Motor Learning Effects of Two Types of Stressors: Implications for Practice Specificity

Various types of stress have been found to have both positive and negative effects on motor performance (Szalma & Hancock, 2011; Van Gemmert & Van Galen, 1997). One potential explanation for these diverse findings is that stress increases the amount of neuromotor noise in the system (Van Gemmert, 1997). Low levels of stress may have an activating effect on the system which may improve motor performance whereas larger levels of stress decrease motor performance. Research has also suggested that increases in stress increase effort (Hockey, 1997) which may in turn facilitate motor learning (Lee, Swinnen, & Serrien, 1994). The primary purpose of this dissertation was to examine potential effects of cognitive and physical stress on motor learning. Chapter 1 provides some background information on stress and it also introduces some theories developed to explain the relationship between stress and human motor performance. Chapter 2 describes a study on the potential effects of cognitive stress on motor learning. It was found that additional cognitive stress hindered motor performance (p \u3c .001) but did not impede motor learning of a timed aiming task when the cognitive stressor was removed (p \u3e .05). The second experiment (chapter 3) is about the effects of physical stress (80dBs of continuous white noise) on motor learning. Results revealed that increased physical noise negatively affected reaction time (p \u3c .05) on a timed aiming task but did not affect other performance measures (p \u3e .05). During a no stress transfer test the group that practiced with the increased physical stress had marginally longer reaction times (p = .06). In chapter 4 a study about specificity of practice and stress (cognitive and physical) is presented. In this chapter stress was added during a transfer test to see if learning was specific to the environment (stress or no stress) during practice. The addition of cognitive stress during transfer significantly diminished motor performance (p \u3c .001), but the addition of physical stress seemed not to affect motor performance (p \u3e .05). Chapter 5 provides discussion on the results from the three experiments. The results are discussed in the context of practice specificity and the neuromotor noise theory

The Effects of Self-Control Video Feedback on the Basketball Set Shot

The purpose of the current study was to examine the effects of self-controlled video feedback on the learning of the basketball set shot. Female participants were assigned to self-control (SC) (n = 14) and yoked (YK) (n = 14) groups. SC participants were allowed to request video feedback in the form of knowledge of performance (KP) following any trial while YK participants received video KP according to the schedule created by their SC counterpart. Participants in both groups were also allowed to view a poster of written instructional cues at any time. An acquisition phase consisted of 25 set shots (five blocks) from a youth free throw line (3.66 m). Each trial was 30 s in duration. An additional 30 s break was given between blocks. Retention and transfer phases each consisted of ten trials (two blocks) and occurred 24 hours following acquisition. Retention was administered from the youth free throw line and transfer from a traditional free throw line (4.57 m). Participants were scored on both movement form and shooting accuracy during acquisition, retention, and transfer. Results indicated that the SC group had significantly higher form scores than the YK group during Blocks 3 and 5 of acquisition and during the transfer phase. In addition, the SC group looked at the instructional cues more frequently than the YK group. Both groups increased shooting accuracy during acquisition (p \u3c .05), but did not differ from one another during any of the experimental phases. A number of results differed from previous research findings. The responses of participants on a post-training questionnaire indicated no preference for requesting or receiving feedback following so-called good trials as reported by Chiviacowsky & Wulf (2002, 2005). In addition, there were no differences in accuracy or form between feedback (i.e., good) and no feedback (i.e., poor) trials. Overall, the results indicated that self-controlled video KP facilitated learning of correct shooting technique

The NTD-CTD intersubunit interface plays a critical role in assembly and stabilization of the HIV-1 capsid

BACKGROUND: Lentiviruses exhibit a cone-shaped capsid composed of subunits of the viral CA protein. The intrinsic stability of the capsid is critical for HIV-1 infection, since both stabilizing and destabilizing mutations compromise viral infectivity. Structural studies have identified three intersubunit interfaces in the HIV-1 capsid, two of which have been previously studied by mutational analysis. In this present study we analyzed the role of a third interface, that which is formed between the amino terminal domain (NTD) and carboxyl terminal domain (CTD) of adjacent subunits. RESULTS: We provided evidence for the presence of the NTD-CTD interface in HIV-1 particles by engineering intersubunit NTD-CTD disulfide crosslinks, resulting in accumulation of disulfide-linked oligomers up to hexamers. We also generated and characterized a panel of HIV-1 mutants containing substitutions at this interface. Some mutants showed processing defects and altered morphology from that of wild type, indicating that the interface is important for capsid assembly. Analysis of these mutants by transmission electron microscopy corroborated the importance of this interface in assembly. Other mutants exhibited quantitative changes in capsid stability, many with unstable capsids, and one mutant with a hyperstable capsid. Analysis of the mutants for their capacity to saturate TRIMCyp-mediated restriction in trans confirmed that the unstable mutants undergo premature uncoating in target cells. All but one of the mutants were markedly attenuated in replication owing to impaired reverse transcription in target cells. CONCLUSIONS: Our results demonstrate that the NTD-CTD intersubunit interface is present in the mature HIV-1 capsid and is critical for proper capsid assembly and stability

HIV Nuclear Entry: Clearing the Fog

HIV-1 and other lentiviruses have the unusual capability of infecting nondividing cells, but the mechanism by which they cross an intact nuclear membrane is mysterious. Recent work, including a new study (Lee, K.; Ambrose, Z.; Martin, T.D.; Oztop, I.; Mulky, A.; Julias, J.G.; Vandergraaff, N.; Baumann, J.G.; Wang, R.; Yuen, W. et al. Flexible use of nuclear import pathways by HIV-1. Cell Host Microbe 2010, 7, 221–233) confirms that the viral capsid plays a key role in HIV-1 nuclear entry in both dividing and nondividing cells. The identification of mutations in the viral capsid that alter the virus’s dependence on host cell nucleoporins represents an important advance in this poorly understood stage of the virus life cycle

The sequence of the CA-SP1 junction accounts for the differential sensitivity of HIV-1 and SIV to the small molecule maturation inhibitor 3-O-{3',3'-dimethylsuccinyl}-betulinic acid

BACKGROUND: Despite the effectiveness of currently available antiretroviral therapies in the treatment of HIV-1 infection, a continuing need exists for novel compounds that can be used in combination with existing drugs to slow the emergence of drug-resistant viruses. We previously reported that the small molecule 3-O-{3',3'-dimethylsuccinyl}-betulinic acid (DSB) specifically inhibits HIV-1 replication by delaying the processing of the CA-SP1 junction in Pr55(Gag). By contrast, SIVmac239 replicates efficiently in the presence of high concentrations of DSB. To determine whether sequence differences in the CA-SP1 junction can fully account for the differential sensitivity of HIV-1 and SIV to DSB, we engineered mutations in this region of two viruses and tested their sensitivity to DSB in replication assays using activated human primary CD4(+ )T cells. RESULTS: Substitution of the P2 and P1 residues of HIV-1 by the corresponding amino acids of SIV resulted in strong resistance to DSB, but the mutant virus replicated with reduced efficiency. Conversely, replication of an SIV mutant containing three amino acid substitutions in the CA-SP1 cleavage site was highly sensitive to DSB, and the mutations resulted in delayed cleavage of the CA-SP1 junction in the presence of the drug. CONCLUSIONS: These results demonstrate that the CA-SP1 junction in Pr55(Gag )represents the primary viral target of DSB. They further suggest that the therapeutic application of DSB will be accompanied by emergence of mutant viruses that are highly resistant to the drug but which exhibit reduced fitness relative to wild type HIV-1

Victoria’s Little Secret

This mini-case outlines a series of articles that ran in Bloomberg outlining the use of child slave labor in the fair trade cotton fields of Burkina Faso that had been used exclusively in Victoria’s Secret products. Giving students and opportunity to develop strategies and tactics that respond to a real-world public relations issue, this case also lets students explore the CSR issues inherent in a firm’s supply chain. Although trying to do the “right thing” Victoria’s Secret got caught up in the certification dilemma that many firms face. Part II of the vide

Evaluation of students’ employability skills development and the use of radar diagrams in Personal Development Planning

Increasingly in recent years, there has been concern about the employability skills of UK graduates in certain Science Technology Engineering and Mathematics (STEM) disciplines. Problems highlighted were that graduates sometimes lacked the transferable skills necessary for employment, and/or awareness of when they had developed them (Wakeham, 2016). Electronic Personal Development Planning (ePDP) is widely used as a means of helping students to develop and recognise employability skills. Through reflection, students identify their strengths and weaknesses, and plan for improvement, thus developing independent skills for future personal and professional development (Cowan and Peacock, 2017). While there is evidence that this can be beneficial, e.g. in interview performance (Lackner and Martini, 2017), practices across UK HEIs are highly variable, student engagement is frequently poor, and academic staff have differing attitudes to facilitating PDP (e.g. McKenna et al., 2017a; Peyrefitte and Nurse, 2016). S112, Science: concepts and practice, was a new module at the Open University in 2017 (60 credits, FHEQ level 4). Each assignment included self-assessment for employability skills development using radar diagrams, and reflection on them. We explored students’ perceptions of their skills development, and the efficacy of radar diagrams for recording this. The use of radar diagrams for electronic Personal Development Planning (ePDP) in distance learning was novel in the Open University; our insights could be helpful to many other institutions. A sample of students’ self-assessment scores were collated (n = 20). An anonymous online questionnaire was also sent to 636 students (115 responses) to capture opinions on skills development and using radar diagrams. Finally, two focus groups were held with three S112 tutors at each to establish tutors’ perspectives on their students’ skills development and use of radar diagrams. Students demonstrated development of some employment-related skills, particularly communication, collaboration and time management, but not business and customer awareness. While many students recognised their improvements, confidence could be affected by negative experiences, e.g. in teamwork. The use of radar diagrams was not popular, with most only engaging to gain marks. Radar diagrams should be offered as an optional ePDP tool, with more work to support and encourage initial self-assessment and engagement

Evaluating the effectiveness of printed materials as an alternative to online resources

The Open University has a strategic priority to maximise accessibility of its module materials. The majority of the Environmental Science curriculum is delivered online, and this presents accessibility challenges for students with certain additional learning requirements and those in secure institutions. Printed packs of online materials are provided to these students. We will present our initial evaluation of this adjustment and discuss our results and next steps for improving its efficacy. This session will be of interest to colleagues from across higher education who need to provide alternative resources to students who can’t access online resources

Exploring student perceptions of employability skills development using radar charts in first year science

Development of employability skills is globally expected in undergraduate students; this is frequently approached through Personal Development Planning (PDP). However, science graduates are often reported as lacking the skills necessary for graduate employment. An online distance learning first-year science module required students to use radar charts for PDP in each assessment. An online questionnaire evaluated students’ perceptions of their employability skills development, and the efficacy of radar charts as a means of recording this. The questionnaire was sent to 636 students and 115 responded; this report is a thematic analysis of the open text questions. Students recognised development of several employability skills, though some found difficulty due to lack of self-confidence and challenges participating in asynchronous group work. A proportion of students found radar charts easy to use, though the majority used them to gain marks. Students found benchmarking their skills at module start challenging, and would benefit from more support with this, as well as the option to use other means of recording PDP

Improving equity of experience in distance education for students with challenges accessing online learning environments

There is a legal requirement (Equality Act, 2010) to provide students who have declared disabilities with reasonable adjustments which address their learning needs. An Advance HE report on making reasonable adjustments (Falsinger & Bryford, 2010) recommends including ‘resources available’. Reading on screen can lead to difficulties focusing, e.g., when reading through text interspersed with images and links (Habib et al., 2012). This can also mean studying takes longer, which itself can be a barrier due to the impact on workloads and can negatively affect quality of life leading to stress and anxiety (Lambert & Dryer, 2018). Accessibility can be improved for students with barriers to studying online-only materials through producing printed versions of the materials (“print packs”). Typically, print packs improve accessibility for students with a range of declared disabilities (e.g., sight conditions; chronic migraine; chronic physical pain or fatigue). This research evaluates the use, utility, and efficacy of print packs as a reasonable adjustment to some disabled students and students in secure environments (SiSE) on Earth and Environmental Science modules. We investigated (2021/22) how students used print packs and the problems and benefits associated with them, through scrutiny of institutional data, a student survey, and focus groups with Associate Lecturers tutoring the students, and student support staff. Institutional data for a large, year 1 science module over 2 presentations revealed higher submission rates and performance among SiSE using print packs compared with the whole module cohort; however, the same metrics were lower than the whole cohort for students using print packs as an adjustment for a disability. An online survey of students using print packs (13 responses / 43, 30%) highlighted that the majority use them for over half their study time. Comments revealed students blended study of the printed materials with shorter periods of access to interactive online content and synchronous / asynchronous tuition. 23% reported having received advice on how to make best use of print packs