts and therefore must be specifically tailored for each situation. Two of these case studies have a direct relevance to education in the realm of Business Management: Business Computing and language learning (for International Business). In this paper we will present the first results from the evaluation of persuasive technology driven learning in these two relevant areas.

Two-timescale carbon cycle response to an AMOC collapse

Atmospheric CO2 concentrations (pCO2) varied on millennial timescales in phase with Antarctic temperature during the last glacial period. A prevailing view has been that carbon release and uptake by the Southern Ocean dominated this millennial‐scale variability in pCO2. Here, using Earth System Model experiments with an improved parameterization of ocean vertical mixing, we find a major role for terrestrial and oceanic carbon releases in driving the pCO2 trend. In our simulations, a change in Northern Hemisphere insolation weakens the Atlantic Meridional Overturning Circulation (AMOC) leading to increasing pCO2 and Antarctic temperatures. The simulated rise in pCO2 is caused in equal parts by increased CO2 outgassing from the global ocean due to a reduced biological activity and changed ventilation rates, and terrestrial carbon release as a response to southward migration of the Intertropical Convergence Zone. The simulated terrestrial release of carbon could explain stadial declines in organic carbon reservoirs observed in recent ice core δ13C measurements. Our results show that parallel variations in Antarctic temperature and pCO2 do not necessitate that the Southern Ocean dominates carbon exchange; instead, changes in carbon flux from the global ocean and land carbon reservoirs can explain the observed pCO2 (and δ13C) changes

Delineation of Culicoides species by morphology and barcode exemplified by three new species of the subgenus Culicoides (Diptera: Ceratopogonidae) from Scandinavia

BACKGROUND: Culicoides biting midges (Diptera: Ceratopogonidae) cause biting nuisance to livestock and humans and are vectors of a range of pathogens of medical and veterinary importance. Despite their economic significance, the delineation and identification of species where only morphology is considered, as well as the evolutionary relationships between species within this genus remains problematic. In recent years molecular barcoding has assisted substantially in the identification of biting midges in the multiple entomological survey projects which were initiated in many European countries following the bluetongue outbreak in 2006–2009. These studies revealed potentially new species and “species-complexes” with large genetic and morphological variability. Here we use molecular barcoding, together with morphological analysis, to study subgenus Culicoides Latreille from Scandinavia with focus on three potentially new species. METHODS: Biting midges were collected at various sites in Denmark and Sweden. Culicoides specimens were described by variation of a fragment of their cytochrome c oxidase subunit 1 (COI) gene sequence and wing, palp and antennal characters. RESULTS: It is shown that three new species initially separated by DNA barcoding with mitochondrial COI can be distinguished by morphological characters. In this context a key to Scandinavian subgenus Culicoides using wing and maxillary palp characters is presented. The key is including the three new species Culicoides boyi, Culicoides selandicus and Culicoides kalix. CONCLUSION: Three new species of Culicoides biting midges were identified and could be identified by both molecular and morphological differences. Evaluation of differences between and within taxa of biting midges using COI barcode yielded a rough estimate of species delineation; interspecies differences across Culicoides subgenera approaches 20%, whereas intraspecies differences are below 4% and in most cases below 1%. ELECTRONIC SUPPLEMENTARY MATERIAL: The online version of this article (doi:10.1186/s13071-015-0750-4) contains supplementary material, which is available to authorized users

Adequacy of milk intake during exclusive breastfeeding : a longitudinal study

Mean intakes of human milk provide sufficient energy and protein to meet mean requirements during the first 6 months of infancy. Since infant growth potential drives milk production, the distribution of intakes likely matches the distribution of energy and protein requirements. This longitudinal study describes the adequacy of milk intake during exclusive breastfeeding

Exacerbation of Bloody Diarrhea as a Side Effect of Mesalamine Treatment of Active Ulcerative Colitis

Mesalamine has been used as the first-line therapy for the treatment of ulcerative colitis (UC) because of its efficacy and fewer side effects. However, earlier study showed that mesalamine occasionally causes diarrhea. We are presenting a patient with active UC in whom bloody diarrhea accompanied by abdominal pain and fever occurred and the symptoms were aggravated after administration of mesalamine. In order to clarify the reason of symptoms aggravation, drug lymphocyte stimulation test and rechallenge trial with mesalamine were performed. The results indicated the possibility that aggravation was related to allergic reaction and was dose-dependent. Furthermore, we examined colonoscopic views but there was no remarkable change in before and after rechallenge trial. Based on the above result, the patient was diagnosed with mesalamine intolerance. In order to differentiate whether the exacerbation of bloody diarrhea is due to the side effects of the mesalamine or a true relapse of UC, taking careful history before and after increasing mesalamine dosage as well as being aware of side effects of mesalamine are required. Clinicians should be aware of diarrhea as a side effect of mesalamine particularly after onset of mesalamine formulation, change in mesalamine formulation, or change in mesalamine dose

Geometry and Dynamics of a Coupled 4D-2D Quantum Field Theory

Geometric and dynamical aspects of a coupled 4D-2D interacting quantum field theory - the gauged nonAbelian vortex - are investigated. The fluctuations of the internal 2D nonAbelian vortex zeromodes excite the massless 4D Yang-Mills modes and in general give rise to divergent energies. This means that the well-known 2D CP(N-1) zeromodes associated with a nonAbelian vortex become nonnormalizable. Moreover, all sorts of global, topological 4D effects such as the nonAbelian Aharonov-Bohm effect come into play. These topological global features and the dynamical properties associated with the fluctuation of the 2D vortex moduli modes are intimately correlated, as shown concretely here in a U(1) x SU(N) x SU(N) model with scalar fields in a bifundamental representation of the two SU(N) factor gauge groups.Comment: Latex, 39 pages, 5 figure

Supersymmetry Breaking on Gauged Non-Abelian Vortices

There are a large number of systems characterized by a completely broken gauge symmetry, but with an unbroken global color-flavor diagonal symmetry, i.e., systems in the so-called color-flavor locked phase. If the gauge symmetry breaking supports vortices, the latter develop non-Abelian orientational zero-modes and become non-Abelian vortices, a subject of intense study in the last several years. In this paper we consider the effects of weakly gauging the full exact global flavor symmetry in such systems, deriving an effective description of the light excitations in the presence of a vortex. Surprising consequences are shown to follow. The fluctuations of the vortex orientational modes get diffused to bulk modes through tunneling processes. When our model is embedded in a supersymmetric theory, the vortex is still 1/2 BPS saturated, but the vortex effective action breaks supersymmetry spontaneously.Comment: Latex, 24 pages, 1 figur