Connective Ethnography for the Exploration of e-Science

E-science comprises diverse sites, connected in complex and heterogeneous ways. While ethnography is well established as a way of exploring the detail of the knowledge production process, some strategic adaptations are prompted by this spatial complexity of e-science. This article describes a study that focused on the biological discipline of systematics, exploring the ways in which use of a variety of information and communication technologies has become a routine part of disciplinary practice. The ethnography combined observation and interviews within systematics institutions with mailing list participation, exploration of web landscapes, and analysis of expectations around information and communications technologies as portrayed in policy documents. Exploring connections among these different activities offers a means of understanding multiple dimensions of e-science as a focus of practice and policy. It is important when studying e-science to engage critically with claims about the transformative capacity of new technologies and to adopt methodologies that remain agnostic in the face of such claims: A connective approach to ethnography offers considerable promise in this regard.     

SeaDoc: a self-adaptive document link provision system for framework extension tasks

It has been demonstrated that object-oriented frameworks can bring all kinds of advantages to application developers. To gain the advantages, application developers have to follow the framework-based development process. One step of the process is to integrate new components for framework extension. This is defined as a framework extension task in this work. In this task, application developers have to (1) retrieve examples, (2) acquire necessary documents, which are defined as the documents containing example adaptation information, and (3) adapt examples. Currently, acquiring necessary documents requires a lot of time because it is achieved through manually searching the Internet. Although there are many approaches to correctly acquiring those documents, the focus is never on time reduction. To satisfy the new criterion, we find the following challenging issues: (1) the dynamics of the valid document version, and (2) the uncertainty of the relevant necessary documents. The first issue is that the valid document version varies according to the framework version under which the retrieved example is workable. The second one is that the relevant necessary documents cannot be decided until a specific necessary document is specified. To resolve those two issues, a Self-adaptive Document link provision system, named SeaDoc, is provided in this work. SeaDoc resolves the dynamics by dynamically constructing document links with the corresponding valid document version. SeaDoc also resolves the uncertainty by adaptively selecting highly relevant document links. The experimental results show that SeaDoc reduces the time by 73 and 83 % compared with other two approaches.     

Feature extraction of the first difference of EMG time series for EMG pattern recognition

This paper demonstrates the utility of a differencing technique to transform surface EMG signals measured during both static and dynamic contractions such that they become more stationary. The technique was evaluated by three stationarity tests consisting of the variation of two statistical properties, i.e., mean and standard deviation, and the reverse arrangements test. As a result of the proposed technique, the first difference of EMG time series became more stationary compared to the original measured signal. Based on this finding, the performance of time-domain features extracted from raw and transformed EMG was investigated via an EMG classification problem (i.e., eight dynamic motions and four EMG channels) on data from 18 subjects. The results show that the classification accuracies of all features extracted from the transformed signals were higher than features extracted from the original signals for six different classifiers including quadratic discriminant analysis. On average, the proposed differencing technique improved classification accuracies by 2–8%.     

The cholesterol-lowering effect of guar gum is not the result of a simple diversion of bile acids toward fecal excretion

The effects of partially hydrolyzed, nonviscous, guar gum (PHGG) on cholesterol metabolism and digestive balance have been compared with those of native guar gum (GUAR) in rats adapted to 0.4% cholesterol diets. Both types of guar gum elicited acidic fermentations in the large intestine, but only GUAR effectively lowered plasma cholesterol (P<0.001), chiefly in the triglyceride-rich lipoprotein fraction. The biliary bile acid excretion was significantly enhanced in rats fed GUAR (P<0.05), as well as the intestinal and cecal bile acid pool (P<0.001). In rats fed GUAR and to a lesser extent in those fed PHGG, the fecal excretion of bile acids and neutral sterol was higher than in controls (P<0.01). The digestive balance (cholesterol intake-steroid excretion) was positive in control rats (+47 μmol/d), whereas it was negative in rats fed GUAR (−20 μmol/d), which could involve a higher rate of endogenous cholesterol synthesis. In rats fed PHGG, the steroid balance remained slightly positive. Liver 3-hydroxy-3-methylglutaryl-CoA (HMG-CoA) reductase activity was very low (22 pmol/min/mg protein), owing to cholesterol supplementation, in control rats or in rats fed PHGG, whereas it was markedly higher (+463%) in rats fed GUAR. In conclusion, even if PHGG does alter some parameters of the enterohepatic cycle of cholesterol and bile acids, its effects are not sufficient to elicit a significant cholesterol-lowering effect. The intestinal (ileal or cecal) reabsorption of bile acids was not reduced, but rather increased, by GUAR; nevertheless the intestinal capacities of reabsorption were overwhelmed by the enlargement of the digestive pool of bile acids. In the present model, induction of HMG-CoA reductase probably takes place in the presence of elevated portal bile acid concentrations.     

Être à l’écoute des élèves : un incontournable dans la classe de mathématiques

Abstract

This article examines a unique professional development initiative in mathematics teaching that focuses on the design and field testing of pedagogical resources for primary teachers. We examine a particular aspect of the project—namely, helping teachers move from a model centred on explanation and repetitive exercises to an approach centred on listening and responding to students' thinking. In particular, the initiative emphasizes the important role played by students’ reasoning in the construction of their own computational algorithms. This analysis provides evidence that professional development that aims to deepen understanding of students’ mathematical thinking, that provides resources to support the implementation of new teaching strategies, and that strives to establish a collaborative environment enables educators to gain confidence and to develop expertise in their interactions with students in the context of problem solving.     

Developing authentic assessment: Case studies of secondary school mathematics teachers’ experiences

Abstract

Authentic assessment techniques in mathematics raise issues that merit the attention of practitioners, educators, and researchers. Teacher training in assessment, the reliability and validity of authentic assessment, the variety of methods employed in such assessment, and the ways assessment is employed are all concerns that emerge as new assessment techniques other than the expected paper‐and‐pencil tests are implemented. At the secondary school level, new assessment techniques are emerging in mathematics classrooms and little is known about these experiences. This article specifically addresses the issues associated with authentic assessment by describing and exploring mathematics teachers’ experiences as they implement these assessment techniques in their secondary school mathematics program. It summarizes the findings of a qualitative study of five secondary school mathematics teachers in Ontario, Canada, and offers suggestions as to how to support teachers through such a change project. How teachers use authentic assessment, the problems they encounter, and the theoretical and practical issues that emerge are all questions that require exploration and understanding.     

The development of a formative scenario-based computer assisted assessment tool in psychology for teachers: The PePCAA project

Formative computer assisted assessment has become increasingly attractive in Higher Education where providing useful feedback to large numbers of students can be difficult. However, the nature of such assessments has often been limited to objective questions such as multiple-choice. This paper reports on the development and initial trialling of a more innovative, formative use of computer assisted assessment in a Higher Education context. The European funded PePCAA (Pedagogical Psychology Computer Assisted Assessment) project developed a series of scenario-based computer-delivered formative assessments of pedagogical psychology for teachers and trainee teachers, using a range of software features, including the addition of confidence measurement. The project had a two-fold aim: to provide a tool to improve understanding of pedagogical psychology and to explore the potential of more innovative techniques of computer assisted assessment to motivate students and to assess deeper learning. The combination of computer-delivered formative assessment with innovative question styles and confidence ratings is believed to be unique for pedagogical psychology. Scenarios were based on realistic classroom situations and focused on problem solving or on utilising best practice. The PePCAA Learning Assessment Circle (PLAC) provided a framework for indexing the kinds of processes required of users. In the UK, small scale trialling involved a total of 23 teacher trainees such that each assessment was attempted by about seven participants. Participants completed evaluation questionnaires after each assessment. Responses from learners indicated that the UK scenarios were generally very well received and had at least partly achieved the aim of stimulating deeper learning. Transfer of assessments between countries proved more difficult than expected. The next stage of development should be to conduct a larger pilot, thus allowing full investigation of the reliability and validity of the assessments. There is also scope for further development of the PePCAA approach and for its application in other subjects.     

Ferritin Protein Regulates the Degradation of Iron Oxide Nanoparticles

Proteins implicated in iron homeostasis are assumed to be also involved in the cellular processing of iron oxide nanoparticles. In this work, the role of an endogenous iron storage protein—namely the ferritin—is examined in the remediation and biodegradation of magnetic iron oxide nanoparticles. Previous in vivo studies suggest the intracellular transfer of the iron ions released during the degradation of nanoparticles to endogenous protein cages within lysosomal compartments. Here, the capacity of ferritin cages to accommodate and store the degradation products of nanoparticles is investigated in vitro in the physiological acidic environment of the lysosomes. Moreover, it is questioned whether ferritin proteins can play an active role in the degradation of the nanoparticles. The magnetic, colloidal, and structural follow‐up of iron oxide nanoparticles and proteins in lysosome‐like medium confirms the efficient remediation of potentially harmful iron ions generated by nanoparticles within ferritins. The presence of ferritins, however, delays the degradation of particles due to a complex colloidal behavior of the mixture in acidic medium. This study exemplifies the important implications of intracellular proteins in processes of degradation and metabolization of iron oxide nanoparticles.