Mass administrations of antimalarial drugs.

Administration of antimalarial drugs to whole populations has been used as a malaria-control measure for more than 70 years. Drugs have been administered either directly as a full therapeutic course of treatment or indirectly through the fortification of salt. Mass drug administrations (MDAs) were generally unsuccessful in interrupting transmission but, in some cases, had a marked effect on parasite prevalence and on the incidence of clinical malaria. MDAs are likely to encourage the spread of drug-resistant parasites and so have only a limited role in malaria control. They could have a part to play in the management of epidemics and in the control of malaria in areas with a short transmission season. To reduce the risk of spreading drug resistance, MDAs should use more than one drug and, preferably include a drug, such as an artemisinin, which has a gametocidal effect

Bayesian networks and decision trees in the diagnosis of female urinary incontinence

This study compares the effectiveness of Bayesian networks versus Decision Trees in modeling the Integral Theory of Female Urinary Incontinence diagnostic algorithm. Bayesian networks and Decision Trees were developed and trained using data from 58 adult women presenting with urinary incontinence symptoms. A Bayesian Network was developed in collaboration with an expert specialist who regularly utilizes a non-automated diagnostic algorithm in clinical practice. The original Bayesian network was later refined using a more connected approach. Diagnoses determined from all automated approaches were compared with the diagnoses of a single human expert. In most cases, Bayesian networks were found to be at least as accurate as the Decision Tree approach. The refined Connected Bayesian Network was found to be more accurate than the Original Bayesian Network accurately discriminated between diagnoses despite the small sample size. In contrast, the Connected and Decision Tree approaches were less able to discriminate between diagnoses. The Original Bayesian Network was found to provide an excellent basis for graphically communicating the correlation between symptoms and laxity defects in a given anatomical zone. Performance measures in both networks indicate that Bayesian networks could provide a potentially useful tool in the management of female pelvic floor dysfunction. Before the technique can be utilized in practice, well-established learning algorithms should be applied to improve network structure. A larger training data set should also improve network accuracy, sensitivity, and specificity

Enriched learning : Behavior, brain, and computation

Open Access via the Elsevier Agreement Funder: German Research Foundation: KR 3735/3-1,MA 9552/1-1 Acknowledgments We thank Agnieszka Konopka, Antje Proske, Joost Rommers, and Anna Zamm for providing useful comments on an earlier version of the manuscript; Mingyuan Chu for feedback on Figure 1; and Stefan Kiebel for feedback on Box 3. This work was supported by the German Research Foundation (grants KR 3735/3-1, KR 3735/3-2, and MA 9552/1-1).Peer reviewedPublisher PD

The Skills Framework for the Information Age: Engaging Stakeholders in ICT Curriculum Design

This paper reports on a research project, examining the role of the Skills Framework for the Information Age (SFIA) in Information and Communications Technology (ICT) curriculum design and management. A goal was to investigate how SFIA informs a top-down approach to curriculum design, beginning with a set of skills that define a particular career role. A further goal was to evaluate the extent to which SFIA facilitates stakeholder interaction, such that academic programs can better identify industry needs while preparing graduates for the intended career role. The paper also evaluates the extent to which SFIA informs the identification of authentic forms of assessment and the skills and levels of autonomy and responsibility required by entry-level and Masters graduate ICT positions. Processes and practices for ICT curriculum design and management are recommended based on findings arising from this research. Although this research was conducted in an Australian context, findings suggest that there is value in using SFIA for ICT curriculum design and management, even in those jurisdictions where it is not required for accreditation or professional certification purposes

Inhibitory TMS over Visual Area V5/MT Disrupts Visual Speech Recognition

Funding Information: ? Acknowledgements: The study was funded by the ERC-Consolidator Grant Sensocom Funding Information: The study was funded by the ERC-Consolidator Grant Sensocom 647051 to KvK. LJ is also supported by the DFG Grant 178833530 (CRC-940). Special thanks to Moana Beyer and Kira Eckert for their help with organizing and conducting the experiments.Peer reviewe

Concreteness and imageability differentially predict judgments of manual and visual similarity

Publisher PD

Developing a Moderation Community of Practice

This paper reports on a study to evaluate technology-based processes for assessment moderation.The aim was to evaluate standard features found in an institutional Learning Management System,and their compatibility with the values and practices of a large teaching team. The process used anonline discussion board forum for tutors, the paring of more experienced tutors with those new tothe process, and further meetings conducted in both face-to-face and web conferencingenvironments. Online rubrics were used for assessing student work and the provision of feedback.A focus group conducted after marking was concluded and the analysis of the discussion boardforum demonstrated a strong community of practice with a shared understanding of assessmentrequirements

The Skills Framework for the Information Age: Engaging Stakeholders in Curriculum Design

This paper reports on a research project, examining the role of the Skills Framework for the Information Age (SFIA) in Information and Communications Technology (ICT) curriculum design and management. A goal was to investigate how SFIA informs a top-down approach to curriculum design, beginning with a set of skills that define a particular career role. A further goal was to evaluate the extent to which SFIA facilitates stakeholder interaction, such that academic programs can better identify industry needs while preparing graduates for the intended career role. The paper also evaluates the extent to which SFIA informs the identification of authentic forms of assessment and the skills and levels of autonomy and responsibility required by entry-level and Masters graduate ICT positions. Processes and practices for ICT curriculum design and management are recommended based on findings arising from this research. Although this research was conducted in an Australian context, findings suggest that there is value in using SFIA for ICT curriculum design and management, even in those jurisdictions where it is not required for accreditation or professional certification purposes

Assessing professional skills in engineering education

This paper addresses the issue of developing and assessing professional skills in higher education programs. This includes defining and assessing these skills, in the contexts of an individual course unit and for an entire degree program. Identifying forms of assessment that are seen as authentic, meaningful and understandable by the students, teaching staff and curriculum developers are of utmost importance if professional skills are to be accepted and included in the formal curriculum. This can be particularly important in programs that aim to offer students a truly collaborative learning experience in a culturally diverse team. Reflections are presented as one example of an assessment method that fits this requirement. Building assessment based on the notion of threshold concepts is introduced in the context of an open ended group project course unit at Uppsala University

The significance of participant experience when evaluating software inspection techniques

Software inspections have been used to improve software quality for 30 years. The Checklist Based Reading strategy has traditionally been the most prevalent reading strategy. Increased Object Oriented usage has raised questions regarding this techniques efficacy, given issues such as delocalisation. This study compared two inspection techniques: Use-Case Reading and Usage-Based Reading, with Checklist Based Reading. Students and industry professionals were recruited to participate in the study. The effectiveness of each reading strategy was analysed, and the effect experience had on inspection efficacy. The results showed no significant difference between inspection techniques,whether used by student or professional developers but a significant difference was identified between student and professional developers in applying the different techniques. Qualitative results highlighted the differences in ability between industry and students with respect to what each group considered important when inspecting and writing code. These results highlight the differences between student and industry professionals when applying inspections. Therefore, when selecting participants for empirical software engineering studies, participant experience level must be accounted for within the reporting of results