A PHENOMENOLOGY OF MIMETIC LEARNING AND MULTIMODAL COGNITION: INTEGRATING EXPERIENTIAL KNOWLEDGE INTO PROGRAMS IN RHETORIC, COMPOSITION, AND TECHNICAL COMMUNICATION

My dissertation emphasizes a cognitive account of multimodality that explicitly integrates experiential knowledge work into the rhetorical pedagogy that informs so many composition and technical communication programs. In these disciplines, multimodality is widely conceived in terms of what Gunther Kress calls “socialsemiotic” modes of communication shaped primarily by culture. In the cognitive and neurolinguistic theories of Vittorio Gallese and George Lakoff, however, multimodality is described as a key characteristic of our bodies’ sensory-motor systems which link perception to action and action to meaning, grounding all communicative acts in knowledge shaped through body-engaged experience. I argue that this “situated” account of cognition – which closely approximates Maurice Merleau-Ponty’s phenomenology of perception, a major framework for my study – has pedagogical precedence in the mimetic pedagogy that informed ancient Sophistic rhetorical training, and I reveal that training’s multimodal dimensions through a phenomenological exegesis of the concept mimesis. Plato’s denigration of the mimetic tradition and his elevation of conceptual contemplation through reason, out of which developed the classic Cartesian separation of mind from body, resulted in a general degradation of experiential knowledge in Western education. But with the recent introduction into college classrooms of digital technologies and multimedia communication tools, renewed emphasis is being placed on the “hands-on” nature of inventive and productive praxis, necessitating a revision of methods of instruction and assessment that have traditionally privileged the acquisition of conceptual over experiential knowledge. The model of multimodality I construct from Merleau-Ponty’s phenomenology, ancient Sophistic rhetorical pedagogy, and current neuroscientific accounts of situated cognition insists on recognizing the significant role knowledges we acquire experientially play in our reading and writing, speaking and listening, discerning and designing practices.

The effect of mobile technology as an active student response system on the acquisition of U.S. history content of secondary students with specific learning disabilities

Students with specific learning disabilities (SLD) typically learn less history content than their peers without disabilities and show fewer learning gains. Even when they are provided with the same instructional strategies, many students with SLD struggle to grasp complex historical concepts and content area vocabulary. Many strategies involving technology have been used in the past to enhance learning for students with SLD in history classrooms. However, very few studies have explored the effectiveness of emerging mobile technology in K-12 history classrooms. ^ This study investigated the effects of mobile devices (iPads) as an active student response (ASR) system on the acquisition of U.S. history content of middle school students with SLD. An alternating treatments single subject design was used to compare the effects of two interventions. There were two conditions and a series of pretest probesin this study. The conditions were: (a) direct instruction and studying from handwritten notes using the interactive notebook strategy and (b) direct instruction and studying using the Quizlet App on the iPad. There were three dependent variables in this study: (a) percent correct on tests, (b) rate of correct responses per minute, and (c) rate of errors per minute. ^ A comparative analysis suggested that both interventions (studying from interactive notes and studying using Quizlet on the iPad) had varying degrees of effectiveness in increasing the learning gains of students with SLD. In most cases, both interventions were equally effective. During both interventions, all of the participants increased their percentage correct and increased their rate of correct responses. Most of the participants decreased their rate of errors. ^ The results of this study suggest that teachers of students with SLD should consider a post lesson review in the form of mobile devices as an ASR system or studying from handwritten notes paired with existing evidence-based practices to facilitate students’ knowledge in U.S. history. Future research should focus on the use of other interactive applications on various mobile operating platforms, on other social studies subjects, and should explore various testing formats such as oral question-answer and multiple choice. ^

Analysis of the genome content of Lactococcus garvieae by genomic interspecies microarray hybridization

BACKGROUND Lactococcus garvieae is a bacterial pathogen that affects different animal species in addition to humans. Despite the widespread distribution and emerging clinical significance of L. garvieae in both veterinary and human medicine, there is almost a complete lack of knowledge about the genetic content of this microorganism. In the present study, the genomic content of L. garvieae CECT 4531 was analysed using bioinformatics tools and microarray-based comparative genomic hybridization (CGH) experiments. Lactococcus lactis subsp. lactis IL1403 and Streptococcus pneumoniae TIGR4 were used as reference microorganisms. RESULTS The combination and integration of in silico analyses and in vitro CGH experiments, performed in comparison with the reference microorganisms, allowed establishment of an inter-species hybridization framework with a detection threshold based on a sequence similarity of >or= 70%. With this threshold value, 267 genes were identified as having an analogue in L. garvieae, most of which (n = 258) have been documented for the first time in this pathogen. Most of the genes are related to ribosomal, sugar metabolism or energy conversion systems. Some of the identified genes, such as als and mycA, could be involved in the pathogenesis of L. garvieae infections. CONCLUSIONS In this study, we identified 267 genes that were potentially present in L. garvieae CECT 4531. Some of the identified genes could be involved in the pathogenesis of L. garvieae infections. These results provide the first insight into the genome content of L. garvieae.

"Going outside": discussing the connection between pedagogical practices with digital tools and outdoor learning in early childhood and primary education

Technology has an important role in children's lives and education. Based on several projects developed with ICT, both in Early Childhood Education (3-6 years old) and Primary Education (6-10 years old), since 1997, the authors argue that research and educational practices need to "go outside", addressing ways to connect technology with outdoor education. The experience with the projects and initiatives developed supported a conceptual framework, developed and discussed with several partners throughout the years and theoretically informed. Three main principles or axis have emerged: strengthening Children's Participation, promoting Critical Citizenship and establishing strong Connections to Pedagogy and Curriculum. In this paper, those axis will be presented and discussed in relation to the challenge posed by Outdoor Education to the way ICT in Early Childhood and Primary Education is understood, promoted and researched. The paper is exploratory, attempting to connect theoretical and conceptual contributions from Early Childhood Pedagogy with contributions from ICT in Education. The research-based knowledge available is still scarce, mostly based on studies developed with other purposes. The paper, therefore, focus the connections and interpellations between concepts established through the theoretical framework and draws on the almost 20 years of experience with large and small scale action-research projects of ICT in schools. The more recent one is already testing the conceptual framework by supporting children in non-formal contexts to explore vineyards and the cycle of wine production with several ICT tools. Approaching Outdoor Education as an arena where pedagogical and cultural dimensions influence decisions and practices, the paper tries to argue that the three axis are relevant in supporting a stronger connection between technology and the outdoor.

Epistemic, Ontic, Axiologic, and Praxic Constructs in Knowledge Organization Research

The work of knowledge organization requires a particular set of tools. For instance we need standards of content description like Anglo-American Cataloging Rules Edition 2, Resource Description and Access (RDA), Cataloging Cultural Objects, and Describing Archives: A Content Standard. When we intellectualize the process of knowledge organization – that is when we do basic theoretical research in knowledge organization we need another set of tools. For this latter exercise we need constructs. Constructs are ideas with many conceptual elements, largely considered subjective. They allow us to be inventive as well as allow us to see a particular point of view in knowledge organization. For example, Patrick Wilson’s ideas of exploitative control and descriptive control, or S. R. Ranganathan’s fundamental categories are constructs. They allow us to identify functional requirements or operationalizations of functional requirements, or at least come close to them for our systems and schemes. They also allow us to carry out meaningful evaluation.What is even more interesting, from a research point of view, is that constructs once offered to the community can be contested and reinterpreted and this has an affect on how we view knowledge organization systems and processes. Fundamental categories are again a good example in that some members of the Classification Research Group (CRG) argued against Ranganathan’s point of view. The CRG posited more fundamental categories than Ranganathan’s five, Personality, Matter, Energy, Space, and Time (Ranganathan, 1967). The CRG needed significantly more fundamental categories for their work.1 And these are just two voices in this space we can also consider the fundamental categories of Johannes Kaiser (1911), Shera and Egan, Barbara Kyle (Vickery, 1960), and Eric de Grolier (1962). We can also reference contemporary work that continues comparison and analysis of fundamental categories (e.g., Dousa, 2011).In all these cases we are discussing a construct. The fundamental category is not discovered; it is constructed by a classificationist. This is done because it is useful in engaging in the act of classification. And while we are accustomed to using constructs or debating their merit in one knowledge organization activity or another, we have not analyzed their structure, nor have we created a typology. In an effort to probe the epistemological dimension of knowledge organization, we think it would be a fruitful exercise to do this. This is because we might benefit from clarity around not only our terminology, but the manner in which we talk about our terminology. We are all creative workers examining what is available to us, but doing so through particular lenses (constructs) identifying particular constructs. And by knowing these and being able to refer to these we would consider a core competency for knowledge organization researchers.

Virtual knowledge brokering : describing the roles and strategies used by knowledge brokers in a pediatric physiotherapy virtual community of practice

Introduction: Knowledge transfer in pediatric rehabilitation is challenging and requires active, multifaceted strategies. The use of knowledge brokers (KBs) is one such strategy noted to promote clinician behavior change. The success of using KBs to transfer knowledge relies on their ability to adapt to ever-changing clinical contexts. In addition, with the rapid growth of online platforms as knowledge transfer forums, KBs must become effective in virtual environments. Although the role of KBs has been studied in various clinical contexts, their emerging role in specific online environments designed to support evidence-based behavior change has not yet been described. Our objective is to describe the roles of, and strategies used by, four KBs involved in a virtual community of practice to guide and inform future online KB interventions. Methods: A descriptive design guided this study and a thematic content analysis process was used to analyze online KB postings. The Promoting Action on Research in Health Sciences knowledge transfer framework and online andragogical learning theories assisted in the coding. A thematic map was created illustrating the links between KBs' strategies and emerging roles in the virtual environment. Results: We analyzed 95 posts and identified three roles: 1) context architect: promoting a respectful learning environment, 2) knowledge sharing promoter: building capacity, and 3) linkage creator: connecting research-to-practice. Strategies used by KBs reflected invitational, constructivism, and connectivism approaches, with roles and strategies changing over time. Discussion: This study increases our understanding of the actions of KBs in virtual contexts to foster uptake of research evidence in pediatric physiotherapy. Our results provide valuable information about the knowledge and skills required by individuals to fulfill this role in virtual environments.

Efectos de una intervención educativa en los conocimientos y comportamientos relacionados con la fotoprotección durante la práctica de la actividad física en los estudiantes de un colegio público de Bogotá D.C., Colombia

Introducción: La incidencia del cáncer de piel melanoma y no melanoma es un problema de salud pública a nivel mundial. El incremento en la incidencia del cáncer de piel en los últimos años se debe a múltiples factores como: cambios en los estilos de vida, el envejecimiento de la población, cambios ambientales, el desconocimiento a la exposición a la radiación ultravioleta (RUV) durante la práctica de actividad física sin elementos de fotoprotección, siendo éste último reconocido como el principal factor de riesgo. Objetivo: Evaluar los efectos de una intervención educativa en los conocimientos y comportamientos relacionados con la fotoprotección durante la práctica de la actividad física en estudiantes de un colegio público de Bogotá D.C., Colombia. Métodos: Estudio de intervención, antes y después, no controlado en 281 estudiantes de los grados noveno, décimo y once de estratos 1-3 de un colegio público de Bogotá, con seguimiento a 1, 3 y 6 meses post-intervención. Se evaluaron los conocimientos y los hábitos de fotoprotección mediante un cuestionario Cancer Awareness Measure (CAM) y el modelo Transteórico de cambio comportamental de Prochaska y Di Clemente. El estudio se realizó durante el primer semestre de 2015 con 4 sesiones educativas de 60 minutos apoyadas con material audiovisual y pedagógico, acorde a la Guía para la Comunicación Educativa en el marco el control del cáncer publicada por el Instituto Nacional de Cancerología. Resultados: Del grupo de estudiantes que participaron del estudio, el 52,3% eran hombres, el promedio de edad fue de 15,46 ± 1,2 años. El tipo de piel predominante fue la trigueña con 65,8%. La intervención educativa produjo cambios significativos en los conocimientos de foto protección, finalizado el seguimiento al sexto mes. En cuanto a la prevención los estudiantes refirieron tener conocimiento de cómo examinar su piel en el momento basal (12,5% n=35), presentándose un aumento significativo de 62,6% (n=211) al sexto mes (p<0,05). Conclusión: El estudio demostró la efectividad de la intervención educativa, evidenciando cambios significativos en los conocimientos en fotoprotección y comportamientos preventivos del cáncer de piel durante la práctica de la actividad física en estudiantes de un colegio público de Bogotá D.C., Colombia.

Calibration of Grassmaster II to estimate green and dry matter yield in Mediterranean pastures: effects of pasture moisture content

Accurate assessment of standing pasture biomass in livestock production systems is a major factor for improving feed planning. Several tools are available to achieve this, including the GrassMaster II capacitance meter. This tool relies on an electrical signal, which is modified by the surrounding pasture. There is limited knowledge on how this capacitance meter performs in Mediterranean pastures. Therefore, we evaluated the GrassMaster II under Mediterranean conditions to determine (i) the effect of pasture moisture content (PMC) on the meter’s ability to estimate pasture green matter (GM) and dry matter (DM) yields, and (ii) the spatial variability and temporal stability of corrected meter readings (CMR) and DM in a bio-diverse pasture. Field tests were carried out with typical pastures of the southern region of Portugal (grasses, legumes, mixture and volunteer annual species) and at different phenological stages (and different PMC). There were significant positive linear relations between CMR and GM (r2 = 0.60, P < 0.01) and CMR and DM (r2 = 0.35, P < 0.05) for all locations (n = 347). Weak relationships were found for PMC (%) v. slope and coefficient of determination for both GM and DM. A significant linear relation existed for CMR v. GM and DM for PMC >80% (r2= 0.57, P < 0.01, RMSE = 2856.7 kg ha–1, CVRMSE=17.1% to GM; and r2= 0.51, P < 0.01,RMSE = 353.7 kg ha–1, CVRMSE = 14.3% to DM). Therefore, under the conditions of this current study there exists an optimum PMC (%) for estimating both GM and DM with the GrassMaster II. Repeated-measurements taken at the same location on different dates and conditions in a bio-diverse pasture showed similar and stable patterns between CMR and DM (r2= 0.67, P < 0.01, RMSE = 136.1 kg ha–1, CVRMSE = 6.5%). The results indicate that the GrassMaster II in-situ technique could play a crucial role in assessing pasture mass to improve feed planning under Mediterranean conditions.

Sexual-i-hablando, las representaciones sociales de las estudiantes de Educación Preescolar en relación con la Educación para la Sexualidad

Recibido 22 de noviembre 2006 • Aprobado 14 de marzo 2007  La presente investigación aborda las representaciones que tienen las estudiantes de la carrera de Educación Preescolar de la División de Educación Básica (DEB), sobre el curso Educación para la Sexualidad, impartido en el IV nivel del Bachillerato, a partir de la información que tienen las estudiantes sobre la sexualidad y de las expectativas respecto a su práctica profesional en las aulas preescolares sobre la educación para la sexualidad, con el fin de reflexionar acerca del impacto en los niveles pedagógico y subjetivo de la propuesta metodológica y de contenidos. También, se sugieren estrategias didácticas áulicas y la consecuente incorporación de éstas de parte de las y los estudiantes en su práctica profesional. La metodología utilizada, desde el enfoque cualitativo, consideró adecuada la realización de entrevistas en profundidad, así como de relatos inducidos que dieran cuenta de las vivencias en torno a la educación para la sexualidad las dudas, temores, práctica docente y las estrategias para abordar la temática, entre otros. La investigación obtuvo como resultados una propuesta en contenidos y método para este curso. Además, una Prueba de Oraciones Incompletas (TOI), diseñado para conocer la información general que manejan las y los estudiantes que se matriculan en él, respecto de: la sexualidad, educación para la sexualidad, la sexualidad de las mujeres, la sexualidad de mujeres adolescentes, la sexualidad de las niñas, la sexualidad de los varones, sexualidad de varones adolescentes y la sexualidad de los niños.

A Pedagogical Strategy for Integrated Education of Spanish in the 4th to 6th Grades of the General Basic Education

Language teaching has become a priority in the Costa Rican educational system, considering it as a tool for communication and development of thought. Without language, there is no access to other curriculum disciplinary knowledge. A successful experience conducted some years ago, with students from 4th to 6th grade, was the basis for the design and implementation of a professional development activity addressed to promoting an integration strategy previously adjusted according to the Ministry’s requirements and the existing national regulations. This study is developed in the framework of a qualitative paradigm including research-action and systematization. A purposive sample was selected based on a suitability factor, through which individuals are informed about the strategy, and then the strategy is applied to a group of students from urban-marginal areas. The techniques used include literature review, analysis of curriculum and Ministry’s regulations, application of an in-depth interview, discussions from the course’s participant in a portfolio, and discussions from students to whom the strategy was applied. We analyzed the considerations of teachers and students, as well as the theoretical and regulatory information by triangulation. The study’s conclusion is the necessity of a communicative approach in language teaching and our recommendation is to implement the strategy developed in the Costa Rican classrooms as provided in this paper.

Innovative strategies for the mitigation of acrylamide content in different food products

Acrylamide (AA) is an undesirable food toxic compound, classified as 'probably carcinogenic to humans' by the International Agency for Research on Cancer due to its toxic effects, including neurotoxicity, genotoxicity, carcinogenicity and reproductive toxicity. AA is mainly formed during the heat treatment of foods (> 120 °C) by the Maillard reaction, an essential reaction that also allows the desired levels of shelf-life and sensory properties of various food products to be achieved. Over the years, authorities and regulations have become more restrictive regarding the maximum levels of AA permitted in foods and beverages. The latest Commission Regulation (EU) 2017/2158 contains reference levels and measures to reduce AA in several food groups that contribute to the highest dietary intake, making necessary the study of promising AA mitigation strategies. The aim of this PhD research project was to identify, characterise and optimise some AA mitigation strategies in the most at-risk widely consumed foods such as potato, coffee and bakery products. Some AA control strategies were selected and investigated for each food category, also considering the main quality characteristics of the final products. The comprehensive results obtained during the three years of research activity have allowed a deeper knowledge of the traditional and innovative AA mitigation strategies, which can be extremely useful for both the food industry and international authorities. The most promising strategies studied in terms of reduction of AA while maintaining the main quality characteristics of the examined foods were: the application of pulsed electric fields and yeast immersion as pre-treatments of chips for frying; the selection of high roasting degrees for coffee products; the selection of static baking conditions for biscuits; the optimisation of alternative biscuit’ formulations by both the use of chickpea legume flour and of flour from bean with intact cotyledon cell walls.

Content-aware approach for improving biomedical image analysis: an interdisciplinary study series

Biomedicine is a highly interdisciplinary research area at the interface of sciences, anatomy, physiology, and medicine. In the last decade, biomedical studies have been greatly enhanced by the introduction of new technologies and techniques for automated quantitative imaging, thus considerably advancing the possibility to investigate biological phenomena through image analysis. However, the effectiveness of this interdisciplinary approach is bounded by the limited knowledge that a biologist and a computer scientist, by professional training, have of each other’s fields. The possible solution to make up for both these lacks lies in training biologists to make them interdisciplinary researchers able to develop dedicated image processing and analysis tools by exploiting a content-aware approach. The aim of this Thesis is to show the effectiveness of a content-aware approach to automated quantitative imaging, by its application to different biomedical studies, with the secondary desirable purpose of motivating researchers to invest in interdisciplinarity. Such content-aware approach has been applied firstly to the phenomization of tumour cell response to stress by confocal fluorescent imaging, and secondly, to the texture analysis of trabecular bone microarchitecture in micro-CT scans. Third, this approach served the characterization of new 3-D multicellular spheroids of human stem cells, and the investigation of the role of the Nogo-A protein in tooth innervation. Finally, the content-aware approach also prompted to the development of two novel methods for local image analysis and colocalization quantification. In conclusion, the content-aware approach has proved its benefit through building new approaches that have improved the quality of image analysis, strengthening the statistical significance to allow unveiling biological phenomena. Hopefully, this Thesis will contribute to inspire researchers to striving hard for pursuing interdisciplinarity.

Influence of cultivar choice, sowing date and abiotic stresses on tocopherol content and composition in Camelina sativa (L.) Crantz

In Europe, the current demand for vegetable oils and the need to find alternative crops for the regions most affected by climate change (i.e., Mediterranean basin) may be a launchpad for camelina [Camelina sativa (L.) Crantz] to be steadily introduced in European cropping systems. Camelina is mainly known for the unique composition of its oil, with a fatty acids profile including more than 50% content of essential linoleic and linolenic fatty acids, and a high tocopherol content. Being tocopherols part of the vitamin E family of antioxidants, the added value of growing camelina in harsh environments could be the enhancement of tocopherol content in camelina oil, thus having a more stable and nutritionally valuable product. With the final purpose of fully valorize camelina as a tolerant, valuable-oil producing crop for the Mediterranean basin, the main aim of this study was to investigate whether and how sowing date, cultivar choice, and abiotic stresses can affect tocopherol content and composition in camelina oil. The results showed that cultivar choice and growing conditions influenced total tocopherol, γ-tocopherol, and α-tocopherol contents. Moreover, heat stress trial revealed that high temperature increased α-tocopherol content, while no effect was observed in total tocopherols and in γ-tocopherol content. Finally, drought increased total tocopherols in camelina, and in drought-sensitive lines an increase in α-tocopherol was observed. This study allowed to acquire awareness on camelina resistance to abiotic stresses, coupled with a better knowledge on tocopherol content and composition in relation to cultivar, sowing date, and abiotic stresses. This will have an impact for the introduction of camelina as an alternative crop in harsher environments, such as the Mediterranean basin, to produce an oil suitable for food, feed, and industrial applications.

Pedagogia de artistas e brincantes : um olhar sobre a formação de docentes para a educação infantil a partir de uma escola pública

Esta tese é o resultado de uma pesquisa no plural, realizada a partir de uma escola pública exemplar de onde se pluralizaram os procedimentos metodológicos, os lugares e as pessoas, bem como os resultados que apresento. Tudo mobilizado por uma questão central relativa aos sentidos e relevância dos artistas e brincantes brasileiros que, majoritariamente se conectam à formação de docentes para a educação infantil. Dividido em seis capítulos ou movimentos, o trabalho possui variações em termos de gêneros textuais. Alguns tópicos possuem características acadêmicas convencionais, outros são apresentados em formas de ensaios e contos pedagógicos e até em formato de vídeo. Constata-se, por meio da tese que múltiplos conhecimentos e saberes oriundos desses sujeitos, ou seja, as linguagens artísticas e o brincar aparecem como elementos imprescindíveis nas normas da educação infantil tornando-os indispensáveis para o amplo desenvolvimento das crianças sendo, por isso, fundamentais na profissionalização das professoras da primeira infância. Por essa perspectiva é que se concebe como pedagogia o conjunto de saberes originários da cultura das infâncias brasileiras, consubstanciados por artistas e brincantes formadores e não formadores, aqueles que se lançam a apreenderem diversos elementos de natureza artística e lúdica dessas infâncias que, vistas, revistas, mantidas, transformadas e reinventadas, se voltam aos educandos infantis. É justamente por meio do predicado de unidade que se admite tal concepção: pedagogia de artistas e brincantes! Uma pedagogia que não se define pela imposição de estruturas curriculares oficiais, mas que conforma uma unidade pedagógica por reunir ações, conteúdos e experiências que reverberam, consequentemente, no cotidiano das escolas.

Taurine Supplementation Increases K(atp) Channel Protein Content, Improving Ca2+ Handling And Insulin Secretion In Islets From Malnourished Mice Fed On A High-fat Diet.

Pancreatic β-cells are highly sensitive to suboptimal or excess nutrients, as occurs in protein-malnutrition and obesity. Taurine (Tau) improves insulin secretion in response to nutrients and depolarizing agents. Here, we assessed the expression and function of Cav and KATP channels in islets from malnourished mice fed on a high-fat diet (HFD) and supplemented with Tau. Weaned mice received a normal (C) or a low-protein diet (R) for 6 weeks. Half of each group were fed a HFD for 8 weeks without (CH, RH) or with 5% Tau since weaning (CHT, RHT). Isolated islets from R mice showed lower insulin release with glucose and depolarizing stimuli. In CH islets, insulin secretion was increased and this was associated with enhanced KATP inhibition and Cav activity. RH islets secreted less insulin at high K(+) concentration and showed enhanced KATP activity. Tau supplementation normalized K(+)-induced secretion and enhanced glucose-induced Ca(2+) influx in RHT islets. R islets presented lower Ca(2+) influx in response to tolbutamide, and higher protein content and activity of the Kir6.2 subunit of the KATP. Tau increased the protein content of the α1.2 subunit of the Cav channels and the SNARE proteins SNAP-25 and Synt-1 in CHT islets, whereas in RHT, Kir6.2 and Synt-1 proteins were increased. In conclusion, impaired islet function in R islets is related to higher content and activity of the KATP channels. Tau treatment enhanced RHT islet secretory capacity by improving the protein expression and inhibition of the KATP channels and enhancing Synt-1 islet content.