Neothada hades n.sp. from South Africa, with notes on the genus and a key to the species (Nematoda: Tylenchidae)

Neothada hades n.sp. from South Africa is characterized by the posession of small but distinct stylet knobs, 149-175 body annules intersected by 14 longitudinal lines (incisures), protruding lateral fields marked by four incisures, and an elongate-conoid tail with bluntly rounded tip. Reasons are given why N. canceilata (Thorne 1941) and N. tatra (Thome & Malek 1968) are regarded as two distinct species, and why N. canceilata apud Andrassy, 1982 is regarded as distinct from Thome’s species. Andrassy’s species is renamed N. andrassyi n.sp. A key is presented for the six recognized species of Neothada

A Hybrid Rule-Based and Neural Coreference Resolution System with an Evaluation on Dutch Literature

We introduce a modular, hybrid coreference resolution system that extends a rule-based baseline with three neural classifiers for the subtasks mention detection, mention attributes (gender, animacy, number), and pronoun resolution. The classifiers substantially increase coreference performance in our experiments with Dutch literature across all metrics on the development set: mention detection, LEA, CoNLL, and especially pronoun accuracy. However, on the test set, the best results are obtained with rule-based pronoun resolution. This inconsistent result highlights that the rule-based system is still a strong baseline, and more work is needed to improve pronoun resolution robustly for this dataset. While end-to-end neural systems require no feature engineering and achieve excellent performance in standard benchmarks with large training sets, our simple hybrid system scales well to long document coreference (>10k words) and attains superior results in our experiments on literature

Impaired Structural Motor Connectome in Amyotrophic Lateral Sclerosis

Amyotrophic lateral sclerosis (ALS) is a severe neurodegenerative disease selectively affecting upper and lower motor neurons. Patients with ALS suffer from progressive paralysis and eventually die on average after three years. The underlying neurobiology of upper motor neuron degeneration and its effects on the complex network of the brain are, however, largely unknown. Here, we examined the effects of ALS on the structural brain network topology in 35 patients with ALS and 19 healthy controls. Using diffusion tensor imaging (DTI), the brain network was reconstructed for each individual participant. The connectivity of this reconstructed brain network was compared between patients and controls using complexity theory without - a priori selected - regions of interest. Patients with ALS showed an impaired sub-network of regions with reduced white matter connectivity (p = 0.0108, permutation testing). This impaired sub-network was strongly centered around primary motor regions (bilateral precentral gyrus and right paracentral lobule), including secondary motor regions (bilateral caudal middle frontal gyrus and pallidum) as well as high-order hub regions (right posterior cingulate and precuneus). In addition, we found a significant reduction in overall efficiency (p = 0.0095) and clustering (p = 0.0415). From our findings, we conclude that upper motor neuron degeneration in ALS affects both primary motor connections as well as secondary motor connections, together composing an impaired sub-network. The degenerative process in ALS was found to be widespread, but interlinked and targeted to the motor connectome

A participant perspective on collaborative reflection:video-stimulated interviews show what residents value and why

The potential of reflection for learning and development is broadly accepted across the medical curriculum. Our understanding of how exactly reflection yields its educational promise, however, is limited to broad hints at the relation between reflection and learning. Yet, such understanding is essential to the (re)design of reflection education for learning and development. In this qualitative study, we used participants' video-stimulated comments on actual practice to identify features that do or do not make collaborative reflection valuable to participants. In doing so, we focus on aspects of the interactional process that constitute the educational activity of reflection. To identify valuable and less valuable features of collaborative reflection, we conducted one-on-one video-stimulated interviews with Dutch general practice residents about collaborative reflection sessions in their training program. Residents were invited to comment on any aspect of the session that they did or did not value. We synthesized all positively and negatively valued features and associated explanations put forward in residents' narratives into shared normative orientations about collaborative reflection: what are the shared norms that residents display in telling about positive and negative experiences with collaborative reflection? These normative orientations display residents' views on the aim of collaborative reflection (educational value for all) and the norms that allegedly contribute to realizing this aim (inclusivity and diversity, safety, and efficiency). These norms are also reflected in specific educational activities that ostensibly contribute to educational value. As such, the current synthesis of normative orientations displayed in residents' narratives about valuable and less valuable elements of collaborative reflection deepen our understanding of reflection and its supposed connection with educational outcomes. Moreover, the current empirical endeavor illustrates the value of video-stimulated interviews as a tool to value features of educational processes for future educational enhancements.</p