Does the neurodegeneration of Alzheimer’s disease spread between visual cortical regions B17 and B18 via the feedforward or feedback short cortico-cortical projections?

The laminar distribution of senile plaques (SP) and neurofibrillary tangles (NFT) was studied in areas B17 and B18 of the visual cortex in 18 cases of Alzheimer’s disease which varied in disease onset and duration. The objective was to test the hypothesis that SP and NFT could spread via either the feedforward or feedback short cortico-cortical projections. In area B17, the mean density of SP and NFT reached a maximum in lamina III and in laminae II and III respectively. In B18, mean SP density was maximal in laminae III and IV and NFT density in laminae II and III. No significant correlations were observed in any cortical lamina between the density of SP and patient age. However, the density of NFT in laminae III, IV and VI in B18 was negatively correlated with patient age. In addition, in B18, the density of SP in lamina II and lamina V was negatively correlated with disease duration and disease onset respectively. Although these results suggest that SP and NFT might spread between B17 and B18 via the feedforward short cortico-cortical projections, it is also possible that the longer cortico-cortical and cortico-subcortical connections may be involved.

Legitimate talk in feedback conferences

Feedback on performance is a feature of professional training. Much feedback is delivered in post-observation conferences where a ‘trainer’ will discuss the ‘trainee's’ performance with him/her. What transpires in these conferences, however, is ‘hidden from view’ (Heritage and Sefi 1992: 362) and the norms of interaction are largely unexamined in the literature. Even less is known about feedback conducted in groups, yet many teachers training to teach English experience feedback in this way. This article provides a discourse analysis of four extracts from group feedback conferences on a pre-service programme for teachers of English language. Drawing on the concept of ‘legitimate talk’, the analysis shows how topics and speaking rights are established and negotiated and how participants orientate to and contest both the forms of knowledge that emerge and the speaking rights. While the study was not initially designed to support trainers in their professional development, the argument is made that data from linguistic ethnographic studies can be used by research participants and others for these purposes, thus enhancing the relationship between the researcher and the researched.

The mammalian MAPK/ERK pathway exhibits properties of a negative feedback amplifier

Three-tiered kinase modules, such as the Raf-MEK (mitogen-activated or extracellular signal-regulated protein kinase kinase)-ERK (extracellular signal-regulated kinase) mitogen-activated protein kinase pathway, are widespread in biology, suggesting that this structure conveys evolutionarily advantageous properties. We show that the three-tiered kinase amplifier module combined with negative feedback recapitulates the design principles of a negative feedback amplifier (NFA), which is used in electronic circuits to confer robustness, output stabilization, and linearization of nonlinear signal amplification. We used mathematical modeling and experimental validation to demonstrate that the ERK pathway has properties of an NFA that (i) converts intrinsic switch-like activation kinetics into graded linear responses, (ii) conveys robustness to changes in rates of reactions within the NFA module, and (iii) stabilizes outputs in response to drug-induced perturbations of the amplifier. These properties determine biological behavior, including activation kinetics and the response to drugs.

Adaptive pulse shaping through BER Feedback

In this paper, we propose a simplified approach to optical signal predistortion based on adaptive pulse shaping through asymmetrical control of a Mach-Zehnder modulator above its switching voltage. The scheme allows natural tailoring of transmitted pulses by optimizing the received pulse. We demonstrate enhancement of the power tolerance in nonrepeated systems and improved OSNR/BER performance and dispersion tolerance in ultra-long-haul fiber systems operating at 10 Gb/s and 20 Gb/s channel rates. The improved performance is demonstrated through simulations and experiment.

Ultra-long raman laser with a feedback based on the Rayleigh scattering

This paper reports the Rayleigh scattering effects in ultra-long Raman fibre laser. It has been found that in a long fibre cavity (-100 km) the distributed feedback due to Rayleigh back scattering at propagation of light between fibre Bragg grating reflectors may be comparable with the lumped feedback provided by the FBG itself. As a result, Raman lasing in the fibre span limited by lumped (FBG) reflector at one side only appears possible due to significant reflection from the RS-based "random" distributed mirror at the other side. Thus, it concludes that a distributed Rayleigh scattering "random" mirror can form a cavity together with a single FBG spliced to the opposite cavity end.

Negotiating face in feedback conferences:a linguistic ethnographic analysis

This article examines the negotiation of face in post observation feedback conferences on an initial teacher training programme. The conferences were held in groups with one trainer and up to four trainees and followed a set of generic norms. These norms include the right to offer advice and to criticise, speech acts which are often considered to be face threatening in more normal contexts. However, as the data analysis shows, participants also interact in ways that challenge the generic norms, some of which might be considered more conventionally face attacking. The article argues that face should be analysed at the level of interaction (Haugh and Bargiela-Chiappini, 2010) and that situated and contextual detail is relevant to its analysis. It suggests that linguistic ethnography, which 'marries' (Wetherell, 2007) linguistics and ethnography, provides a useful theoretical framework for doing so. To this end the study draws on real-life talk-in-interaction (from transcribed recordings), the participants' perspectives (from focus groups and interviews) and situated detail (from fieldnotes) to produce a contextualised and nuanced analysis. © 2011 Elsevier B.V.

Random distributed feedback fibre laser

The concept of random lasers making use of multiple scattering in amplifying disordered media to generate coherent light has attracted a great deal of attention in recent years. Here, we demonstrate a fibre laser with a mirrorless open cavity that operates via Rayleigh scattering, amplified through the Raman effect. The fibre waveguide geometry provides transverse confinement and effectively one-dimensional random distributed feedback, leading to the generation of a stationary near-Gaussian beam with a narrow spectrum, and with efficiency and performance comparable to regular lasers. Rayleigh scattering due to inhomogeneities within the glass structure of the fibre is extremely weak, making the operation and properties of the proposed random distributed feedback lasers profoundly different from those of both traditional random lasers and conventional fibre lasers.

Dual-wavelength, ultralong Raman laser with Rayleigh-scattering feedback

We present experimental demonstration of a 200-km-long, dual-wavelength Raman laser utilizing two slightly different-wavelength fiber Bragg gratings, one on each side of the fiber span. The obtained results clearly prove the generation of two independent Raman lasers with a distributed “random” Rayleigh scattering mirror forming a cavity together with each of the individual fiber Bragg grating reflectors.

e-CAF: flexible marking schemes for electronic coursework assessment and feedback

Recent surveys reveal that many university students in the U.K. are not satisfied with the timeliness and usefulness of the feedback given by their tutors. Ensuring timeliness in marking can result in a reduction in the quality of feedback. Though suitable use of Information and Communication Technology should alleviate this problem, existing Virtual Learning Environments are inadequate to support detailed marking scheme creation and they provide little support for giving detailed feedback. This paper describes a unique new web-based tool called e-CAF for facilitating coursework assessment and feedback management directed by marking schemes. Using e-CAF, tutors can create or reuse detailed marking schemes efficiently without sacrificing the accuracy or thoroughness in marking. The flexibility in marking scheme design also makes it possible for tutors to modify a marking scheme during the marking process without having to reassess the students’ submissions. The resulting marking process will become more transparent to students.

A novel actuated digit with tactile feedback for clinical applications

This thesis describes the work carried out on the development of a novel digit actuator system with tactile perception feedback to a user and demonstrated as a master-slave system. For the tactile surface of the digit, contrasting sensor elements of resistive strain gauges and optical fibre Bragg grating sensors were evaluated. A distributive tactile sensing system consisting of optimised neural networking schemes was developed, resulting in taxonomy of artificial touch. The device is suitable for use in minimal invasive surgical (MIS) procedures as a steerable tip and a digit constructed wholly from polymers makes it suitable for use in Magnetic Resonance Imaging (MRI) environments enabling active monitoring of the patient during a procedure. To provide a realistic template of the work the research responded to the needs of two contrasting procedures: palpation of the prostate and endotracheal intubation in anaesthesia where the application of touch sense can significantly assist navigation. The performance of the approach was demonstrated with an experimental digit constructed for use in the laboratory in phantom trials. The phantom unit was developed to resemble facets of the clinical applications and digit system is able to evaluate reactive force distributions acting over the surface of the digit as well as different descriptions of contact and motion relative to the surface of the lumen. Completing control of the digit is via an instrumented glove, such that the digit actuates in sympathy with finger gesture and tactile information feedback is achieved by a combination of the tactile and visual means.

Multi-wavelength erbium/Raman gain based random distributed feedback fiber laser

A multiwavelength generation in a random distributed feedback fiber laser based on hybrid Raman and erbium gain and a Lyot all-fiber spectral filter is demonstrated for the first time. The use of erbium-doped fiber allows a multi-wavelength generation to be achieved at lower pump powers in comparison with random fiber lasers based on Raman gain only. The operating bandwidth and flatness of power distribution between different lines in generation are also improved in the hybrid gain configuration.

On a distinction between casual and formative variable models:theoretical issues and practical implications for organizational researchers

Formative measurement has seen increasing acceptance in organizational research since the turn of the 21st Century. However, in more recent times, a number of criticisms of the formative approach have appeared. Such work argues that formatively-measured constructs are empirically ambiguous and thus flawed in a theory-testing context. The aim of the present paper is to examine the underpinnings of formative measurement theory in light of theories of causality and ontology in measurement in general. In doing so, a thesis is advanced which draws a distinction between reflective, formative, and causal theories of latent variables. This distinction is shown to be advantageous in that it clarifies the ontological status of each type of latent variable, and thus provides advice on appropriate conceptualization and application. The distinction also reconciles in part both recent supportive and critical perspectives on formative measurement. In light of this, advice is given on how most appropriately to model formative composites in theory-testing applications, placing the onus on the researcher to make clear their conceptualization and operationalisation.

Formative experience [postgraduate industrial experience]

Producing the graduates that industry wants is more complicated than simply cramming them full of the right knowledge; they must also develop the confidence and understanding to serve the needs of their future employers. This can only be gained from experience in a real manufacturing environment. The authors describe the pioneering approach to industrial experience given to postgraduates at Cranfield University.

A quest for helpful feedback to programming coursework

The 2011 National Student Survey (NSS) revealed that 40% of full-time students in England did not think that the feedback on their work has been helpful, even though 66% of these students agreed that the feedback was detailed and 62% of them agreed that the feedback has been prompt. Detailed feedback that is not considered helpful by students means a waste of tutors' time while students continue to struggle with their learning. What do students consider as helpful feedback? What are the qualities of helpful feedback? What are the preferred forms of feedback? How should tutors write feedback so that students will find it helpful? Can ICT help to improve the quality of feedback? In our ongoing search for answers to the above questions, we have trialled the use of a novel Internet application, called eCAF, to assess programming coursework from Engineering, Mathematics and Computing students and have collected their views on the feedback received through a survey. The survey reveals that most students prefer electronic feedback as given through eCAF, with verbal feedback ranked second and hand-written feedback ranked even lower. The survey also indicates that the feedback from some tutors is considered more helpful than others. We report on the detailed findings of the survey. By comparing the kinds of feedback given by each tutor who took part in the trial, we explore ways to improve the helpfulness of feedback on programming coursework in a bid to promote learning amongst engineering students.