Patterns of abundance across geographical ranges as a predictor for responses to climate change: Evidence from UK rocky shores

Aim: Understanding patterns in the abundance of species across thermal ranges can give useful insights into the potential impacts of climate change. The abundant-centre hypothesis suggests that species will reach peak abundance at the centre of their thermal range where conditions are optimal, but evidence in support of this hypothesis is mixed and limited in geographical and taxonomic scope. We tested the applicability of the abundant-centre hypothesis across a range of intertidal organisms using a large, citizen science-generated data set. Location: UK. Methods: Species' abundance records were matched with their location within their thermal range. Patterns in abundance distribution for individual species, and across aggregated species abundances, were analysed using Kruskal–Wallis tests and quantile general additive models. Results: Individually, invertebrate species showed increasing abundances in the cooler half of the thermal range and decreasing abundances in the warmer half of the thermal range. The overall shape for aggregated invertebrate species abundances reflected a broad peak, with a cool-skewed maximum abundance. Algal species showed little evidence for an abundant-centre distribution individually, but overall the aggregated species abundances suggested a hump-backed abundance distribution

The gut microbiota of Colombians differs from that of Americans, Europeans and Asians

ABSTRACT: The composition of the gut microbiota has recently been associated with health and disease, particularly with obesity. Some studies suggested a higher proportion of Firmicutes and a lower proportion of Bacteroidetes in obese compared to lean people; others found discordant patterns. Most studies, however, focused on Americans or Europeans, giving a limited picture of the gut microbiome. To determine the generality of previous observations and expand our knowledge of the human gut microbiota, it is important to replicate studies in overlooked populations. Thus, we describe here, for the first time, the gut microbiota of Colombian adults via the pyrosequencing of the 16S ribosomal DNA (rDNA), comparing it with results obtained in Americans, Europeans, Japanese and South Koreans, and testing the generality of previous observations concerning changes in Firmicutes and Bacteroidetes with increasing body mass index (BMI). Results: We found that the composition of the gut microbiota of Colombians was significantly different from that of Americans, Europeans and Asians. The geographic origin of the population explained more variance in the composition of this bacterial community than BMI or gender. Concerning changes in Firmicutes and Bacteroidetes with obesity, in Colombians we found a tendency in Firmicutes to diminish with increasing BMI, whereas no change was observed in Bacteroidetes. A similar result was found in Americans. A more detailed inspection of the Colombian dataset revealed that five fiber-degrading bacteria, including Akkermansia, Dialister, Oscillospira, Ruminococcaceae and Clostridiales, became less abundant in obese subjects. Conclusion: We contributed data from unstudied Colombians that showed that the geographic origin of the studied population had a greater impact on the composition of the gut microbiota than BMI or gender. Any strategy aiming to modulate or control obesity via manipulation of this bacterial community should consider this effect

ABSTRACT Intelligent User Interface Design for Teachable Agent Systems

This paper describes the interface components for a system called Betty’s Brain, an intelligent agent we have developed for studying the learning by teaching paradigm. Our previous studies have shown that students gain better understanding of domain knowledge when they prepare to teach others versus when they prepare to take an exam. This finding has motivated us to develop computer agents that students teach using concept map representations with a visual interface. Betty is intelligent not because she learns on her own, but because she can apply qualitative-reasoning techniques to answer questions that are directly related to what she has been taught through the concept map. We evaluate the agent’s interfaces in terms of how well they support learning activities, using examples of their use by fifth grade students in an extensive study that we performed in a Nashville public school. A critical analysis of the outcome of our studies has led us to propose the next generation interfaces in a multi-agent paradigm that should be more effective in promoting constructivist learning and self-regulation in the learning by teaching framework

Intelligent User Interface Design for Teachable Agent Systems

Betty's Brain [1] is a learning-by-teaching environment where students "teach" Betty by constructing a concept map that models relations between domain concepts. The relations can be causal, hierarchical, and property links between the entities that represent the domain. The goal is for students to understand and then teach Betty about interdependence and balance among entities in a river ecosystem. As a part of the teaching process, students can query and quiz Betty to assess her understanding based on what she has been taught

Enhancing the Learning Achievements and Attitudes of Taiwan Vocational School Students in Accounting with the Dynamic Assessment System

[[abstract]]We investigate how the computerized dynamic assessment system improves the learning achievements of vocational high school students studying accounting. Our experiment was conducted under the one-group pretest-posttest design of 34 junior students. The questionnaire results were analyzed to determine student-learning attitudes and reactions toward "self-knowledge of accounting," "dynamic assessment system design," "dynamic assessment system learning effects," and "user satisfaction." The results show that the continuous assessments designed for the accounting course using error identification, feedback, and guidance greatly assist in building student-learning concepts. However, certain students are either unfamiliar with using computers or refuse guided instructions for learning, which leads to little performance improvement. Nearly 85.3% of the participants consider that this system is worth recommending.[[notice]]補正完畢[[journaltype]]國外[[incitationindex]]SSCI[[ispeerreviewed]]Y[[booktype]]電子版[[booktype]]紙本[[countrycodes]]US