Memory for object features versus memory for object location: a positron-emission tomography study of encoding and retrieval processes.

Regional cerebral blood flow was measured with positron-emission tomography during two encoding and two retrieval tasks that were designed to compare memory for object features with memory for object locations. Bilateral increases in regional cerebral blood flow were observed in both anterior and posterior regions of inferior temporal cortex and in ventral regions of prestriate cortex, when the condition that required retrieval of object locations was subtracted from the condition that required retrieval of object features. During encoding, these changes were less pronounced and were restricted to the left inferior temporal cortex and right ventral prestriate cortex. In contrast, both encoding and retrieval of object location were associated with bilateral changes in dorsal prestriate and posterior parietal cortex. Finally, the two encoding conditions activated left frontal lobe regions preferentially, whereas the two retrieval conditions activated right frontal lobe regions. These findings confirm that, in human subjects, memory for object features is mediated by a distributed system that includes ventral prestriate cortex and both anterior and posterior regions of the inferior temporal gyrus. In contrast, memory for the locations of objects appears to be mediated by an anatomically distinct system that includes more dorsal regions of prestriate cortex and posterior regions of the parietal lobe.

Learning and recall of form discriminations during reversible cooling deactivation of ventral-posterior suprasylvian cortex in the cat.

Extrastriate visual cortex of the ventral-posterior suprasylvian gyrus (vPS cortex) of freely behaving cats was reversibly deactivated with cooling to determine its role in performance on a battery of simple or masked two-dimensional pattern discriminations, and three-dimensional object discriminations. Deactivation of vPS cortex by cooling profoundly impaired the ability of the cats to recall the difference between all previously learned pattern and object discriminations. However, the cats' ability to learn or relearn pattern and object discriminations while vPS was deactivated depended upon the nature of the pattern or object and the cats' prior level of exposure to them. During cooling of vPS cortex, the cats could neither learn the novel object discriminations nor relearn a highly familiar masked or partially occluded pattern discrimination, although they could relearn both the highly familiar object and simple pattern discriminations. These cooling-induced deficits resemble those induced by cooling of the topologically equivalent inferotemporal cortex of monkeys and provides evidence that the equivalent regions contribute to visual processing in similar ways.

Influences of psychological and experiential processes in paintings of Sheila Sobol

"For a number of artists, the activity of making. art is an inquiry into: the nature of art, the true nature of reality, and the execution of artistic ideas. This inquiry ·is benefited by recognizing psychological processes and theories, subjectl.ve and external experiences, and technical and aesthetic knowledge. The "creative process" contains this inquiry and can be likened to a hinge which connects the art produced and the artist"

An experimental study on Aerobic Gymnastic: performance analysis as an effective evaluation for technique and teaching of motor gestures

Aerobic Gymnastic is the ability to perform complex movements produced by the traditional aerobic exercises, in a continuous manner, with high intensity, perfectly integrated with soundtracks. This sport is performed in an aerobic/anaerobic lactacid condition and expects the execution of complex movements produced by the traditional aerobic exercises integrated with difficulty elements performed with a high technical level. An inaccuracy about this sport is related to the name itself “aerobic” because Aerobic Gymnastic does not use just the aerobic work during the competition, due to the fact that the exercises last among 1’30” and 1’45” at high rhythm. Agonistic Aerobics exploit the basic movements of amateur Aerobics and its coordination schemes, even though the agonistic Aerobics is so much intense than the amateur Aerobics to need a completely different mix of energetic mechanisms. Due to the complexity and the speed with which you perform the technical elements of Aerobic Gymnastic, the introduction of video analysis is essential for a qualitative and quantitative evaluation of athletes’ performance during the training. The performance analysis can allow the accurate analysis and explanation of the evolution and dynamics of a historical phenomenon and motor sports. The notational analysis is used by technicians to have an objective analysis of performance. Tactics, technique and individual movements can be analyzed to help coaches and athletes to re-evaluate their performance and gain advantage during the competition. The purpose of the following experimental work will be a starting point for analyzing the performance of the athletes in an objective way, not only during competitions, but especially during the phases of training. It is, therefore, advisable to introduce the video analysis and notational analysis for more quantitative and qualitative examination of technical movements. The goal is to lead to an improvement of the technique of the athlete and the teaching of the coach.

Spherical carbons: Synthesis, characterization and activation processes

Spherical carbons have been prepared through hydrothermal treatment of three carbohydrates (glucose, saccharose and cellulose). Preparation variables such as treatment time, treatment temperature and concentration of carbohydrate have been analyzed to obtain spherical carbons. These spherical carbons can be prepared with particle sizes larger than 10 μm, especially from saccharose, and have subsequently been activated using different activation processes (H3PO4, NaOH, KOH or physical activation with CO2) to develop their textural properties. All these spherical carbons maintained their spherical morphology after the activation process, except when KOH/carbon ratios higher than 4/1 were used, which caused partial destruction of the spheres. The spherical activated carbons develop interesting textural properties with the four activating agents employed, reaching surface areas up to 3100 m2/g. Comparison of spherical activated carbons obtained with the different activating agents, taking into account the yields obtained after the activation process, shows that phosphoric acid activation produces spherical activated carbons with higher developed surface areas. Also, the spherical activated carbons present different oxygen groups’ content depending on the activating agent employed (higher surface oxygen groups content for chemical activation than for physical activation).

An approach to the application of shift-and-add algorithms on engineering and industrial processes

Different kinds of algorithms can be chosen so as to compute elementary functions. Among all of them, it is worthwhile mentioning the shift-and-add algorithms due to the fact that they have been specifically designed to be very simple and to save computer resources. In fact, almost the only operations usually involved with these methods are additions and shifts, which can be easily and efficiently performed by a digital processor. Shift-and-add algorithms allow fairly good precision with low cost iterations. The most famous algorithm belonging to this type is CORDIC. CORDIC has the capability of approximating a wide variety of functions with only the help of a slight change in their iterations. In this paper, we will analyze the requirements of some engineering and industrial problems in terms of type of operands and functions to approximate. Then, we will propose the application of shift-and-add algorithms based on CORDIC to these problems. We will make a comparison between the different methods applied in terms of the precision of the results and the number of iterations required.

The importance of promoting multimodal teaching in the foreign language classroom for the acquisition of social competences: practical examples

This article analyses the way in which the subject English Language V of the degree English Studies (English Language and Literature) combines the development of the five skills (listening, speaking, reading, writing and interacting) with the use of multimodal activities and resources in the teaching-learning process so that students increase their motivation and acquire different social competences that will be useful for the labour market such as communication, cooperation, leadership or conflict management. This study highlights the use of multimodal materials (texts, videos, etc.) on social topics to introduce cultural aspects in a language subject and to deepen into the different social competences university students can acquire when they work with them. The study was guided by the following research questions: how can multimodal texts and resources contribute to the development of the five skills in a foreign language classroom? What are the main social competences that students acquire when the teaching-learning process is multimodal? The results of a survey prepared at the end of the academic year 2015-2016 point out the main competences that university students develop thanks to multimodal teaching. For its framework of analysis, the study draws on the main principles of visual grammar (Kress & van Leeuwen, 2006) where students learn how to analyse the main aspects in multimodal texts. The analysis of the different multimodal activities described in the article and the survey reveal that multimodality is useful for developing critical thinking, for bringing cultural aspects into the classroom and for working on social competences. This article will explain the successes and challenges of using multimodal texts with social content so that students can acquire social competences while learning content. Moreover, the implications of using multimodal resources in a language classroom to develop multiliteracies will be observed.

Photosynthesis and related processes, by Eugene I. Rabinowitch ...

1

Photosynthesis and related processes, by Eugene I. Rabinowitch ...

2, pt.2

Research and teaching the European Union in Latin America. Jean Monnet/Robert Schuman Paper Series Special, December 2012

NOTE: there is an appendix to this document on the Archive at ei.pitt.edu/29784/ From the Introduction. The tasks of research, teaching and public opinion outreach activities on the European Union in the Latin American subcontinent2 are propelled by two principal motivations. In the first place, interest on the EU originates from the historical proximity between Europe and Latin America. There are no other two regions in the world with a deeper mutual affinity than the one existing between Europe and the conglomerate composed by Latin America and the Caribbean. Only the intimate relationship forged by the United States with the Europe continent is perhaps stronger, and even more special with the United Kingdom.

Knowing and teaching the migrant child.

Mode of access: Internet.

Photosynthesis and related processes,

Includes bibliographies.

Life and teaching of the masters of the Far East.

Mode of access: Internet.

Learning and earning : analysis of HEA Title II-B Graduate Library Fellowship Program recipients, fiscal years 1985-1991 /

"PLLI 97-8014"--P. [4] of cover.

The shepheardes calender : conteining twelue aeglogues proportionable to the twelue monethes : Entitled to the noble and vertuous gentleman most worthie of all titles, both of learning and chiualry, Maister Philip Sidney.

Label inside front board.