bluuebunny/crossref_metadata_2025_split huggingface dataset:
Prefrontal Cortex Networks Shift from External to Internal Modes during Learning
Authors: Brincat Scott L. , Miller Earl K. 
Published: September 2016

As we learn about items in our environment, their neural representations become increasingly enriched with our acquired knowledge. But there is little understanding of how network dynamics and neural processing related to external information changes as it becomes laden with “internal” memories. We sampled spiking and local field potential activity simultaneously from multiple sites in the lateral prefrontal cortex (PFC) and the hippocampus (HPC)—regions critical for sensory associations—of monkeys performing an object paired-associate learning task. We found that in the PFC, evoked potentials to, and neural information about, external sensory stimulation decreased while induced beta-band (∼11–27 Hz) oscillatory power and synchrony associated with “top-down” or internal processing increased. By contrast, the HPC showed little evidence of learning-related changes in either spiking activity or network dynamics. The results suggest that during associative learning, PFC networks shift their resources from external to internal processing.SIGNIFICANCE STATEMENTAs we learn about items in our environment, their representations in our brain become increasingly enriched with our acquired “top-down” knowledge. We found that in the prefrontal cortex, but not the hippocampus, processing of external sensory inputs decreased while internal network dynamics related to top-down processing increased. The results suggest that during learning, prefrontal cortex networks shift their resources from external (sensory) to internal (memory) processing.
The Core Molecular Machinery Used for Engulfment of Apoptotic Cells Regulates the JNK Pathway Mediating Axon Regeneration inCaenorhabditis elegans
Authors: Pastuhov Strahil Iv. , Fujiki Kota , Tsuge Anna , Asai Kazuma , Ishikawa Sho , Hirose Kazuya , Matsumoto Kunihiro , Hisamoto Naoki 
Published: September 2016

The mechanisms that govern the ability of specific neurons to regenerate their axons after injury are not well understood. InCaenorhabditis elegans, the initiation of axon regeneration is positively regulated by the JNK–MAPK pathway. In this study, we identify two components functioning upstream of the JNK pathway: the Ste20-related protein kinase MAX-2 and the Rac-type GTPase CED-10. CED-10, when bound by GTP, interacts with MAX-2 and functions as its upstream regulator in axon regeneration. CED-10, in turn, is activated by axon injury via signals initiated from the integrin α-subunit INA-1 and the nonreceptor tyrosine kinase SRC-1 and transmitted via the signaling module CED-2/CrkII–CED-5/Dock180–CED-12/ELMO. This module is also known to regulate the engulfment of apoptotic cells during development. Our findings thus reveal that the molecular machinery used for engulfment of apoptotic cells also promotes axon regeneration through activation of the JNK pathway.SIGNIFICANCE STATEMENTThe molecular mechanisms of axon regeneration after injury remain poorly understood. InCaenorhabditis elegans, the initiation of axon regeneration is positively regulated by the JNK–MAPK pathway. In this study, we show that integrin, Rac-GTPase, and several other molecules, all of which are known to regulate engulfment of apoptotic cells during development, also regulate axon regeneration. This signaling module activates the JNK–MAPK cascade via MAX-2, a PAK-like protein kinase that binds Rac. Our findings thus reveal that the molecular machinery used for engulfment of apoptotic cells also promotes axon regeneration through activation of the JNK pathway.
Schwann Cell O-GlcNAc Glycosylation Is Required for Myelin Maintenance and Axon Integrity
Authors: Kim Sungsu , Maynard Jason C. , Sasaki Yo , Strickland Amy , Sherman Diane L. , Brophy Peter J. , Burlingame Alma L. , Milbrandt Jeffrey 
Published: September 2016

Schwann cells (SCs), ensheathing glia of the peripheral nervous system, support axonal survival and function. Abnormalities in SC metabolism affect their ability to provide this support and maintain axon integrity. To further interrogate this metabolic influence on axon–glial interactions, we generated OGT-SCKO mice with SC-specific deletion of the metabolic/nutrient sensing protein O-GlcNAc transferase that mediates the O-linked addition ofN-acetylglucosamine (GlcNAc) moieties to Ser and Thr residues. The OGT-SCKO mice develop tomaculous demyelinating neuropathy characterized by focal thickenings of the myelin sheath (tomacula), progressive demyelination, axonal loss, and motor and sensory nerve dysfunction. Proteomic analysis identified more than 100 O-GlcNAcylated proteins in rat sciatic nerve, including Periaxin (PRX), a myelin protein whose mutation causes inherited neuropathy in humans. PRX lacking O-GlcNAcylation is mislocalized within the myelin sheath of these mutant animals. Furthermore, phenotypes of OGT-SCKO andPrx-deficient mice are very similar, suggesting that metabolic control of PRX O-GlcNAcylation is crucial for myelin maintenance and axonal integrity.SIGNIFICANCE STATEMENTThe nutrient sensing protein O-GlcNAc transferase (OGT) mediates post-translational O-linkedN-acetylglucosamine (GlcNAc) modification. Here we find that OGT functions in Schwann cells (SCs) to maintain normal myelin and prevent axonal loss. SC-specific deletion of OGT (OGT-SCKO mice) causes a tomaculous demyelinating neuropathy accompanied with progressive axon degeneration and motor and sensory nerve dysfunction. We also found Periaxin (PRX), a myelin protein whose mutation causes inherited neuropathy in humans, is O-GlcNAcylated. Importantly, phenotypes of OGT-SCKO andPrxmutant mice are very similar, implying that compromised PRX function contributes to the neuropathy of OGT-SCKO mice. This study will be useful in understanding how SC metabolism contributes to PNS function and in developing new strategies for treating peripheral neuropathy by targeting SC function.
Methylphenidate Modulates Functional Network Connectivity to Enhance Attention
Authors: Rosenberg Monica D. , Zhang Sheng , Hsu Wei-Ting , Scheinost Dustin , Finn Emily S. , Shen Xilin , Constable R. Todd , Li Chiang-Shan R. , Chun Marvin M. 
Published: September 2016

Recent work has demonstrated that human whole-brain functional connectivity patterns measured with fMRI contain information about cognitive abilities, including sustained attention. To derive behavioral predictions from connectivity patterns, our group developed a connectome-based predictive modeling (CPM) approach (Finn et al., 2015; Rosenberg et al., 2016). Previously using CPM, we defined a high-attention network, comprising connections positively correlated with performance on a sustained attention task, and a low-attention network, comprising connections negatively correlated with performance. Validating the networks as generalizable biomarkers of attention, models based on network strength at rest predicted attention-deficit/hyperactivity disorder (ADHD) symptoms in an independent group of individuals (Rosenberg et al., 2016). To investigate whether these networks play a causal role in attention, here we examined their strength in healthy adults given methylphenidate (Ritalin), a common ADHD treatment, compared with unmedicated controls. As predicted, individuals given methylphenidate showed patterns of connectivity associated with better sustained attention: higher high-attention and lower low-attention network strength than controls. There was significant overlap between the high-attention network and a network with greater strength in the methylphenidate group, and between the low-attention network and a network with greater strength in the control group. Network strength also predicted behavior on a stop-signal task, such that participants with higher go response rates showed higher high-attention and lower low-attention network strength. These results suggest that methylphenidate acts by modulating functional brain networks related to sustained attention, and that changing whole-brain connectivity patterns may help improve attention.SIGNIFICANCE STATEMENTRecent work identified a promising neuromarker of sustained attention based on whole-brain functional connectivity networks. To investigate the causal role of these networks in attention, we examined their response to a dose of methylphenidate, a common and effective treatment for attention-deficit/hyperactivity disorder, in healthy adults. As predicted, individuals on methylphenidate showed connectivity signatures of better sustained attention: higher high-attention and lower low-attention network strength than controls. These results suggest that methylphenidate acts by modulating strength in functional brain networks related to attention, and that changing whole-brain connectivity patterns may improve attention.
The EASE Quality Improvement Project: Improving Safe Sleep Practices in Ohio Children’s Hospitals
Authors: Macklin Jamie R. , Gittelman Michael A. , Denny Sarah A. , Southworth Hayley , Arnold Melissa Wervey 
Published: September 2016

BACKGROUND:Despite American Academy of Pediatrics (AAP) recommendations, many hospitalized infants are not observed in the appropriate safe sleep environment. Caregivers tend to model sleep patterns observed in a hospital setting. This project assessed the change in infant safe sleep practices within 6 children's hospitals after the implementation of a statewide quality improvement program.METHODS:The AAP recruited hospitalists from each of the state’s children’s hospitals and asked them to form “safe sleep teams” within their institutions. Teams used a standardized data tool to collect information on the infant's age and sleep position/environment. They collected baseline data and then weekly for the duration of the 12-month project. Teams were required to implement at least 3 Plan-Do-Study-Act cycles. We calculated changes in safe sleep practices over time. Providers received Maintenance of Certification Part IV credit for participation.RESULTS:Teams collected 5343 audits at all participating sites. At baseline, only 279 (32.6%) of 856 of the sleeping infants were observed to follow AAP recommendations, compared with 110 (58.2%) of 189 (P &lt; .001) at the project’s conclusion. The presence of empty cribs was the greatest improvement (38.1% to 67.2%) (P &lt; .001). Removing loose blankets (77.8% to 50.0%) (P &lt; .001) was the most common change made. Audits also showed an increase in education of families about safe sleep practices from 48.2% to 75.4% (P &lt; .001).CONCLUSIONS:Multifactorial interventions by hospitalist teams in a multi-institutional program within 1 state’s children's hospitals improved observed infant safe sleep behaviors and family report of safe sleep education. These behavior changes may lead to more appropriate safe sleep practices at home.
MATHEMATICAL COMMUNICATION ABILITY AND DISPOSITION (EXPERIMENT WITH GRADE-11 STUDENTS USING CONTEXTUAL TEACHING WITH COMPUTER ASSISSTED)
Authors: Yonandi Mr , Sumarmo2 Utari 
Published: September 2016

Makalah ini melaporkan temuan suatu eksperimen dengan disain tes awal-tes akhir dan kelompok kontrol yang dilaksanakan dengan mengimplementasikan pendekatan kontekstual berbantuan komputer untuk menemukan kemampuan komunikasi, dan disposisi matematik siswa. Studi ini melibatkan 244 siswa kelas-11 dari tiga SMA dari level rendah, medium, dan tinggi. Instrumen studi ini terdiri dari tes komunikasi matematik, dan skala disposisi matematik. Studi menemukan bahwa pendekatan kontekstual berbantuan komputer memberikan peran terbesar dibandingkan level sekolah dan kemampuan awal matematika siswa terhadap pencapaian dan peningkatan kemampuan komunikasi dan pencapaian disposisi matematik. Kemampuan komunikasi matematik siswa tergolong cukup baik. Studi juga menemukan bahwa peran kemampuan awal matematika siswa tidak konsisten terhadap pencapaian kemampuan komunikasi dan disposisi matematik. Selain itu, studi menemukan tidak ada interaksi antara pendekatan pembelajaran dan kemampuan awal matematika dan antara pendekatan pembelajaran dan level sekolah terhadap kemampuan komunikasi, dan disposisi matematik siswa. Selama pembelajaran siswa menunjukkan disposisi matematik yang positif, seperti belajar dengan semangat, bersikap terbuka, jujur, tidak takut menyakatan pendapatnya, dan saling menghargai satu terhadap lainnya. Terdapat asosiasi antara kemampuan komunikasi, dan diposisi matematik. Kata kunci: disposisi matematik, komunikasi matematik, pembelajaran berbantuan komputer, pembelajaran kontekstual
PENGEMBANGAN MODEL PEMBELAJARAN BERBASIS TEORI VAN HIELE UNTUK MENINGKATKAN KEMAMPUAN GEOMETRI SISWA SMP DI KOTA BANDA ACEH
Authors: Ihksan M 
Published: September 2016

Penguasaan siswa terhadap materi geometri hingga saat ini masih rendah sehingga masih banyak siswa yang mengalami kesulitan dalam belajar geometri. Salah satu faktor penyebab rendahnya penguasaan siswa adalah faktor pembelajaran. Pembelajaran geometri secara konvensional tidak mempertimbangkan perbedaan kemampuan siswa dalam geometri. Oleh karena itu, untuk memandu pengajaran geometri, perlu dikembangkan sebuah model pembelajaran berbasis teori van Hiele yang dapat melayani kebutuhan semua siswa yang bervariasi dalam kemampuan geometrinya. Pengembangan model pembelajaran pada penelitian ini mengacu pada pada model umum masalah pendidikan dari Plomp, yang meliputi: fase investigasi awal, fase desain, fase realisasi, fase tes, evaluasi dan revisi, dan fase implementasi. Pada penelitian ini, pengembangan hanya sampai pada fase keempat. Berdasarkan hasil pengembangan, diperoleh model pembelajaran berbasis teori van Hiele beserta perangkatnya yang memenuhi kriteria valid, praktis, dan, efektif, sehingga model ini merupakan model pembelajaran yang memiliki kualitas baik. Sintak model pembelajaran ini meliputi: orientasi pembelajaran, diskusi kelompok, diskusi kelas, integrasi, dan evaluasi.Kata Kunci: kemampuan geometri, Teori van Hiele, siswa SMP
PENGEMBANGAN KETERAMPILAN GENERIK SAINS MELALUI PENGGUNAAN MULTIMEDIA INTERAKTIF
Authors: Agustin Rika Rafikah 
Published: September 2016

Studi ini dilakukan untuk mengembangkan keterampilan generik sains siswa SMA kelas XI melalui pembelajaran kimia berbasis multimedia interaktif. Dalam studi ini dikembangkan suatu perangkat lunak pembelajaran pada topik Interaksi Antar Molekul yang kemudian diimplementasikan dalam pembelajaran kimia di kelas yang dilengkapi dengan perangkat komputer. Subjek dalam penelitian ini adalah 33 orang siswa SMA kelas XI di sebuah SMA negeri di Bandung yang sedang mengikuti pembelajaran kimia pada topik interaksi antar molekul. Multimedia interaktif yang dikembangkan dalam pembelajaran ini memuat lima keterampilan generik sains diantaranya yaitu: membangun konsep, pemodelan, logical frame, pengamatan tidak langsung dan hukum sebab akibat. Untuk mengukur peningkatan keterampiln generik sains siswa sebelum dan sesudah pembelajaran, digunakan metode penelitian kuasi eksperimen one group pretest-postest design. Hasil analisis menggunakan uji t membuktikan bahwa kelima keterampilan generik sains siswa mengalami peningkatan yang signifikan. Keterampilan generik sains yang mengalami peningkatan paling tinggi pada pembelajaran ini adalah keterampilan pemodelan sedangkan keterampilan generik sains yang mengalami peningkatan terendah adalah keterampilan tentang hukum sebab akibat. Kata Kunci : keterampilan generik sains, multimedia interaktif, pembelajaran kimia, interaksi antar molekul
MIND MAP SIKLUS DAN MIND MAP LABA-LABA UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KREATIF SISWA SMP PADA POKOK BAHASAN BANGUN RUANG
Authors: Zuraida Ida , Kariadinata Rahayu , Susilawati Wati 
Published: September 2016

This study aimed to determine creative thinking ability of students received Mind Map Cycle, Spiders Mind Map and Conventional learning. Research was quasi experimental method with 8th grade students in one of junior high schools in Bandung as the subjects. Research instrument consist of pretest and posttest that contains questions to determine students' ability to think creatively on geometry subjects. Results showed that based on posttest score, students’ creative thinking ability was as follows: average score was 60.0 for Cycle Mind Map class, 66.2 for Spiders Mind Map class and 54.2 for Conventional class, from maximum score of 100. Anova analysis suggested that differences between treatment (class) did occur (p= 0.00, p< 0,05). Furthermore, average N-gain for Cycle Mind Map Class and Spiders Mind Map class were 0.47 and 0.51 (moderate), while for Conventional class was 0.36 (low). Thus, it can be concluded that students’ creative thinking ability was increased after Mind Map Cycle and Spider Mind Map treatment.Keywords: cycle mind map , spiders mind map, creative thinking, conventional classABSTRAKPenelitian ini bertujuan untuk mengetahui kemampuan berpikir kreatif siswa yang memperoleh pembelajaran dengan Mind Map Siklus, Mind Map Laba-laba dan Konvensional pada pokok bahasan bangun ruang. Metode penelitian yang digunakan adalah metode kuasi eksperimen. Sampel penelitian adalah siswa kelas delapan di salah satu SMP di Kota Bandung. Instrumen penelitian terdiri atas pretest dan posttest yang berisi soal-soal untuk mengetahui kemampuan berpikir kreatif siswa pada materi bangun ruang. Hasil penelitian menunjukkan bahwa berdasarkan nilai rata-rata skor posttest, kemampuan berpikir kreatif siswa di ketiga kelas berbeda yaitu kelas Mind Map Siklus sebesar 60,0, kelas Mind Map Laba-laba sebesar 66,2 dan kelas Konvensional sebesar 54,2 dari skor maksimum ideal 100. Hasil analisis Anova menunjukkan bahwa terdapat perbedaan kemampuan berpikir kreatif matematika antara siswa yang menggunakan Mind Map Siklus, Mind Map Laba-laba dan Konvensional (p= 0,001, p< 0,05). Rata-rata N-gain untuk kelas Mind Map Siklus dan Mind Map Laba-laba masing-masing adalah sebesar 0,47 dan 0,51 dengan interpretasi sedang, sementara untuk kelas Konvensional adalah sebesar 0,36 dengan interpretasi rendah. Dapat disimpulkan bahwa terdapat peningkatan kemampuan berpikir kreatif siswa setelah diberikan perlakuan pembelajaran Mind Map Siklus dan Mind Map Laba-laba.Kata kunci: mind map siklus, mind map laba-laba, berpikir kreatif, kelas konvensional
PENINGKATAN KEMAMPUAN KONEKSI MATEMATIS SISWA SMP MELALUI PEMBELAJARAN INKUIRI MODEL ALBERTA
Authors: Badjeber Rafiq , Fatimah Siti 
Published: September 2016

This research was conducted based on the fact that there was a lack in student’s mathematical connection ability. The aim of this research was to examine the enhancement of student’s mathematical connection ability by Alberta model inquiry learning. This research used nonequivalent control group design. Population of this research was all eighth-grade students at one of the junior high schools in Palu, and the samples were two classes selected by using purposive sampling technique, in which they were used as an experimental class and control class. The experimental class was treated by Alberta Model inquiry learning and control class by conventional learning. Instruments used in this research were mathematics connection ability test and observation sheet. Results showed that student’s mathematical connection ability enhancement in students received Alberta model inquiry learning was better than students who received conventional learning.Keywords: Inquiry Learning of Alberta Model, Mathematical Connection AbilityABSTRAKPenelitian ini didasarkan pada kenyataan bahwa terdapat permasalahan masih rendahnya kemampuan koneksi matematis siswa. Tujuan penelitian ini adalah untuk mengkaji peningkatan kemampuan koneksi matematis siswa yang memperoleh pembelajaran inkuiri model Alberta. Penelitian menggunakan nonequivalent control group design. Populasi dalam penelitian ini adalah seluruh siswa kelas VIII salah satu SMP di Kota Palu dan sebagai sampel dipilih siswa dari dua kelas dengan menggunakan teknik purposive sampling untuk dijadikan sebagai kelas eksperimen dan kelas kontrol. Kelas eksperimen diberi pembelajaran inkuiri model Alberta dan kelas kontrol pembelajaran konvensional. Instrumen dalam penelitian ini adalah tes kemampuan koneksi matematis dan lembar observasi. Hasil penelitian menunjukkan bahwa peningkatan kemampuan koneksi matematis siswa yang memperoleh pembelajaran inkuiri model Alberta lebih baik daripada siswa yang memperoleh pembelajaran konvensional.Kata kunci: Pembelajaran Inkuiri Model Alberta, Kemampuan Koneksi Matematis
PENERAPAN MODEL ARGUMENT-DRIVEN INQUIRY DALAM PEMBELAJARAN IPA UNTUK MENINGKATKAN KEMAMPUAN ARGUMENTASI ILMIAH SISWA SMP
Authors: Ginanjar Wahyu Sukma , Utari Setiya , Muslim Dr. 
Published: September 2016

Scientific argumentation is the ability to express ideas about science phenomena based on data and existing theories. This capability is important for students to explain scientific phenomena based on data and science concepts. Argument-Driven Inquiry model (ADI) consists of tentative argument production and argumentation session as an appropriate step to enhance student’s capability as well as the quality of their scientific argumentation. This exploratory study with time series design and 12 junior high school students as its sample was conducted in order to find ways to enhance student’s argumentation and obtain student’s argumentation enhancement on the topic of light. Students’ argumentation were measured based on oral argumentation enhacement trend, while written arguments were analyzed based on Walker's ADI Laboratory Report Scoring Rubric. Results showed an increasing trend of argumentation for level 2, 4 and 5, constant for level 1, and decreased for level 3, while the written argument has an increasing trend with the value of +2.17. These suggested that steps developed in the ADI model could enhance junior high school students’s scientific argumentation on the topic of light.Keywords: scientific argumentation, Argument-Driven InquiryABSTRAKArgumentasi ilmiah merupakan kemampuan mengemukakan ide/gagasan mengenai fenomena sains berdasarkan data/bukti dan teori yang ada. Kemampuan ini penting dilatihkan agar siswa dapat menjelaskan fenomena sains berdasarkan bukti dan konsep sains yang relevan. Model Argument-Driven Inquiry (ADI) memiliki tahapan pembuatan argumen tentatif serta sesi argumentasi. Kedua tahapan tersebut dipandang sebagai langkah yang tepat untuk melatihkan kemampuan berargumentasi dan kualitas argumentasi. Penelitian eksploratori dengan desain time series dan melibatkan 12 siswa SMP ini bertujuan untuk menemukan cara melatihkan argumentasi pada siswa dan memperoleh gambaran peningkatan argumentasi siswa pada topik cahaya. Peningkatan argumentasi ilmiah siswa diukur berdasarkan trend peningkatan argumentasi lisan sedangkan peningkatan argumentasi tulisan dianalisis berdasarkan ADI Laboratory Report Scoring Rubric. Hasil penelitian menunjukkan bahwa terdapat trend peningkatan untuk level argumentasi 2, 4 dan 5, konstan untuk level 1 dan menurun untuk level 3, sedangkan argumentasi tulisan memiliki trend peningkatan dengan rerata nilai sebesar +2,17. Hal ini menunjukkan bahwa cara-cara yang dikembangkan dalam model ADI dapat melatihkan kemampuan argumentasi ilmiah siswa SMP pada topik cahaya.Kata kunci: argumentasi ilmiah, Argument-Driven Inquiry