Quantifying MRI frequency shifts due to structures with anisotropic magnetic susceptibility using pyrolytic graphite sheet

Magnetic susceptibility is an important source of contrast in magnetic resonance imaging (MRI), with spatial variations in the susceptibility of tissue affecting both the magnitude and phase of the measured signals. This contrast has generally been interpreted by assuming that tissues have isotropic magnetic susceptibility, but recent work has shown that the anisotropic magnetic susceptibility of ordered biological tissues, such as myelinated nerves and cardiac muscle fibers, gives rise to unexpected image contrast. This behavior occurs because the pattern of field variation generated by microstructural elements formed from material of anisotropic susceptibility can be very different from that predicted by modelling the effects in terms of isotropic susceptibility. In MR images of tissue, such elements are manifested at a sub-voxel length-scale, so the patterns of field variation that they generate cannot be directly visualized. Here, we used pyrolytic graphite sheet which has a large magnetic susceptibility anisotropy to form structures of known geometry with sizes large enough that the pattern of field variation could be mapped directly using MRI. This allowed direct validation of theoretical expressions describing the pattern of field variation from anisotropic structures with biologically relevant shapes (slabs, spherical shells and cylindrical shells)

Costs of insensitive acetylcholinesterase insecticide resistance for the malaria vector Anopheles gambiae homozygous for the G119S mutation

<p>Abstract</p> <p>Background</p> <p>The G119S mutation responsible for insensitive acetylcholinesterase resistance to organophosphate and carbamate insecticides has recently been reported from natural populations of <it>Anopheles gambiae </it>in West Africa. These reports suggest there are costs of resistance associated with this mutation for <it>An. gambiae</it>, especially for homozygous individuals, and these costs could be influential in determining the frequency of carbamate resistance in these populations.</p> <p>Methods</p> <p>Life-history traits of the AcerKis and Kisumu strains of <it>An. gambiae </it>were compared following the manipulation of larval food availability in three separate experiments conducted in an insecticide-free laboratory environment. These two strains share the same genetic background, but differ in being homozygous for the presence or absence of the G119S mutation at the <it>ace-1 </it>locus, respectively.</p> <p>Results</p> <p>Pupae of the resistant strain were significantly more likely to die during pupation than those of the susceptible strain. Ages at pupation were significantly earlier for the resistant strain and their dry starved weights were significantly lighter; this difference in weight remained when the two strains were matched for ages at pupation.</p> <p>Conclusions</p> <p>The main cost of resistance found for <it>An. gambiae </it>mosquitoes homozygous for the G119S mutation was that they were significantly more likely to die during pupation than their susceptible counterparts, and they did so across a range of larval food conditions. Comparing the frequency of G119S in fourth instar larvae and adults emerging from the same populations would provide a way to test whether this cost of resistance is being expressed in natural populations of <it>An. gambiae </it>and influencing the dynamics of this resistance mutation.</p

Artificial Intelligence in Education

Artificial Intelligence (AI) technologies have been researched in educational contexts for more than 30 years (Woolf 1988; Cumming and McDougall 2000; du Boulay 2016). More recently, commercial AI products have also entered the classroom. However, while many assume that Artificial Intelligence in Education (AIED) means students taught by robot teachers, the reality is more prosaic yet still has the potential to be transformative (Holmes et al. 2019). This chapter introduces AIED, an approach that has so far received little mainstream attention, both as a set of technologies and as a field of inquiry. It discusses AIED’s AI foundations, its use of models, its possible future, and the human context. It begins with some brief examples of AIED technologies

Implementation of the 2017 Berlin Concussion in Sport Group Consensus Statement in contact and collision sports: a joint position statement from 11 national and international sports organisations.

The 2017 Berlin Concussion in Sport Group Consensus Statement provides a global summary of best practice in concussion prevention, diagnosis and management, underpinned by systematic reviews and expert consensus. Due to their different settings and rules, individual sports need to adapt concussion guidelines according to their specific regulatory environment. At the same time, consistent application of the Berlin Consensus Statement's themes across sporting codes is likely to facilitate superior and uniform diagnosis and management, improve concussion education and highlight collaborative research opportunities. This document summarises the approaches discussed by medical representatives from the governing bodies of 10 different contact and collision sports in Dublin, Ireland in July 2017. Those sports are: American football, Australian football, basketball, cricket, equestrian sports, football/soccer, ice hockey, rugby league, rugby union and skiing. This document had been endorsed by 11 sport governing bodies/national federations at the time of being published

None in Three: The Design and Development of a Low-cost Violence Prevention Game for the Caribbean Region

Domestic violence is a persistent and universal problem occurring in every culture and social group, with lack of empathy identified as a contributing factor. On average, one in three women and girls in the Caribbean experience domestic violence in their lifetime. In this paper we demonstrate the techniques used during the creation of a low-cost, violence prevention game titled None in Three, targeted at enhancing empathy and awareness among young people in Barbados and Grenada. A research trip was undertaken to gather photographic reference and to meet with young people. Methods to measure the emotional state of players and awareness of characters in-game were explored. Cost-saving measures such as asset store purchases were evaluated. Custom tools were created in order to speed up production, including a bespoke event editor for multiple-choice dialogue sequences, and the use of motion capture libraries and auto-rigging tools to speed up character animation workflows

Permanent magnet array for the magnetic refrigerator

Recent research into the development of magnetic refrigeration (MR) operating at room temperature has shown that it can provide a reliable, energy-efficient cooling system. To enhance the cooling power of the magnetic refrigerator, it is required to use a magnetic refrigerant material with large magnetocaloric effect (MCE) at the appropriate temperature. Most advanced magnetic refrigerant materials show largest MCE at high applied magnetic fields generated by a superconducting magnet. For application of MCE to air conditioners or household refrigerators, it is essential to develop a permanent magnet array to form a compact, strong, and energy-efficient magnetic field generator. Generating a magnetic field well above the remanence of a permanent magnetmaterial is hard to achieve through conventional designs. A permanent magnet array based on a hollow cylindrical flux source is found to provide an appropriate geometry and magnetic field strength for MR applications.The following article is from Journal of Applied Physics 91 (2002): 8894 and may be found at http://dx.doi.org/10.1063/1.1451906.</p

Factors influencing students’ receptivity to formative feedback emerging from different assessment cultures

Introduction Feedback after assessment is essential to support the development of optimal performance, but often fails to reach its potential. Although different assessment cultures have been proposed, the impact of these cultures on students’ receptivity to feedback is unclear. This study aimed to explore factors which aid or hinder receptivity to feedback. Methods Using a constructivist grounded theory approach, the authors conducted six focus groups in three medical schools, in three separate countries, with different institutional approaches to assessment, ranging from a traditional summative assessment structure to a fully implemented programmatic assessment system. The authors analyzed data iteratively, then identified and clarified key themes. Results Helpful and counterproductive elements were identified within each school’s assessment system. Four principal themes emerged. Receptivity to feedback was enhanced by assessment cultures which promoted students’ agency, by the provision of authentic and relevant assessment, and by appropriate scaffolding to aid the interpretation of feedback. Provision of grades and comparative ranking provided a helpful external reference but appeared to hinder the promotion of excellence. Conclusions This study has identified important factors emerging from different assessment cultures which, if addressed by programme designers, could enhance the learning potential of feedback following assessments. Students should be enabled to have greater control over assessment and feedback processes, which should be as authentic as possible. Effective long-term mentoring facilitates this process. The trend of curriculum change towards constructivism should now be mirrored in the assessment processes in order to enhance receptivity to feedback

Challenges for IT-Enabled Formative Assessment of Complex 21st Century Skills

In this article, we identify and examine opportunities for formative assessment provided by information technologies (IT) and the challenges which these opportunities present. We address some of these challenges by examining key aspects of assessment processes that can be facilitated by IT: datafication of learning; feedback and scaffolding; peer assessment and peer feedback. We then consider how these processes may be applied in relation to the assessment of horizontal, general complex 21st century skills (21st CS), which are still proving challenging to incorporate into curricula as well as to assess. 21st CS such as creativity, complex problem solving, communication, collaboration and self-regulated learning contain complex constructs incorporating motivational and affective components. Our analysis has enabled us to make recommendations for policy, practice and further research. While there is currently much interest in and some progress towards the development of learning/assessment analytics for assessing 21st CS, the complexity of assessing such skills, together with the need to include affective aspects means that using IT-enabled techniques will need to be combined with more traditional methods of teacher assessment as well as peer assessment for some time to come. Therefore learners, teachers and school leaders must learn how to manage the greater variety of sorts and sources of feedback including resolving tensions of inconsistent feedback from different sources