bluuebunny/crossref_metadata_2025 huggingface dataset:
Neuroscience Workshops for Fifth-Grade School Children by Undergraduate Students: A University–School Partnership
Authors: Foy Judith G. , Feldman Marissa , Lin Edward , Mahoney Margaret , Sjoblom Chelsea
Published: November 2007

The National Science Education Standards recommend that science be taught using inquiry-based approaches. Inspired by the Dana Alliance for Brain Initiatives, we examined whether undergraduate students could learn how to conduct field research by teaching elementary school children basic neuroscience concepts in interactive workshops. In an inquiry-based learning experience of their own, undergraduate psychology students working under the close supervision of their instructor designed and provided free, interactive, hour-long workshops focusing on brain structure and function, brain damage and disorders, perception and illusions, and drugs and hormones to fifth-graders from diverse backgrounds, and we assessed the effectiveness of the workshops using a pretest–post-test design. The results suggest that the workshops enhanced the children's knowledge of neuroscience concepts as measured using pre- and post-open-ended assessments. The undergraduates also found their learning experience engaging and productive. The article includes detailed descriptions of the workshop activities, procedures, the course in which the undergraduates implemented the workshops, and guidance for future university–school collaborations aimed at enhancing science literacy.
Neuroscience in Middle Schools: A Professional Development and Resource Program That Models Inquiry-based Strategies and Engages Teachers in Classroom Implementation
Authors: MacNabb Carrie , Schmitt Lee , Michlin Michael , Harris Ilene , Thomas Larry , Chittendon David , Ebner Timothy J. , Dubinsky Janet M.
Published: November 2007

The Department of Neuroscience at the University of Minnesota and the Science Museum of Minnesota have developed and implemented a successful program for middle school (grades 5–8) science teachers and their students, called Brain Science on the Move. The overall goals have been to bring neuroscience education to underserved schools, excite students about science, improve their understanding of neuroscience, and foster partnerships between scientists and educators. The program includes BrainU, a teacher professional development institute; Explain Your Brain Assembly and Exhibit Stations, multimedia large-group presentation and hands-on activities designed to stimulate student thinking about the brain; Class Activities, in-depth inquiry-based investigations; and Brain Trunks, materials and resources related to class activities. Formal evaluation of the program indicated that teacher neuroscience knowledge, self-confidence, and use of inquiry-based strategies and neuroscience in their classrooms have increased. Participating teachers increased the time spent teaching neuroscience and devoted more time to “inquiry-based” teaching versus “lecture-based teaching.” Teachers appreciated in-depth discussions of pedagogy and science and opportunities for collegial interactions with world-class researchers. Student interest in the brain and in science increased. Since attending BrainU, participating teachers have reported increased enthusiasm about teaching and have become local neuroscience experts within their school communities.
Routes to Research for Novice Undergraduate Neuroscientists
Authors: Frantz Kyle J. , DeHaan Robert L. , Demetrikopoulos Melissa K. , Carruth Laura L.
Published: November 2007

Undergraduate students may be attracted to science and retained in science by engaging in laboratory research. Experience as an apprentice in a scientist's laboratory can be effective in this regard, but the pool of willing scientists is sometimes limited and sustained contact between students and faculty is sometimes minimal. We report outcomes from two different models of a summer neuroscience research program: an Apprenticeship Model (AM) in which individual students joined established research laboratories, and a Collaborative Learning Model (CLM) in which teams of students worked through a guided curriculum and then conducted independent experimentation. Assessed outcomes included attitudes toward science, attitudes toward neuroscience, confidence with neuroscience concepts, and confidence with science skills, measured via pre-, mid-, and postprogram surveys. Both models elevated attitudes toward neuroscience, confidence with neuroscience concepts, and confidence with science skills, but neither model altered attitudes toward science. Consistent with the CLM design emphasizing independent experimentation, only CLM participants reported elevated ability to design experiments. The present data comprise the first of five yearly analyses on this cohort of participants; long-term follow-up will determine whether the two program models are equally effective routes to research or other science-related careers for novice undergraduate neuroscientists.
Rethinking Exams and Letter Grades: How Much Can Teachers Delegate to Students?
Authors: Kitchen Elizabeth , King Summer H. , Robison Diane F. , Sudweeks Richard R. , Bradshaw William S. , Bell John D.
Published: November 2007

In this article we report a 3-yr study of a large-enrollment Cell Biology course focused on developing student skill in scientific reasoning and data interpretation. Specifically, the study tested the hypothesis that converting the role of exams from summative grading devices to formative tools would increase student success in acquiring those skills. Traditional midterm examinations were replaced by weekly assessments administered under test-like conditions and followed immediately by extensive self, peer, and instructor feedback. Course grades were criterion based and derived using data from the final exam. To alleviate anxiety associated with a single grading instrument, students were given the option of informing the grading process with evidence from weekly assessments. A comparative analysis was conducted to determine the impact of these design changes on both performance and measures of student affect. Results at the end of each year were used to inform modifications to the course in subsequent years. Significant improvements in student performance and attitudes were observed as refinements were implemented. The findings from this study emphasized the importance of prolonging student opportunity and motivation to improve by delaying grade decisions, providing frequent and immediate performance feedback, and designing that feedback to be maximally formative and minimally punitive.
A Ramble through the Cell: How Can We Clear Such a Complicated Trail?
Authors: Bobich Joseph A.
Published: November 2007

The arrangement of course information in a logical sequence for molecular life science (MLS) courses remains a matter of some controversy, even within a single subdiscipline such as biochemistry. This is due to the explosion of knowledge, the latest bioinformatic revelations, and the observation that new discoveries sometimes reveal specific connections between previously disparate topics. However, the general outlines of biomedical information are in place, at least the knowledge that should be conveyed to undergraduates taking cell and molecular biology and biochemistry. Despite the increasing amount and complexity of the information to be presented, integration and unification are possible because the molecular reactions and interactions that underlie all life processes are coming into view: they are common to all cellular structural rearrangements, nucleic acid functions, and biochemical reactions, whether of plant or animal origin. Also, it is no longer possible to draw clear boundaries between cell biology, biochemistry, and molecular biology that would not violate the fundamental unity of our understanding. Therefore, an arrangement of content is proposed for a two-semester course that aims to present a unified portrait of upper-division undergraduate MLS.
Prescribed Active Learning Increases Performance in Introductory Biology
Authors: Freeman Scott , O'Connor Eileen , Parks John W. , Cunningham Matthew , Hurley David , Haak David , Dirks Clarissa , Wenderoth Mary Pat
Published: November 2007

We tested five course designs that varied in the structure of daily and weekly active-learning exercises in an attempt to lower the traditionally high failure rate in a gateway course for biology majors. Students were given daily multiple-choice questions and answered with electronic response devices (clickers) or cards. Card responses were ungraded; clicker responses were graded for right/wrong answers or participation. Weekly practice exams were done as an individual or as part of a study group. Compared with previous versions of the same course taught by the same instructor, students in the new course designs performed better: There were significantly lower failure rates, higher total exam points, and higher scores on an identical midterm. Attendance was higher in the clicker versus cards section; attendance and course grade were positively correlated. Students did better on clicker questions if they were graded for right/wrong answers versus participation, although this improvement did not translate into increased scores on exams. In this course, achievement increases when students get regular practice via prescribed (graded) active-learning exercises.
Cooperative Learning in Industrial-sized Biology Classes
Authors: Armstrong Norris , Chang Shu-Mei , Brickman Marguerite
Published: November 2007

This study examined the impact of cooperative learning activities on student achievement and attitudes in large-enrollment (>250) introductory biology classes. We found that students taught using a cooperative learning approach showed greater improvement in their knowledge of course material compared with students taught using a traditional lecture format. In addition, students viewed cooperative learning activities highly favorably. These findings suggest that encouraging students to work in small groups and improving feedback between the instructor and the students can help to improve student outcomes even in very large classes. These results should be viewed cautiously, however, until this experiment can be replicated with additional faculty. Strategies for potentially improving the impact of cooperative learning on student achievement in large courses are discussed.
Graduate Experience in Science Education: The Development of a Science Education Course for Biomedical Science Graduate Students
Authors: Markowitz Dina G. , DuPré Michael J.
Published: November 2007

The University of Rochester's Graduate Experience in Science Education (GESE) course familiarizes biomedical science graduate students interested in pursuing academic career tracks with a fundamental understanding of some of the theory, principles, and concepts of science education. This one-semester elective course provides graduate students with practical teaching and communication skills to help them better relate science content to, and increase their confidence in, their own teaching abilities. The 2-h weekly sessions include an introduction to cognitive hierarchies, learning styles, and multiple intelligences; modeling and coaching some practical aspects of science education pedagogy; lesson-planning skills; an introduction to instructional methods such as case studies and problem-based learning; and use of computer-based instructional technologies. It is hoped that the early development of knowledge and skills about teaching and learning will encourage graduate students to continue their growth as educators throughout their careers. This article summarizes the GESE course and presents evidence on the effectiveness of this course in providing graduate students with information about teaching and learning that they will use throughout their careers.
Understanding by Design: A Framework for Effecting Curricular Development and Assessment
Authors: Roth Don
Published: November 2007

Successful learning outcomes require the integration of content and meaningful assessment with effective pedagogy. However, development of coherent and cohesive curriculum is seemingly overwhelming even to experienced teachers. Obviously this creates a barrier to successful student learning. Understanding by Design (UbD) overcomes this impasse by providing concise and practical guidance for experienced and inexperienced teachers. In programs sponsored by the National Science Foundation and the National Institutes of Health, teams composed of University of Wyoming graduate students and science teachers from grades 6 to 9 designed motivating, inquiry-based lesson plans intended to get students to think and act like scientists. In this process, teams utilized principles outlined in UbD with great success. UbD describes a practical and useful “backward” design process in which anticipated results are first identified; acceptable evidence for learning outcomes is established and, only then, are specific learning experiences and instruction planned. Additionally, UbD provides procedures to avoid content overload by focusing on “enduring principles.” WHERE, the UbD sieve for activities, was used effectively to develop tasks that are engaging, that are consistent with state educational standards, and that promote self-directed, life-long learning.
Development and Implementation of a Model to Improve Identification of Patients Infected with HIV Using Diagnostic Rapid Testing in the Emergency Department
Authors: Haukoos Jason S. , Hopkins Emily , Eliopoulos Vassily T. , Byyny Richard L. , LaPerriere Kate A. , Mendoza Myles X. , Thrun Mark W. ,   Denver Emergency Department Rapid HIV Testing Study Group
Published: November 2007

Objectives Infection with the human immunodeficiency virus (HIV) continues to expand in nontraditional risk groups, and the prevalence of undiagnosed infection remains relatively high in the patient populations of urban emergency departments (EDs). Unfortunately, HIV testing in this setting remains uncommon. The objectives of this study were 1) to develop a physician‐based diagnostic rapid HIV testing model, 2) to implement this model in a high‐volume urban ED, and 3) to prospectively characterize the patients who were targeted by physicians for testing and determine the proportions who completed rapid HIV counseling, testing, and referral; tested positive for HIV infection; and were successfully linked into medical and preventative care.

Methods An interdisciplinary group of investigators developed a model for performing physician‐based diagnostic rapid HIV testing in the ED. This model was then evaluated using a prospective cohort study design. Emergency physicians identified patients at risk for undiagnosed HIV infection using clinical judgment and consensus guidelines. Testing was performed by the hospital's central laboratory, and clinical social workers performed pretest and posttest counseling and provided appropriate medical and preventative care referrals, as defined by the model.

Results Over the 30‐month study period, 105,856 patients were evaluated in the ED. Of these, 681 (0.64%; 95% confidence interval [CI] = 0.60% to 0.69%) were identified by physicians and completed rapid HIV counseling, testing, and referral. Of the 681 patients, 15 (2.2%; 95% CI = 1.2% to 3.6%) patients tested positive for HIV infection and 12 (80%; 95% CI = 52% to 96%) were successfully linked into care.

Conclusions A physician‐based diagnostic HIV testing model was developed, successfully implemented, and sustained in a high‐volume, urban ED setting. While the use of this model successfully identified patients with undiagnosed HIV infection in the ED, the overall level of testing remained low. Innovative testing programs, such as nontargeted screening, more specific targeted screening, or alternative hybrid methods, are needed to more effectively identify undiagnosed HIV infection in the ED patient population.
Emergency Department Use of Intravenous Procainamide for Patients with Acute Atrial Fibrillation or Flutter
Authors: Stiell Ian G. , Clement Catherine M. , Symington Cheryl , Perry Jeffrey J. , Vaillancourt Christian , Wells George A.
Published: November 2007

Objectives Acute atrial fibrillation and flutter are very common arrhythmias seen in emergency department (ED) patients, but there is no consensus for their optimal management. The objective of this study was to examine the efficacy and safety of intravenous (IV) procainamide for acute atrial fibrillation or flutter.

Methods This health records review included a consecutive cohort of ED patients with acute‐onset atrial fibrillation or atrial flutter who received IV procainamide at one university hospital ED during a five‐year period. The standard clinical protocol involved IV infusion of 1 g of procainamide over 60 minutes, followed by electrical cardioversion if necessary. A trained observer extracted data from the original clinical records. Outcome measurements included conversion to sinus rhythm, adverse events, and relapse up to seven days.

Results The 341 study patients had a mean age of 63.9 years (SD ± 15.5 years), and 56.6% were male. The conversion rates were 52.2% (95% confidence interval = 47% to 58%) for 316 atrial fibrillation cases and 28.0% (95% confidence interval = 13% to 46%) for 25 atrial flutter cases. Mean dose given was 860.7 mg (SD ± 231.2 mg), and median time to conversion was 55 minutes. Adverse events occurred in 34 cases (10.0%): hypotension, 8.5%; bradycardia, 0.6%; atrioventricular block, 0.6%; and ventricular tachycardia, 0.3%. There were no cases of torsades de pointes, cerebrovascular accident, or death. Most patients (94.4%) were discharged home, but 2.9% of patients returned with a recurrence of atrial fibrillation within seven days.

Conclusions This study of acute atrial fibrillation or flutter patients treated in the ED with IV procainamide suggests that this treatment is safe and effective in this setting. Procainamide should be prospectively compared with other ED strategies.
Goals and Learning in Microworlds
Authors: Miller Craig S. , Lehman Jill Fain , Koedinger Kenneth R.
Published: November 2007

We explored the consequences for learning through interaction with an educational microworld called Electric Field Hockey (EFH). Like many microworlds, EFH is intended to help students develop a qualitative understanding of the target domain, in this case, the physics of electrical interactions. Through the development and use of a computer model that learns to play EFH, we analyzed the knowledge the model acquired as it applied the game‐oriented strategies we observed physics students using. Through learning‐by‐doing on the standard sequence of tasks, the model substantially improved its EFH playing ability; however, it did so without acquiring any new qualitative physics knowledge. This surprising result led to an experiment that compared students' use of EFH with standard‐goal tasks against two alternative instructional conditions, specific‐path and no‐goal, each justified from a different learning theory. Students in the standard‐goal condition learned less qualitative physics than did those in the two alternative conditions, which was consistent with the model. The implication for instructional practice is that careful selection and analysis of the tasks that frame microworld use is essential if these programs are to lead to the learning outcomes imagined for them. Theoretically, these results suggest a new interpretation for numerous empirical findings on the effectiveness of no‐goal instructional tasks. The standing “reduced cognitive load” interpretation is contradicted by the success of the specific‐path condition, and we offer an alternative knowledge‐dependent interpretation.
Connectionist Natural Language Processing: The State of the Art
Authors: Christiansen Morten H. , Chater Nick
Published: November 2007

This Special Issue on Connectionist Models of Human Language Processing provides an opportunity for an appraisal both of specific connectionist models and of the status and utility of connectionist models of language in general. This introduction provides the background for the papers in the Special Issue. The development of connectionist models of language is traced, from their intellectual origins, to the state of current research. Key themes that arise throughout different areas of connectionist psycholinguistics are highlighted, and recent developments in speech processing, morphology, sentence processing, language production, and reading are described. We argue that connectionist psycholinguistics has already had a significant impact on the psychology of language, and that connectionist models are likely to have an important influence on future research.
Ambiguity, Competition, and Blending in Spoken Word Recognition
Authors: Gaskell M. Gareth , Marslen–Wilson William D.
Published: November 2007

A critical property of the perception of spoken words is the transient ambiguity of the speech signal. In localist models of speech perception this ambiguity is captured by allowing the parallel activation of multiple lexical representations. This paper examines how a distributed model of speech perception can accommodate this property. Statistical analyses of vector spaces show that coactivation of multiple distributed representations is inherently noisy, and depends on parameters such as sparseness and dimensionality. Furthermore, the characteristics of coactivation vary considerably, depending on the organization of distributed representations within the mental lexicon. This view of lexical access is supported by analyses of phonological and semantic word representations, which provide an explanation of a recent set of experiments on coactivation in speech perception (Gaskell & Marslen–Wilson, 1999).
A Connectionist Approach to Word Reading and Acquired Dyslexia: Extension to Sequential Processing
Authors: Plaut David C.
Published: November 2007

A connectionist approach to word reading, based on the principles of distributed representation, graded learning of statistical structure, and interactivity in processing, has led to the development of explicit computational models which account for a wide range of data on normal skilled reading and on patterns of reading impairment due to brain damage. There have, however, been recent empirical challenges to these models, and the approach in general, relating to the influence of orthographic length on the naming latencies of both normal and dyslexic readers. The current work presents a simulation which generates sequential phonological output in response to written input, and which can refixate the input when encountering difficulty. The normal model reads both words and nonwords accurately, and exhibits an effect of orthographic length and a frequency‐by‐consistency interaction in its naming latencies. When subject to peripheral damage, the model exhibits an increased length effect that interacts with word frequency, characteristic of letter‐by‐letter reading in pure alexia. Although the model is far from a fully adequate account of all the relevant phenomena, it suggests how connectionist models may be extended to provide deeper insight into sequential processes in reading.
Acute Effects of Ghrelin Administration on Glucose and Lipid Metabolism
Authors: Vestergaard Esben Thyssen , Djurhuus Christian Born , Gjedsted Jakob , Nielsen Søren , Møller Niels , Holst Jens Juul , Jørgensen Jens Otto Lunde , Schmitz Ole
Published: November 2007

Context: Ghrelin infusion increases plasma glucose and nonesterified fatty acids, but it is uncertain whether this is secondary to the concomitant release of GH.

Objective: Our objective was to study direct effects of ghrelin on substrate metabolism.

Design: This was a randomized, single-blind, placebo-controlled two-period crossover study.

Setting: The study was performed in a university clinical research laboratory.

Participants: Eight healthy men aged 27.2 ± 0.9 yr with a body mass index of 23.4 ± 0.5 kg/m2 were included in the study.

Intervention: Subjects received infusion of ghrelin (5 pmol·kg−1·min−1) or placebo for 5 h together with a pancreatic clamp (somatostatin 330 μg·h−1, insulin 0.1 mU·kg−1·min−1, GH 2 ng·kg−1·min−1, and glucagon 0.5 ng·kg−1·min−1). A hyperinsulinemic (0.6 mU·kg−1·min−1) euglycemic clamp was performed during the final 2 h of each infusion.

Results: Basal and insulin-stimulated glucose disposal decreased with ghrelin [basal: 1.9 ± 0.1 (ghrelin) vs. 2.3 ± 0.1 mg·kg−1·min−1, P = 0.03; clamp: 3.9 ± 0.6 (ghrelin) vs. 6.1 ± 0.5 mg·kg−1·min−1, P = 0.02], whereas endogenous glucose production was similar. Glucose infusion rate during the clamp was reduced by ghrelin [4.0 ± 0.7 (ghrelin) vs. 6.9 ± 0.9 mg·kg−1·min−1; P = 0.007], whereas nonesterified fatty acid flux increased [131 ± 26 (ghrelin) vs. 69 ± 5 μmol/min; P = 0.048] in the basal period. Regional lipolysis (skeletal muscle, sc fat) increased insignificantly with ghrelin infusion. Energy expenditure during the clamp decreased after ghrelin infusion [1539 ± 28 (ghrelin) vs. 1608 ± 32 kcal/24 h; P = 0.048], but the respiratory quotient did not differ. Minor but significant elevations in serum levels of GH and cortisol were observed after ghrelin infusion.

Conclusions: Administration of exogenous ghrelin causes insulin resistance in muscle and stimulates lipolysis; these effects are likely to be direct, although a small contribution of GH and cortisol cannot be excluded.
Local Education Authority Responses to Disruptive Behaviour: A Research Note
Authors: Young Pamela , Lawrence Jean , Steed David
Published: November 2007

Disruptive behaviour in schools is not new. School staffs have tended to deal with disruptive behaviour themselves. In the mid-1970s an increasing number of local education authorities have concerned themselves with this issue. The policies which have developed appear to be related to the local education authorities’ perception and definition of the problem of disruption. Where the definition is global and related to an identified number of behaviours, the outcome is different from a policy based on the idea of the disruptive pupil. Commonly, an authority will use both definitions. The off-site ‘special units’ appear to be in growing use by local education authorities. This runs counter to the establishment of schools with a truly comprehensive intake. There are also penological implications in the establishment of ‘special units’.
Utilization of Pharmacologic Treatment in Youths with Attention Deficit/Hyperactivity Disorder in Medicaid Database
Authors: Winterstein Almut G , Gerhard Tobias , Shuster Jonathan , Zito Julie , Johnson Michael , Liu Huazhi , Saidi Arwa
Published: November 2007

Background:

Little is known about longitudinal changes in drug utilization in attention-deficit/hyperactivity disorder (ADHD).

Objective:

To describe longitudinal trends in ADHD drug utilization and explore demographic differences among youths eligible for a large Southern state Medicaid program.

Methods:

A cross-sectional and longitudinal analysis of 10 years of claims data for all Medicaid beneficiaries younger than 20 years of age with 6 months or more of continuous insurance (N = 2,131,953) was conducted. Annual prevalence, incidence, and persistence in ADHD medication use (stimulants and atomoxetine) were estimated based on pharmacy claims and clinician-reported ADHD diagnosis.

Results:

ADHD prevalence increased 1.70-fold (95% CI 1.67 to 1.73) from 3.10% (21,904 of 705,573 beneficiaries) in fiscal year 1995–1996 to 5.27% (41,661 of 790,338) in 2003–2004, paralleled by a 1.84-fold (95% CI 1.81 to 1.87) increase in drug use to 4.63%. In 2003–2004, 0.69% of youths were diagnosed and newly started on drugs, reflecting a 1.38-fold (95% CI 1.33 to 1.43) increase over 1995–1996. One in five white males between the ages of 10 and 14 years (19.24%; 95% CI 18.81 to 19.67) received ADHD medication in 2003–2004. Males continued to be more likely diagnosed and treated than females (prevalence ratio [PR] in 2003–2004 = 2.96:95% CI 2.90 to 3.03 vs 3.82; 95% CI 3.69 to 3.96 in 1995–1996), as were whites when compared with Hispanics (PR in 2003–2004 = 2.65; 95% CI 2.57 to 2.73 vs 3.78; 95% CI 3.57 to 3.99 in 1995–1996) and blacks (PR in 2003–2004 = 1.81; 95% CI 1.76 to 1.85 vs 2.00; 95% CI 1.93 to 2.07 in 1995–1996). The most common starting age throughout the study period was 5–9 years, with 2.45% (95% CI 2.37 to 2.52) new ADHD drug users in 2003–2004, but largest increases in prevalence were observed in adolescents 15–19 years of age, with 2.47% (95% CI 2.38 to 2.55) in 2003–2004 compared with 0.45% (95% CI 0.41 to 0.49) in 1995–1996. Medication persistence varied, with only 49.9% (95% CI 49.4 to 50.5) of new users receiving drugs after 1 year, with yet another 17.2% (95% CI 16.4 to 18.0) continuing for 5 years or more.

Conclusions:

ADHD drug utilization continues to increase due to steady increases in diagnosis and chronic use of the drugs over several years. While racial, ethnic, and sex differences persist, the age distribution of drug users has shifted toward older children. These findings emphasize the need for studies that analyze determinants of treatment as well as outcomes, both benefits and risks, associated with long-term medication use.
Digitization of Cartographic Materials: National Archives of Canada
Authors: Kidd Betty
Published: November 2007

Part 1: Context

In the catalogue for the 1972 exhibition, Archives: Mirror of Canada Past, which marked the centenary of the Public Archives of Canada, the then Dominion Archivist, Dr. Wilfred I. Smith, noted “The Public Archives of Canada can report some amazing achievements in the last century, but development of public awareness of its role, the encouragement of popular participation in what should be a co-operative mission, and the sharing of the benefits and the increased enjoyment of its treasures must be a challenge for the next century.” In 1972, few could have anticipated the rapid developments in technology which would, within several decades, provide a tool – the World Wide Web – to enable the realization of Dr. Smith's stated objectives.
“Wouldn't Be Prudent”: Digitization as a Preservation Reformatting Method
Authors: McAlister Sheila A. , Trinkaus-Randall Gregor
Published: November 2007

Members of the Society of American Archivists' Preservation Section read with interest the ARL Preservation of Research Library Materials Committee's
Digitization for Preservation: Far Too Many Benefits over Microfilming
Authors: Cunningham-Kruppa Ellen
Published: November 2007

The authors of
vascoda – Aims and Ambitions in Building the German Digital Library
Authors: Pianos Tamara
Published: November 2007

German libraries and subject information providers as well as academic researchers provide a number of subject portals with a variety of high-quality information. Users, however, sometimes do not know where to find the right portal for their specific needs; other users do research in an interdisciplinary field and would like to do searches in several portals simultaneously. Thus, there is a need for orientation, harmonization, and the possibility of simultaneous searches. The search for information should also lead directly to the desired document. Many countries are trying to offer their academic researchers and students portals or subjects hubs which provide easy access to quality information.
U.S. Congressional Serial Set (1817–1980) with American State Papers (1789–1838) – Readex Digital Edition
Authors: Norelli Barbara
Published: November 2007

If Julia Child had been a government documents librarian instead of a chef, one can just imagine Dan Aykroyd as Julia in his classic “Saturday Night Live” sketch imploring us to “save the Serial Set” instead of the liver. We can all be pleased that Readex, a division of Newsbank, Inc., has not only made the Serial Set accessible but easily searchable with the release of the
Girolamo Savonarola Religious and Political Reformer: The Incunable Collection of the Württembergische Landesbibliothek, Stuttgart
Authors: Izbicki Thomas M.
Published: November 2007

The works on the Dominican religious reformer Girolamo Savonarola did not vanish from sight with his execution in 1498. The preacher's works began appearing in print during the last decade of his life, and they continued appearing after his death. Most were published in Florence, but some appeared in other cities. A few even were printed in Germany. The printers most associated with dissemination of the friar's works are Bartolomeo de' Libri and Lorenzo Morgiani. This selection of early editions of Savonarola's works illustrates the rapid passage or his words into print and the long afterlife of the friar as a religious figure. The collection also contains writings of both supporters and opponents of Savonarola, most of them published in his lifetime. Thus the microfiche collection (212 titles on 263 microfiche) illustrate every aspect of the friar's impact on both the book trade and the reading public of his day. (MARC21 Bibliographic Records are also available but were not reviewed.)
The Secularisation of Jewish Cultural Memory: Epistemological and Hermeneutical Reflections
Authors: Mendes-Flohr Paul
Published: November 2007

I Books and Order

In an autobiographical essay, Walter Benjamin tells of moving to a new apartment and unpacking his library from the crates that had transported them to their new abode. While reassembling his library, he reflects upon the random, often fortuitous manner in which the books were acquired. But once they are placed on the shelves of his library they gain an order, at least in his imagination. As constellated in his library, the tomes form a distinctive bibliophilic and intellectual landscape, marking the byways of his spiritual biography. To be sure, the order the books attained on the shelves of Benjamin's library may not have been readily discerned by others who may even have had difficulty in grasping the inner logic of his collection.
The TLC: A Novel Auditory Nucleus of the Mammalian Brain
Authors: Saldaña Enrique , Viñuela Antonio , Marshall Allen F. , Fitzpatrick Douglas C. , Aparicio M.-Auxiliadora
Published: November 2007

We have identified a novel nucleus of the mammalian brain and termed it the tectal longitudinal column (TLC). Basic histologic stains, tract-tracing techniques and three-dimensional reconstructions reveal that the rat TLC is a narrow, elongated structure spanning the midbrain tectum longitudinally. This paired nucleus is located close to the midline, immediately dorsal to the periaqueductal gray matter. It occupies what has traditionally been considered the most medial region of the deep superior colliculus and the most medial region of the inferior colliculus. The TLC differs from the neighboring nuclei of the superior and inferior colliculi and the periaqueductal gray by its distinct connections and cytoarchitecture. Extracellular electrophysiological recordings show that TLC neurons respond to auditory stimuli with physiologic properties that differ from those of neurons in the inferior or superior colliculi. We have identified the TLC in rodents, lagomorphs, carnivores, nonhuman primates, and humans, which indicates that the nucleus is conserved across mammals. The discovery of the TLC reveals an unexpected level of longitudinal organization in the mammalian tectum and raises questions as to the participation of this mesencephalic region in essential, yet completely unexplored, aspects of multisensory and/or sensorimotor integration.
Congruent Activity during Action and Action Observation in Motor Cortex
Authors: Tkach Dennis , Reimer Jacob , Hatsopoulos Nicholas G.
Published: November 2007

A variety of studies have shown that motor cortical areas can be activated by observation of familiar actions. Here, we describe single-neuron responses in monkey primary motor (MI) and dorsal premotor (PMd) cortices during passive observation and execution of a familiar task. We show that the spiking modulation, preferred directions, and encoded information of cells in MI and PMd remain consistent during both observation and movement. Furthermore, we find that the presence of a visual target is necessary to elicit this congruent neural activity during observation. These findings along with results from our analysis of the oscillatory power in the beta frequency of the local field potential are consistent with previous imaging and EEG studies that have suggested that congruence between observation and action is a general feature of the motor system, even outside of canonical “mirror” areas. Such congruent activity has proposed relevance to motor learning, mimicry, and communication and has practical applications for the development of motor-cortical neuroprostheses in paralyzed patients.
Spatial Attention Does Not Strongly Modulate Neuronal Responses in Early Human Visual Cortex
Authors: Yoshor Daniel , Ghose Geoffrey M. , Bosking William H. , Sun Ping , Maunsell John H. R.
Published: November 2007

Attention can dramatically enhance behavioral performance based on a visual stimulus, but the degree to which attention modulates activity in early visual cortex is unclear. Whereas single-unit studies of spatial attention in monkeys have repeatedly revealed relatively modest attentional modulations in V1, human functional magnetic resonance imaging studies demonstrate a large attentional enhancement of the blood oxygen level-dependent (BOLD) signal in V1. To explore this discrepancy, we used intracranial electrodes to directly measure the effect of spatial attention on the responses of neurons near the human occipital pole. We found that spatial attention does not robustly modulate stimulus-driven local field potentials in early human visual cortex, but instead produces modest modulations that are consistent with those seen in monkey neurophysiology experiments. This finding suggests that the neuronal activity that underlies visual attention in humans is similar to that found in other primates and that behavioral state may alter the linear relationship between neuronal activity and BOLD.
NMDA Receptor Activation Dephosphorylates AMPA Receptor Glutamate Receptor 1 Subunits at Threonine 840
Authors: Delgado Jary Y. , Coba Marcelo , Anderson Christopher N. G. , Thompson Kimberly R. , Gray Erin E. , Heusner Carrie L. , Martin Kelsey C. , Grant Seth G. N. , O'Dell Thomas J.
Published: November 2007

Phosphorylation-dependent changes in AMPA receptor function have a crucial role in activity-dependent forms of synaptic plasticity such as long-term potentiation (LTP) and long-term depression (LTD). Although three previously identified phosphorylation sites in AMPA receptor glutamate receptor 1 (GluR1) subunits (S818, S831, and S845) appear to have important roles in LTP and LTD, little is known about the role of other putative phosphorylation sites in GluR1. Here, we describe the characterization of a recently identified phosphorylation site in GluR1 at threonine 840. The results ofin vivoandin vitrophosphorylation assays suggest that T840 is not a substrate for protein kinases known to phosphorylate GluR1 at previously identified phosphorylation sites, such as protein kinase A, protein kinase C, and calcium/calmodulin-dependent kinase II. Instead,in vitrophosphorylation assays suggest that T840 is a substrate for p70S6 kinase. Although LTP-inducing patterns of synaptic stimulation had no effect on GluR1 phosphorylation at T840 in the hippocampal CA1 region, bath application of NMDA induced a strong, protein phosphatase 1- and/or 2A-mediated decrease in T840 phosphorylation. Moreover, GluR1 phosphorylation at T840 was transiently decreased by a chemical LTD induction protocol that induced a short-term depression of synaptic strength and persistently decreased by a chemical LTD induction protocol that induced a lasting depression of synaptic transmission. Together, our results show that GluR1 phosphorylation at T840 is regulated by NMDA receptor activation and suggest that decreases in GluR1 phosphorylation at T840 may have a role in LTD.
Opposing Regulation of Pair Bond Formation by cAMP Signaling within the Nucleus Accumbens Shell
Authors: Aragona Brandon J. , Wang Zuoxin
Published: November 2007

The formation of monogamous pair bonds, by prairie voles, is facilitated by activation of dopamine (DA) D2-like, but not D1-like, receptors within the nucleus accumbens (NAcc) shell. Because DA exerts opposing regulation of cAMP production depending on the subtype of receptor activated, we tested the hypothesis that DA regulation of pair bond formation is mediated via the cAMP signaling cascade. Consistent with activation of D2-like receptors, decreasing cAMP signaling, by blocking cAMP binding sites on protein kinase A (PKA), facilitated partner preference formation. Conversely, increasing cAMP signaling, by preventing the activation of inhibitory G-proteins, activating stimulatory G-proteins, or stimulating PKA prevented the formation of mating-induced partner preferences. These manipulations were effective in the shell, but not the core, of the NAcc. Together, these data demonstrate opposing regulation over pair bond formation by cAMP signaling within the NAcc shell.
Visceral Afferents Directly Activate Catecholamine Neurons in the Solitary Tract Nucleus
Authors: Appleyard Suzanne M. , Marks Daniel , Kobayashi Kazuto , Okano Hideyuki , Low Malcolm J. , Andresen Michael C.
Published: November 2007

Brainstem A2/C2neurons are catecholamine (CA) neurons within the solitary tract nucleus (NTS) that influence many homeostatic functions, including cardiovascular reflexes, food intake, and stress. Because NTS is a major interface between sensory visceral afferents and the CNS, NTS CA neurons are ideally suited to coordinate complex responses by their projections to multiple brain regions. To test how NTS CA neurons process visceral afferent information carried by solitary tract (ST) afferents, we identified CA neurons using transgenic mice expressing TH-EGFP (enhanced green fluorescent protein under the control of the tyrosine hydroxylase promoter) and recorded synaptic responses to ST activation in horizontal slices. ST shocks evoked large-amplitude, short-latency, glutamatergic EPSCs (ST-EPSCs) in 90% of NTS CA neurons. Within neurons, ST-EPSCs had constant latency, rarely failed, and depressed substantially at high ST frequencies, indicating that NTS CA neurons receive direct monosynaptic connections from afferent terminals. NTS CA neurons received direct ST inputs from only one or two afferent fibers, with one-half also receiving smaller amplitude indirect inputs. Up to 90% of ST shocks evoked action potentials in NTS CA neurons. However, transmission of sensory afferent information through NTS CA neurons critically depended on the expression of an A-type potassium current (IKA), which when active attenuated ST-activated action potentials to a 37% success rate. The satiety peptide, cholecystokinin, presynaptically facilitated glutamate transmission in one-half of NTS CA neurons. Thus, NTS CA neurons are directly driven by visceral afferents with output being modulated by presynaptic peptide receptors and postsynaptic potassium channels.
A systematic study of the validation of Oliver and Pharr’s method
Authors: Shu Siqi , Lu Jian , Li Dongfeng
Published: November 2007

Oliver and Pharr’s method (O&P’s method) is an efficient and popular way of measuring the hardness and Young’s modulus of many classes of solid materials. However, there exists a range of errors between the real values and the calculated values when O&P’s method is applied to materials not included in the basic assumption proposed initially. In this article, the dimensional analysis theorem and the finite element method are applied to evaluate errors for high elastic (E/σY→ 5) to full plastic (E/σY→ 1000) materials with different strain-hardening exponents from 0 to 0.5. A new method is proposed to correct errors obtained using O&P’s method. The numerical simulation results show that the errors obtained using O&P’s method, given in the form of charts, are mainly dependent on the ratio of the reduced Young’s modulus to the yield stress (i.e.,Er/σY) and the strain-hardening exponent,n, for an indenter with a fixed included angle. The two mechanical properties, which can be extracted from the load–depth curves of two indenters with different included angles, are used to correct the errors in the hardness and Young’s modulus of the indented materials produced by O&P’s method.
Fracture mechanics analysis of crack shapes due to cyclic loading in baria–silicate glass
Authors: Suputtamongkol K. , Anusavice K.J. , Mecholsky J.J.
Published: November 2007

The objective of this study was to determine the geometric characteristics associated with the critical crack caused by cyclic loading. In an attempt to simulate an intraoral loading condition, the Hertzian cyclic loading of baria–silicate glass was performed using a type 302 stainless steel indenter under an aqueous environment using clinically relevant parameters, i.e., a low loading frequency (∼3 Hz) and a low load level (⩽200 N). The indenter diameter (4.76 mm) approximated the cuspal radii of molar and premolar teeth. Ten bar specimens each were subjected to loading cycles of 0, 103, 104, and 105 cycles. A four-point bending test was used to quantify the severity of the strength reduction caused by the repeated loading test. There was a decrease in fracture stress after 103 cycles that was associated with cone crack formation. No significant additional reduction was found after 105 cycles for specimens tested both in air and in deionized water. Stress-corrosion fatigue accelerated the surface crack propagation rate in baria–silicate glass specimens. Four different crack geometries were identified along with failure mechanisms. Various fracture mechanics approaches were tested against observed crack geometries. The previously unobserved triangular crack geometry was found.
Local impedance and microchemical analysis of electrical heterogeneities in multilayer electroceramic devices
Authors: Yang G.Y. , Moses P.J. , Dickey E.C. , Randall C.A.
Published: November 2007

We present an experimental methodology for locating and studying local failure sites in multilayer electroceramic devices at the submicron-length scale. In particular, the inhomogeneous degradation of multilayer ceramic capacitors is studied using a judicious combination of scanning electron microscopy (SEM), local-probe electrical measurements, focused ion beam (FIB) extraction, and transmission electron microscopy (TEM). Voltage-contrast SEM permits the identification of regions of different electrical potential within degraded multilayer devices. The local impedance from specific regions is measured in situ between a tungsten probe and the internal device electrodes, while impedance spectra are extracted for more detailed analysis. Because implementation occurs in dual-beam FIB/SEM, these locally defective sites can be extracted and thinned to electron transparency for further investigation by TEM. In this study, degraded sites in BaTiO3 multilayer capacitors are found to be associated with local oxygen deficiencies in BaTiO3, as measured by electron energy loss spectroscopy.