Gated metabolic myocardial imaging, a surrogate for dual perfusion-metabolism imaging by positron emission tomography

Acknowledgments The authors are grateful for the help from Dr H Ali and Dr A Dawson. Funding: This study was performed using a research grant from the Aberdeen Royal Hospitals Trust's Endowment Fund, with further support from the Department of Medical Physics at the University of Aberdeen, for which the authors express their gratitude.Peer reviewedPublisher PD

Game-centered approaches in a PETE program

In this article we will describe the use of Game-Centered Approaches (GCAs) within an undergraduate Physical Education Teacher Education (PETE) program. Specifically, our intent is to show the progression of how GCAs are implemented as well as the GCA experiences pre-service teachers receive within this program. The specific program, at Kent State University (KSU) in Ohio, USA, is a typical four year teacher education licensure program (five years if students choose to also pursue a Health Education teaching license). It includes general education, content-based, and pedagogical courses, culminating with a student teaching field experience. Students are first exposed to, and then increasingly study and implement GCAs as they progress throughout the program. This manuscript is organized chronologically in that first we describe the prior experiences of our undergraduate students and their ability to understand GCAs as an innovation. Second, we outline the practical experiences provided to students early in their program of study. These experiences provide initial exposure to GCAs across all game categories (invasion, net/wall, striking/fielding, target – Almond, 1986) and combine the implementation of GCAs with the Sport Education curriculum model (Siedentop, Hastie & van der Mars, 2011). Third, we describe the latter stages of the PETE program in which the emphasis transitions from GCA content to GCA pedagogy. Teaching methods and content courses include the pedagogy of GCAs at both the elementary and secondary levels, and Ohio’s state assessment procedures during student teaching require a focus on assessment of children’s learning while participating in GCAs.El presente artículo describe un programa de formación en la Enseñanza Comprensiva del Deporte (ECD) dentro de un plan de estudios de profesores de Educación Física. El principal interés de este trabajo es mostrar la progresión en la implementación de la ECD, así como las experiencias durante las prácticas de enseñanza sobre este enfoque. El plan de estudios de la Universidad de Kent State (Ohio, EEUU) es un típico programa de cuatro años de licenciatura de formación de profesores (cinco años si los alumnos eligen continuar el programa en Educación para la Salud). Incluye materias de educación general, de contenido y de didáctica, culminando con prácticas externas en centros educativos. A lo largo del plan de estudios los estudiantes primero experimentan la ECD y posteriormente la estudian e implementan. El presente artículo está organizado cronológicamente, la primera parte consta de lo que describimos como las experiencias previas de nuestros alumnos y su capacidad para comprender la ECD como innovación. Segundo, resumimos las experiencias aportadas a los alumnos en las primeras fases del plan de estudios. Estas experiencias aportan una primera exposición a la ECD en todas las categorías de juegos deportivos (invasión, red y muro, campo y bate, y blanco y diana – Almond, 1986), combinada con el modelo de instrucción de Educación Deportiva (Siedentop, Hastie & van der Mars, 2011). Tercero, describimos la última etapa del plan del programa de formación, en el cual se pone énfasis en la transición del contenido de la ECD a la didáctica de la ECD. Las materias de metodología y de contenido incluyen la didáctica de la ECD a los niveles de Educación Primaria y Educación Secundaria, así como los procedimientos de evaluación establecidos por el estado de Ohio, los cuales requieren centrarse en los aprendizajes de los alumnos durante su participación en la ECD

The Informal Logic of Mathematical Proof

Informal logic is a method of argument analysis which is complementary to that of formal logic, providing for the pragmatic treatment of features of argumentation which cannot be reduced to logical form. The central claim of this paper is that a more nuanced understanding of mathematical proof and discovery may be achieved by paying attention to the aspects of mathematical argumentation which can be captured by informal, rather than formal, logic. Two accounts of argumentation are considered: the pioneering work of Stephen Toulmin [The uses of argument, Cambridge University Press, 1958] and the more recent studies of Douglas Walton, [e.g. The new dialectic: Conversational contexts of argument, University of Toronto Press, 1998]. The focus of both of these approaches has largely been restricted to natural language argumentation. However, Walton's method in particular provides a fruitful analysis of mathematical proof. He offers a contextual account of argumentational strategies, distinguishing a variety of different types of dialogue in which arguments may occur. This analysis represents many different fallacious or otherwise illicit arguments as the deployment of strategies which are sometimes admissible in contexts in which they are inadmissible. I argue that mathematical proofs are deployed in a greater variety of types of dialogue than has commonly been assumed. I proceed to show that many of the important philosophical and pedagogical problems of mathematical proof arise from a failure to make explicit the type of dialogue in which the proof is introduced.Comment: 14 pages, 1 figure, 3 tables. Forthcoming in Perspectives on Mathematical Practices: Proceedings of the Brussels PMP2002 Conference (Logic, Epistemology and the Unity of the Sciences Series), J. P. Van Bendegem & B. Van Kerkhove, edd. (Dordrecht: Kluwer, 2004

Low NOx Fuel Flexible Combustor Integration Project Overview

The Integrated Technology Demonstration (ITD) 40A Low NOx Fuel Flexible Combustor Integration development is being conducted as part of the NASA Environmentally Responsible Aviation (ERA) Project. Phase 2 of this effort began in 2012 and will end in 2015. This document describes the ERA goals, how the fuel flexible combustor integration development fulfills the ERA combustor goals, and outlines the work to be conducted during project execution

Simple-Current Symmetries, Rank-Level Duality, and Linear Skein Relations for Chern-Simons Graphs

A previously proposed two-step algorithm for calculating the expectation values of Chern-Simons graphs fails to determine certain crucial signs. The step which involves calculating tetrahedra by solving certain non- linear equations is repaired by introducing additional linear equations. As a first step towards a new algorithm for general graphs we find useful linear equations for those special graphs which support knots and links. Using the improved set of equations for tetrahedra we examine the symmetries between tetrahedra generated by arbitrary simple currents. Along the way we uncover the classical origin of simple-current charges. The improved skein relations also lead to exact identities between planar tetrahedra in level $K$ $G(N)$ and level $N$ $G(K)$ CS theories, where $G(N)$ denotes a classical group. These results are recast as identities for quantum $6j$-symbols and WZW braid matrices. We obtain the transformation properties of arbitrary graphs and links under simple current symmetries and rank-level duality. For links with knotted components this requires precise control of the braid eigenvalue permutation signs, which we obtain from plethysm and an explicit expression for the (multiplicity free) signs, valid for all compact gauge groups and all fusion products.Comment: 58 pages, BRX-TH-30

The Team Multiple Errands Test: A Platform to Evaluate Distributed Teams

Teams have the ability to achieve goals that are unobtainable by individuals alone. However, there is little agreement on a standard model for researching the performance of distributed teams. Initial pilot results suggest that the Multiple Errands Test (MET), when adapted to a team in a virtual environment, is a platform for evaluating the impact of feedback characteristics. To demonstrate the potential of the Team MET as a platform for future team research in the broader CSCW community, an example study is described in which team members are given feedback in one of four conditions: individual private, team private, individual public, and team public

Improved asymmetry prediction for short interfering RNA s

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/102096/1/febs12599.pd

Water Sensitive Urban Design: An Investigation of Current Systems, Implementation Drivers, Community Perceptions and Potential to Supplement Urban Water Services

Special Issue: Urban Drainage and Urban Stormwater Managemen

ElAM: A computer program for the analysis and representation of anisotropic elastic properties

Copyright © 2010 Elsevier. NOTICE: this is the author’s version of a work that was accepted for publication in Computer Physics Communications. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Computer Physics Communications, Volume 181, Issue 12 (2010), DOI: 10.1016/j.cpc.2010.08.033The continuum theory of elasticity has been used for more than a century and has applications in many fields of science and engineering. It is very robust, well understood and mathematically elegant. In the isotropic case elastic properties are easily represented, but for non-isotropic materials, even in the simple cubic symmetry, it can be difficult to visualise how properties such as Young's modulus or Poisson's ratio vary with stress/strain orientation. The ElAM (Elastic Anisotropy Measures) code carries out the required tensorial operations (inversion, rotation, diagonalisation) and creates 3D models of an elastic property's anisotropy. It can also produce 2D cuts in any given plane, compute averages following diverse schemes and query a database of elastic constants to support meta-analyses. Program summary Program title: ElAM1.0 Catalogue identifier: AEHB_v1_0 Program summary URL:http://cpc.cs.qub.ac.uk/summaries/AEHB_v1_0.html Program obtainable from: CPC Program Library, Queen's University, Belfast, N. Ireland Licensing provisions: Standard CPC licence, http://cpc.cs.qub.ac.uk/licence/licence.html No. of lines in distributed program, including test data, etc.: 43 848 No. of bytes in distributed program, including test data, etc.: 2 498 882 Distribution format: tar.gz Programming language: Fortran90 Computer: Any Operating system: Linux, Windows (XP, Vista) RAM: Depends chiefly on the size of the arrays representing elastic properties in 3D Classification: 7.7 Nature of problem: Representation of elastic moduli and ratios, and of wave velocities, in 3D; automatic discovery of unusual elastic properties. Solution method: Stiffness matrix (6×6)(6×6) inversion and conversion to compliance tensor (3×3×3×3)(3×3×3×3), tensor rotation, dynamic matrix diagonalisation, simple optimisation, postscript and VRML output preparation. Running time: Dependent on angular accuracy and size of elastic constant database (from a few seconds to a few hours). The tests provided take from a few seconds for test0 to approximately 1 hour for test4