Meeting report of Ctenopalooza : the first international meeting of ctenophorologists

© The Author(s), 2016. This article is distributed under the terms of the Creative Commons Attribution License. The definitive version was published in EvoDevo 7 (2016): 19, doi:10.1186/s13227-016-0057-3Here we present a report on Ctenopalooza: A meeting of ctenophorologists held at the Whitney Laboratory for Marine Bioscience in St. Augustine, FL, USA, on March 14–15, 2016. In this report, we provide a summary of each of the sessions that occurred during this two-day meeting, which touched on most of the relevant areas of ctenophore biology. The report includes some major themes regarding the future of ctenophore research that emerged during Ctenopalooza. More information can be found at the meeting Web site: http://ctenopalooza.whitney.ufl.edu.Ctenopalooza was sponsored by a grant from the National Science Foundation’s Division of Integrative Organismal Systems to Joseph Ryan (#1619712). We also acknowledge funding was provided by a grant from the University of Florida’s Office of Research to Joseph Ryan (Project #00075235). Additional funding was provided by The Whitney Laboratory for Marine Bioscience

How can video feedback be used in physical education to support novice learning in gymnastics? Effects on motor learning, self-assessment and motivation

Background: Much of the existing research concerning the use of video feedback (VFB) to enhance motor learning has been undertaken under strictly controlled experimental conditions. Few studies have sought to explore the impact of VFB on the skill learning experience of the students in a structured, school-based physical education (PE) setting. Most of those studies have only used qualitative approaches to implicate the potential value of VFB to enhance skill acquisition, students ’ engagement or self- assessment ability. Using a quantitative approach, the aim of this study was to investigate effects of using VFB on motor skill acquisition, self- assessment ability and motivation in a school-based learning environment (structured PE programme) with novice children learning a gymnastic skill. Method: Two French classes of beginners took part in a typical five-week learning programme in gymnastics. During each of the five, weekly lessons participants carried out the same warm-up routine and exercises. The experimental group (10 girls – 8 boys, 12.4 ± 0.5 years) received VFB intermittently when learning a front handstand to flat back landing. VFB was given after every five attempts, combined with self-assessment and verbal instructions from the teacher. The control group (12 girls – 13 boys, 12.6 ± 0.4 years) received exactly the same training but was not given VFB. In order to assess progress in motor skills, the arm-trunk angle (hand- shoulder-hip) was measured in the sagittal plane just as the hips formed a vertical line with the shoulders. Motivation was assessed using the Situational Motivation Scale questionnaire (Guay, F., R. J. Vallerand, and C. Blanchard. 2000. “ On the Assessment of Situational Intrinsic and Extrinsic Motivation: The Situational Motivation Scale (SIMS). ” Motivation and Emotion 24 (3): 175 – 213), and self-assessment ability was measured by self-perception task scores. Results: Statistical analysis of arm-trunk angle values showed significant differences only for the VFB group between the fifth lesson and all other lessons. Between lessons 4 and 5, the arm-trunk angle value increased significantly from 146.6 ± 16.9 degrees to 161.2 ± 14.2 degrees ( p < .001; ES = 0.94). Self-assessment scores improved significantly for the VFB group between lesson 1 and lesson 2 ( p < 0.01, ES = 1.79) and between lesson 4 to lesson 5 ( p < .01, ES = 0.94). Amotivation decreased significantly for the VFB group between lesson 1 and lesson 5 (3.06 ± 1.42 vs. 2.12 ± 0.62, p < .001, ES = − 0.89). Discussion/conclusion: Our quantitative data, identifying key movement changes as a function of experience in a structured PE programme, were congruent with outcomes of previous qualitative research supporting the role of VFB. This study highlights the potential relevance of using VFB in fostering motor learning, motivation and self-assessment during a PE programme with young children. Future pedagogical research is needed to examine the ways students could use VFB technology for greater self- regulation, with the potential to deliver appropriate movement feedback, based on different levels of experience in students

Focusing a deterministic single-ion beam

We focus down an ion beam consisting of single 40Ca+ ions to a spot size of a few mum using an einzel-lens. Starting from a segmented linear Paul trap, we have implemented a procedure which allows us to deterministically load a predetermined number of ions by using the potential shaping capabilities of our segmented ion trap. For single-ion loading, an efficiency of 96.7(7)% has been achieved. These ions are then deterministically extracted out of the trap and focused down to a 1sigma-spot radius of (4.6 \pm 1.3)mum at a distance of 257mm from the trap center. Compared to former measurements without ion optics, the einzel-lens is focusing down the single-ion beam by a factor of 12. Due to the small beam divergence and narrow velocity distribution of our ion source, chromatic and spherical aberration at the einzel-lens is vastly reduced, presenting a promising starting point for focusing single ions on their way to a substrate.Comment: 16 pages, 7 figure

The role of interpersonal influence in counterbalancing psychopathic personality trait facets at work

This is the author accepted manuscript. The final version is available from the publisher via the DOI in this recordThe purpose of this study was to examine the relations of two facets of psychopathic personality (i.e., self-centered impulsivity and fearless dominance) with interpersonally directed counterproductive work behavior (CWB-I) and contextual performance (CP). Consistent with research on psychopathy, our hypothesis suggested that self-centered impulsivity (i.e., behavioral impulsivity characterized by disregard for rules and responsibilities) would be positively related to CWB-I and negatively related to CP. Using socioanalytic theory, we further suggested that fearless dominance (i.e., an egotistical personal style characterized by self-promotion and prioritization of one’s own needs before those of others) would be negatively associated with interpersonal performance (i.e., high CWB-I and low CP) only when individuals indicated low levels of interpersonal influence (i.e., a dimension of political skill reflecting an ability to adapt one’s behavior in subtle, sophisticated, and situationally effective ways). Results provided strong support for the differential relations of the psychopathic personality dimensions with the criteria of interest. Implications for theory, practice, and future research are provided in light of a number of notable strengths and limitations