Інформація про авторів

Numerous studies have documented individual differences in exploratory tendencies and other phenomena related to search, and these differences have been linked to fitness. Here, I discuss the origins of these differences, focusing on how experience shapes animal search and exploration. The origin of individual differences will also depend upon the alternatives to exploration that are available. Given that search and exploration frequently carry significant costs, we might expect individuals to utilize cues indicating the potential net payoffs of exploration versus the exploitation of known acts. Informative cues could arise from both recent and early-life experiences, from both the social and physical environment. Open questions are the extent to which an individual's exploratory tendencies are fixed throughout life versus being flexibly adjusted according to prevailing conditions and the actions of other individuals, and the extent to which individual differences in exploration extend across domains and are independent of other processes

In the wrong : bad poems and errant teaching in Anne Carson's Men in the Off Hours

This thesis considers the aesthetic and pedagogical potential of error as it emerges in the poetry and criticism of Anne Carson. At stake is error's status as a viable alternative to irony, which I argue is an ethically problematic stance employed both in literary practice and the classroom. Carson's obsession with mistakes makes available a mode of engagement with texts and students that refuses the cool distance of ironic detachment. Irony is a dialectical strategy that allows speakers not to commit to critical stances or emotional positions. It puts readers and students on their guard. Invoking error, on the other hand, allows us to discuss a wider range of cognitive, ethical, and emotional events in which we commit or invest in ways generally considered wrong. This thesis has two chapters. The first argues that Carson's poetry engages such phenomena as impersonation, mistranslation, and catachresis in order to stage a poetics of error. The second moves from rhetorical to relational concerns, foregrounding Carson's status as a professor of the humanities in order to draw out the pedagogical consequences spurred by her poetics

Promoting Faculty Scholarship – An evaluation of a program for busy clinician-educators

Background: Clinician educators face barriers to scholarship including lack of time, insufficient skills, and access to mentoring. An urban department of family medicine implemented a federally funded Scholars Program to increase the participants’ perceived confidence, knowledge and skills to conduct educational research.Method: A part-time faculty development model provided modest protected time for one year to busy clinician educators. Scholars focused on designing, implementing, and writing about a scholarly project. Scholars participated in skill seminars, cohort and individual meetings, an educational poster fair and an annual writing retreat with consultation from a visiting professor. We assessed the increases in the quantity and quality of peer reviewed education scholarship. Data included pre- and post-program self-assessed research skills and confidence and semi-structured interviews. Further, data were collected longitudinally through a survey conducted three years after program participation to assess continued involvement in educational scholarship, academic presentations and publications.Results: Ten scholars completed the program. Scholars reported that protected time, coaching by a coordinator, peer mentoring, engagement of project leaders, and involvement of a visiting professor increased confidence and ability to apply research skills. Participation resulted in academic presentations and publications and new educational leadership positions for several of the participants.Conclusions: A faculty scholars program emphasizing multi-level mentoring and focused protected time can result in increased confidence, skills and scholarly outcomes at modest cost

Spatial Discounting of Food and Social Rewards in Guppies (Poecilia Reticulata)

In temporal discounting, animals trade off the time to obtain a reward against the quality of a reward, choosing between a smaller reward available sooner versus a larger reward available later. Similar discounting can apply over space, when animals choose between smaller and closer versus larger and more distant rewards. Most studies of temporal and spatial discounting in non-human animals use food as the reward, and it is not established whether animals trade off other preferred stimuli in similar ways. Here, we offered female guppies (Poecilia reticulata) a spatial discounting task in which we measured preferences for a larger reward as the distance to it increased relative to a closer but smaller reward. We tested whether the fish discounted reward types differently by offering subjects either food items or same-sex conspecifics as rewards. Before beginning the discounting tasks, we conducted validation tests to ensure that subjects equally valued the food and social stimuli in the quantities provided. In the discounting task, subjects switched their preferences from the larger to the smaller reward as the distance to the larger reward increased (spatial discounting), but the pattern and magnitude of discounting did not differ across the two reward types. These findings indicate that guppies show similar patterns of discounting for food and social rewards in a spatial task. In an examination of travel times, however, the fish swam faster to food rewards than to shoaling partners. Analysis of travel times suggests that fish temporally discounted social rewards less steeply than food rewards. Thus, reward type influences temporal discounting, suggesting a dissociation between temporal and spatial discounting. Our results illustrate how animals adjust choices and travel times depending on both the type of cost (time, distance) and benefits (food, social partners)

Promoting Faculty Scholarship – An evaluation of a program for busy clinician-educators

Background Clinician educators face barriers to scholarship including lack of time, insufficient skills, and access to mentoring. An urban department of family medicine implemented a federally funded Scholars Program to increase the participants’ perceived confidence, knowledge and skills to conduct educational research. Method A part-time faculty development model provided modest protected time for one year to busy clinician educators. Scholars focused on designing, implementing, and writing about a scholarly project. Scholars participated in skill seminars, cohort and individual meetings, an educational poster fair and an annual writing retreat with consultation from a visiting professor. We assessed the increases in the quantity and quality of peer reviewed education scholarship. Data included pre- and post-program self-assessed research skills and confidence and semi-structured interviews. Further, data were collected longitudinally through a survey conducted three years after program participation to assess continued involvement in educational scholarship, academic presentations and publications. Results Ten scholars completed the program. Scholars reported that protected time, coaching by a coordinator, peer mentoring, engagement of project leaders, and involvement of a visiting professor increased confidence and ability to apply research skills. Participation resulted in academic presentations and publications and new educational leadership positions for several of the participants. Conclusions A faculty scholars program emphasizing multi-level mentoring and focused protected time can result in increased confidence, skills and scholarly outcomes at modest cost

Social Performance Cues Induce Behavioral Flexibility in Humans

Behavioral flexibility allows individuals to react to environmental changes, but changing established behavior carries costs, with unknown benefits. Individuals may thus modify their behavioral flexibility according to the prevailing circumstances. Social information provided by the performance level of others provides one possible cue to assess the potential benefits of changing behavior, since out-performance in similar circumstances indicates that novel behaviors (innovations) are potentially useful. We demonstrate that social performance cues, in the form of previous players’ scores in a problem-solving computer game, influence behavioral flexibility. Participants viewed only performance indicators, not the innovative behavior of others. While performance cues (high, low, or no scores) had little effect on innovation discovery rates, participants that viewed high scores increased their utilization of innovations, allowing them to exploit the virtual environment more effectively than players viewing low or no scores. Perceived conspecific performance can thus shape human decisions to adopt novel traits, even when the traits employed cannot be copied. This simple mechanism, social performance feedback, could be a driver of both the facultative adoption of innovations and cumulative cultural evolution, processes critical to human success

The coevolution of innovation and technical intelligence in primates

In birds and primates, the frequency of behavioural innovation has been shown to covary with absolute and relative brain size, leading to the suggestion that large brains allow animals to innovate, and/or that selection for innovativeness, together with social learning, may have driven brain enlargement. We examined the relationship between primate brain size and both technical (i.e. tool using) and non-technical innovation, deploying a combination of phylogenetically informed regression and exploratory causal graph analyses. Regression analyses revealed that absolute and relative brain size correlated positively with technical innovation, and exhibited consistently weaker, but still positive, relationships with non-technical innovation. These findings mirror similar results in birds. Our exploratory causal graph analyses suggested that technical innovation shares strong direct relationships with brain size, body size, social learning rate and social group size, whereas non-technical innovation did not exhibit a direct relationship with brain size. Nonetheless, non-technical innovation was linked to brain size indirectly via diet and life-history variables. Our findings support ‘technical intelligence’ hypotheses in linking technical innovation to encephalization in the restricted set of primate lineages where technical innovation has been reported. Our findings also provide support for a broad co-evolving complex of brain, behaviour, life-history, social and dietary variables, providing secondary support for social and ecological intelligence hypotheses. The ability to gain access to difficult-to-extract, but potentially nutrient-rich, resources through tool use may have conferred on some primates adaptive advantages, leading to selection for brain circuitry that underlies technical proficiency.PostprintPeer reviewe

Phenotypic heterogeneity is a selected trait in natural yeast populations subject to environmental stress

Summary Populations of genetically uniform microorganisms exhibit phenotypic heterogeneity, where individual cells have varying phenotypes. Such phenotypes include fitness-determining traits. Phenotypic heterogeneity has been linked to increased population-level fitness in laboratory studies, but its adaptive significance for wild microorganisms in the natural environment is unknown. Here, we addressed this by testing heterogeneity in yeast isolates from diverse environmental sites, each polluted with a different principal contaminant, as well as from corresponding control locations. We found that cell-to-cell heterogeneity (in resistance to the appropriate principal pollutant) was prevalent in the wild yeast isolates. Moreover, isolates with the highest heterogeneity were consistently observed in the polluted environments, indicating that heterogeneity is positively related to survival in adverse conditions in the wild. This relationship with survival was stronger than for the property of mean resistance (IC 50) of an isolate. Therefore, heterogeneity could be the major determinant of microbial survival in adverse conditions. Indeed, growth assays indicated that isolates with high heterogeneities had a significant competitive advantage during stress. Analysis of yeasts after cultivation for ≥ 500 generations additionally showed that high heterogeneity evolved as a heritable trait during stress. The results showed that environmental stress selects for wild microorganisms with high levels of phenotypic heterogeneity

Application of the comprehensive set of heterozygous yeast deletion mutants to elucidate the molecular basis of cellular chromium toxicity.

BACKGROUND: The serious biological consequences of metal toxicity are well documented, but the key modes of action of most metals are unknown. To help unravel molecular mechanisms underlying the action of chromium, a metal of major toxicological importance, we grew over 6,000 heterozygous yeast mutants in competition in the presence of chromium. Microarray-based screens of these heterozygotes are truly genome-wide as they include both essential and non-essential genes. RESULTS: The screening data indicated that proteasomal (protein degradation) activity is crucial for cellular chromium (Cr) resistance. Further investigations showed that Cr causes the accumulation of insoluble and toxic protein aggregates, which predominantly arise from proteins synthesised during Cr exposure. A protein-synthesis defect provoked by Cr was identified as mRNA mistranslation, which was oxygen-dependent. Moreover, Cr exhibited synergistic toxicity with a ribosome-targeting drug (paromomycin) that is known to act via mistranslation, while manipulation of translational accuracy modulated Cr toxicity. CONCLUSION: The datasets from the heterozygote screen represent an important public resource that may be exploited to discover the toxic mechanisms of chromium. That potential was validated here with the demonstration that mRNA mistranslation is a primary cause of cellular Cr toxicity.RIGHTS : This article is licensed under the BioMed Central licence at http://www.biomedcentral.com/about/license which is similar to the 'Creative Commons Attribution Licence'. In brief you may : copy, distribute, and display the work; make derivative works; or make commercial use of the work - under the following conditions: the original author must be given credit; for any reuse or distribution, it must be made clear to others what the license terms of this work are

The Making Assessment Count (MAC) consortium- maximising assessment and feedback design by working together

The Making Assessment Count (MAC) project started at the University of Westminster in 2008. It sought to align staff and student expectations of feedback and support greater use of feed-forward approaches. A baseline analysis of staff views in the School of Life Sciences suggested that students did not make strategic use of the feedback they received. A similar analysis of the student position revealed that as a group they felt that the feedback provided to them was often insufficiently helpful. To address this dichotomy, a MAC process was developed in the School of Life Sciences and trialled with a cohort of about 350 first year undergraduate students. The process was based on a student-centred, three-stage model of feedback: Subject specific, Operational, and Strategic (SOS model). The student uses the subject tutor’s feedback on an assignment to complete an online self-review questionnaire delivered by a simple tool. The student answers are processed by a web application called e-Reflect to generate a further feedback report. Contained within this report are personalised graphical representations of performance, time management, satisfaction and other operational feedback designed to help the student reflect on their approach to preparation and completion of future work. The student then writes in an online learning journal, which is shared with their personal tutor to support the personal tutorial process and the student’s own development plan (PDP). Since the initial development and implementation of the MAC process within Life Sciences at Westminster, a consortium of universities has worked together to maximise the benefits of the project outcomes and collaboratively explore how the SOS model and e-Reflect can be exploited in different institutional and subject contexts. This paper presents and discusses an evaluation of the use of the MAC process within Life Sciences at Westminster from both staff and student perspective. In addition, the paper will show how the consortium is working to develop a number of scenarios for utilisation of the process as a whole as well as the key individual process components, the SOS model and e-Reflec