Supporting learning with 3D interactive applications in early years

Early years education is an key element for the introduction of children in the education system. In order to improve this process, the aim of this study was to explore how guided interaction with 3D apps can fit into a preschool setting, how it can help children learn through playing and how it can improve their learning outcomes. A study was conducted with six classes of 87 students aged between 3 years to 6 years, over a 12-week period. Children used 10 inch Android tablets with a series of apps developed by our research team, about houses of the world, the skeleton & five senses and, animals. A quasi-experimental design based on a nonequivalent groups pretest and posttest de-sign revealed that an active behavior and better learning outcomes are obtained by children participating in the experimental groupCascales Martínez, A.; Martínez Segura, MJ.; Laguna- Segobia, M.; Pérez Lopez, DC.; Contero, M. (2014). Supporting learning with 3D interactive applications in early years. Lecture Notes in Computer Science. 8524:11-22. doi:10.1007/978-3-319-07485-6_2S11228524Plowman, L., Stephen, C.: Children, Play and Computers in Preschool Education. British Journal of Educational Technology 36(2), 145–157 (2005)Tootell, H., Plumb, M., Hadfield, C., Dawson, L.: Gestural Interface Technology in early childhood education: A framework for fully-engaged communication. In: Proceedings of the Annual Hawaii International Conference on System Sciences, art. no. 6479836, pp. 13–20 (2013)Marco, J., Cerezo, E.: Bringing Tabletop Technologies to Kindergarten Children. In: HCI 2009 International Conference on Human-Computer Interaction–Celebrating People and Technology, pp. 103–111. Springer, Heidelberg (2009)Heft, T.M., Swaminathan, S.: Using Computers in Early Childhood Classrooms: Teachers’ Attitudes, Skills and Practices. Journal of Early Childhood Research 6(4), 169–188 (2006)Wang, X.C., Ching, C.C.: Social Construction of Computer Experience in a First-Grade Classroom: Social Processes and Mediating Artifacts. Early Education and Development 14(3), 335–361 (2003)Couse, L.J., Chen, D.W.: A Tablet Computer for Young Children? Exploring Its Viability for Early Childhood Education. Journal of Research on Technology in Education 43(1), 75–98 (2012)Kearney, J.: Educating Young Children - Learning and Teaching in the Early Childhood Years. Early Childhood Teachers’ Association (ECTA Inc.) 3(18) (2012)Rankothge, W.H., Sendanayake, S.V., Sudarshana, R.G.P., Balasooriya, B.G.G.H., Alahapperuma, D.R., Mallawarachchi, Y.: Technology Assisted Tool for Learning Skills Development in Early Childhood. In: Proc. of 2012 International Conference on Advances in ICT for Emerging Regions (ICTer), pp. 165–168 (2012)Sandvik, M., Smørdal, O., Østerud, S.: Exploring iPads in Practitioners’ Repertoires for Language Learning and Literacy Practices In Kindergarten. Nordic Journal of Digital Literacy 3(7), 204–221 (2012)Priyankara, K.W.T.G.T., Mahawaththa, D.C., Nawinna, D.P., Jayasundara, J.M.A., Tharuka, K.D.N., Rajapaksha, S.K.: Android Based e-Learning Solution for Early Childhood Education in Sri Lanka. In: Proceedings of the 8th International Conference on Computer Science & Education (ICCSE), pp. 715–718 (2013)Zanchi, C., Presser, A.L., Vahey, P.: Next Generation Preschool Math Demo: Tablet Games for Preschool Classrooms. In: Proceedings of the 12th International Conference on Interaction Design and Children, IDC 2013, pp. 527–530 (2013)Meyer, B.: Game-based Language Learning for Pre-School Children: A Design Perspective. Electronic Journal of e-Learning 11(1), 39–48 (2013)Straub, D.W.: Validating Instruments in MIS Research. MIS Quarterly 13(2), 147–169 (1989)Cook, T.D., Campbell, D.T., Day, A.: Quasi-experimentation: Design and Analysis Issues for Field Settings, pp. 19–21. Houghton Mifflin, Boston (1979)Buendía, L., Y Berrocal, E.: La Ética de la Investigación Educativa. Ágora Digital 1 (2011)Tojar, J., Serrano, J.: Ética e Investigación Educativa. RELIEVE 6(2) (2000)Cascales, A., Laguna, I., Pérez-López, D., Perona, P., Contero, M.: 3D Interactive Applications on Tablets for Preschoolers: Exploring the Human Skeleton and the Senses. In: Hernández-Leo, D., Ley, T., Klamma, R., Harrer, A. (eds.) EC-TEL 2013. LNCS, vol. 8095, pp. 71–83. Springer, Heidelberg (2013

Phylogenomics and the rise of the angiosperms

Angiosperms are the cornerstone of most terrestrial ecosystems and human livelihoods1,2. A robust understanding of angiosperm evolution is required to explain their rise to ecological dominance. So far, the angiosperm tree of life has been determined primarily by means of analyses of the plastid genome3,4. Many studies have drawn on this foundational work, such as classification and first insights into angiosperm diversification since their Mesozoic origins5,6,7. However, the limited and biased sampling of both taxa and genomes undermines confidence in the tree and its implications. Here, we build the tree of life for almost 8,000 (about 60%) angiosperm genera using a standardized set of 353 nuclear genes8. This 15-fold increase in genus-level sampling relative to comparable nuclear studies9 provides a critical test of earlier results and brings notable change to key groups, especially in rosids, while substantiating many previously predicted relationships. Scaling this tree to time using 200 fossils, we discovered that early angiosperm evolution was characterized by high gene tree conflict and explosive diversification, giving rise to more than 80% of extant angiosperm orders. Steady diversification ensued through the remaining Mesozoic Era until rates resurged in the Cenozoic Era, concurrent with decreasing global temperatures and tightly linked with gene tree conflict. Taken together, our extensive sampling combined with advanced phylogenomic methods shows the deep history and full complexity in the evolution of a megadiverse clade

Pier and Contraction Scour Prediction in Cohesive Soils at Selected Bridges in Illinois

This report presents the results of testing the Scour Rate In Cohesive Soils-Erosion Function Apparatus (SRICOS-EFA) method for estimating scour depth of cohesive soils at 15 bridges in Illinois. The SRICOS-EFA method for complex pier and contraction scour in cohesive soils has two primary components. The first component includes the calculation of the maximum contraction and pier scour (Zmax). The second component is an integrated approach that considers a time factor, soil properties, and continued interaction between the contraction and pier scour (SRICOS runs). The SRICOS-EFA results were compared to scour prediction results for non-cohesive soils based on Hydraulic Engineering Circular No. 18 (HEC-18). On average, the HEC-18 method predicted higher scour depths than the SRICOS-EFA method. A reduction factor was determined for each HEC-18 result to make it match the maximum of three types of SRICOS run results. The unconfined compressive strength (Qu) for the soil was then matched with the reduction factor and the results were ranked in order of increasing Qu. Reduction factors were then grouped by Qu and applied to each bridge site and soil. These results, and comparison with the SRICOS Zmax calculation, show that less than half of the reduction-factor method values were the lowest estimate of scour; whereas, the Zmax method values were the lowest estimate for over half. A tiered approach to predicting pier and contraction scour was developed. There are four levels to this approach numbered in order of complexity, with the fourth level being a full SRICOS-EFA analysis. Levels 1 and 2 involve the reduction factors and Zmax calculation, and can be completed without EFA data. Level 3 requires some surrogate EFA data. Levels 3 and 4 require streamflow for input into SRICOS. Estimation techniques for both EFA surrogate data and streamflow data were developed.Illinois Department of Transportation ICT-R27-19not peer reviewe

Supplementary Material for: The Effect of SH2B1 Variants on Expression of Leptin- and Insulin-Induced Pathways in Murine Hypothalamus

<p><b><i>Objective: </i></b>We aimed to determine the effect of human <i>SH2B1</i> variants on leptin and insulin signaling, which are major regulators of energy homeostasis, on the RNA level. <b><i>Methods:</i></b> We analyzed the expression of infrequent alleles of seven <i>SH2B1</i> variants (Arg67Cys, Lys150Arg, Thr175Ala, Thr343Met, Thr484Ala, Ser616Pro, and Pro689Leu) in response to insulin or leptin cell stimulation. Two of these were identified in own mutation screens, the others were predicted to be deleterious or to serve as controls. The variants were analyzed in a homologous system of mouse hypothalamic cells. Changes in expression of downstream genes were measured. Student's t-test for independent samples was applied, and effect sizes using Cohen's d with 95% confidence intervals were therefore calculated. <b><i>Results:</i></b> In 34 of 54 analyzed genes involved in leptin (JAK/STAT or AKT) signaling, variants nominally changed expression. The expression of three genes was considerably increased <i>(</i>p values ≤ 0.001: <i>Gbp2b</i> (67Cys; <i>d</i> = 25.11 (-3.53, -2.70)), <i>Irf9</i> (689Leu; <i>d</i> = 44.65 (-2.57, -2.26)), and <i>Isg15</i> (150Arg; <i>d</i> = 20.35 (-2.19, -1.57))). Of 32 analyzed genes in the insulin signaling pathway, the expression of 10 genes nominally changed (p ≤ 0.05), three resulted in p values ≤ 0.01 (<i>Cap1</i> (150Arg; <i>d</i> = 7.48 (-0.62, -0.24)), <i>Mapk1</i> (343Met; <i>d</i> = -6.80 (0.17, 0.45)), and <i>Sorbs1</i> (689Leu; <i>d</i> = 7.82 (-1.60, -0.64))). <b><i>Conclusion:</i></b> The increased expression of genes in the leptin (JAK/STAT or AKT) signaling pathway implies that the main mode of action for human <i>SH2B1</i> mutations might affect leptin signaling rather than insulin signaling.</p