Rats Acquire Stronger Preference for Flavors Consumed Towards the End of a High-fat Meal

Rats learn to prefer flavors associated with postingestive effects of nutrients. The physiological signals underlying this postingestive reward are unknown. We have previously shown that rats readily learn to prefer a flavor that was consumed early in a multi-flavored meal when glucose is infused intragastrically (IG), suggesting rapid postingestive reward onset. The present experiments investigate the timing of postingestive fat reward, by providing distinctive flavors in the first and second halves of meals accompanied by IG fat infusion. Learning stronger preference for the earlier or later flavor would indicate when the rewarding postingestive effects are sensed. Rats consumed sweetened, calorically-dilute flavored solutions accompanied by IG high-fat infusion (+ sessions) or water (− sessions). Each session included an “Early” flavor for 8 min followed by a “Late” flavor for 8 min. Learned preferences were then assessed in two-bottle tests (no IG infusion) between Early(+) vs. Early(−), Late(+) vs. Late(−), Early(+) vs. Late(+), and Early(−) vs. Late(−). Rats only preferred Late(+), not Early(+), relative to their respective (−) flavors. In a second experiment rats trained with a higher fat concentration learned to prefer Early(+) but more strongly preferred Late(+). Learned preferences were evident when rats were tested deprived or recently satiated. Unlike with glucose, ingested fat appears to produce a slower-onset rewarding signal, detected later in a meal or after its termination, becoming more strongly associated with flavors towards the end of the meal. This potentially contributes to enhanced liking for dessert foods, which persists even when satiated.

Sensory-specific Appetition: Postingestive Detection of Glucose Rapidly Promotes Continued Consumption of a Recently Encountered Flavor

It is generally thought that macronutrients stimulate intake when sensed in the mouth (e.g., sweet taste) but as food enters the GI tract its effects become inhibitory, triggering satiation processes leading to meal termination. Here we report experiments extending recent work (see [1]) showing that under some circumstances nutrients sensed in the gut produce a positive feedback effect, immediately promoting continued intake. In one experiment, rats with intragastric (IG) catheters were accustomed to consuming novel flavors in saccharin daily while receiving water infused IG (5 ml/15 min). The very first time glucose (16% w/w) was infused IG instead of water, intake accelerated within 6 mins of infusion onset and total intake increased 29% over baseline. Experiment 2 replicated this stimulatory effect with glucose infusion but not fructose nor maltodextrin. Experiment 3 showed the immediate intake stimulation is specific to the flavor accompanying the glucose infusion. Rats were accustomed to flavored saccharin being removed and replaced with the same or a different flavor. When glucose infusion accompanied the first bottle, intake from the second bottle was stimulated only when it contained the same flavor, not when the flavor switched. Thus we confirm not only that glucose sensed postingestively can have a rapid, positive feedback effect ('appetition' as opposed to 'satiation') but that it is sensory-specific, promoting continued intake of a recently encountered flavor. This sensory specific motivation may represent an additional psychobiological influence on meal size, and further, has implications for the mechanisms of learned flavor-nutrient associations.

Further Evidence for Hemisity Sorting During Career Specialization

Hemisity refers to binary thinking and behavioral style differences between right and left brain-oriented individuals. The inevitability of hemisity became clear when it was discovered by magnetic resonance imaging (MRI) that an anatomical element of the executive system was unilaterally embedded in either the right or the left side of the ventral gyrus of the anterior cingulate cortex in an idiosyncratic manner that was congruent with an individual's inherent hemisity subtype. Based upon the MRI-calibrated hemisity of many individuals, a set of earlier biophysical and questionnaire hemisity assays was calibrated for accuracy and found appropriate for use in the investigation of the hemisity of individuals and groups. It had been reported that a partial sorting of individuals into hemisity right and left brain-oriented subgroups occurred during the process of higher education and professional development. Here, these results were extended by comparison of the hemisity of a putative unsorted population of 1,049 high school upper classmen, with that of 228 university freshmen. These hemisity outcomes were further compared with that of 15 university librarians, here found to be predominantly left brain-oriented, and 91 academically trained musicians, including 47 professional pianists, here found to be mostly right brainers. The results further supported the existence of substantial hemisity selection occurring during the process of higher education and in professional development.

Improving learning by connecting chemistry curriculum to students' experiences

The purpose of the study was to design, implement, and assess the effects of a teaching unit about fuel sources and chemical energy on students’ learning. The unit was designed to incorporate students’ experiences in a way that was aligned with the Michigan High School Content Expectations. The study was completed with all of the students taking General Chemistry in a rural Michigan high school in the 2010-11 school year. There were 138 participants total. The participants were mostly Caucasian and the majority were in the 11th grade. Of these, 77 constituted the experimental group and were taught the unit. The additional 61 participants in the control group were given the posttest only. Data was derived from the results of pre/post tests, final assessment projects, and the researcher’s observations. A pretest that contained questions about the fuel sources was administered at the beginning of the unit. An identical posttest was administered at the completion of the unit. A final assessment project required students to choose the best fuel source for the area, and support their opinion with facts and data from their research or the learning activities and labs performed in class. The results of the study revealed that the teaching unit did produce significant learning gains in the experimental group. The results also indicated that the teaching unit added value to the current General Chemistry curriculum by expanding what students were learning. The instructional goals of the unit were aligned with the Michigan High School Content Expectations. The results also revealed that the students were able to learn to support their thinking and decisions with explanations based on the data and labs. These are essential science literacy skills. The study supported the view that connecting the required curriculum with students’ experiences and interests was effective, and that students can learn important science literacy skills, such as providing support for arguments and communicating scientific explanations, when given adequate teacher support.

SUPPORTING LEARNING FOR NAVAJO STUDENTS THROUGH ETHNOMATHEMATICS

The purpose of this research was to address how culturally informed ethnomathematical methods of teaching can be utilized to support the learning of Navajo students in mathematics. The study was conducted over the course of four years on the Navajo Reservations at Tohatchi Middle School in Tohatchi New Mexico. The students involved in the study were all in 8th grade and were enrolled either in Algebra 1 or a Response to Intervention, RTI, class. The data collected came in the form of a student survey, student observation and student assessment. The teacher written survey, a math textbook word problem, and two original math textbook problems along with their rewritten version were the sources of these three studies. The first year of the study consisted of a math attitude survey and how Navajo students perceived math as a subject of interest. The students answered four questions pertaining to their thoughts about mathematics. The students’ responses were positive according to their written answers. The second year of the study involved the observation of how students worked through a math word problem as a group. This method tested how the students culturally interacted in order to solve a math problem. Their questions and reasoning to solve the problem were shared with peers and the teacher. The teacher supported the students in understanding and solving the problem by asking questions that kept the students focused on the goal of solving the problem. The students worked collaboratively and openly in order to complete the activity. During the iv study, the teacher was more able to notice the students’ deficiencies individually or as a group, therefore was able to support them in a more specific manner. The last study was conducted over a period of two different years. This study was used to determine how textbook bias in the form of its sentence structure or word choice affects the performance of students who are not culturally familiar with one or both. It was found that the students performed better and took less time on the rewritten problem than on the original problem. The data suggests that focusing on the culture, language and education of Navajo students can affect how the students learn and understand math.

IMPACTS OF CLIMATE CHANGE ON SOIL MICROORGANISMS IN NORTHERN HARDWOOD FORESTS

As global climate continues to change, it becomes more important to understand possible feedbacks from soils to the climate system. This dissertation focuses on soil microbial community responses to climate change factors in northern hardwood forests. Two soil warming experiments at Harvard Forest in Massachusetts, and a climate change manipulation experiment with both elevated temperature and increased moisture inputs in Michigan were sampled. The hyphal in-growth bag method was to understand how soil fungal biomass and respiration respond to climate change factors. Our results from phospholipid fatty acid (PLFA) analyses suggest that the hyphal in-growth bag method allows relatively pure samples of fungal hyphae to be partitioned from bacteria in the soil. The contribution of fungal hyphal respiration to soil respiration was examined in climate change manipulation experiments in Massachusetts and Michigan. The Harvard Forest soil warming experiments in Massachusetts are long-term studies with 8 and 18 years of +5 °C warming treatment. Hyphal respiration and biomass production tended to decrease with soil warming at Harvard Forest. This suggests that fungal hyphae adjust to higher temperatures by decreasing the amount of carbon respired and the amount of carbon stored in biomass. The Ford Forestry Center experiment in Michigan has a 2 x 2 fully factorial design with warming (+4-5 °C) and moisture addition (+30% average ambient growing season precipitation). This experiment was used to examine hyphal growth and respiration of arbuscular mycorrhizal fungi (AMF), soil enzymatic capacity, microbial biomass and microbial community structure in the soil over two years of experimental treatment. Results from the hyphal in-growth bag study indicate that AMF hyphal growth and respiration respond negatively to drought. Soil enzyme activities tend to be higher in heated versus unheated soils. There were significant temporal variations in enzyme activity and microbial biomass estimates. When microbial biomass was estimated using chloroform fumigation extractions there were no differences between experimental treatments and the control. When PLFA analyses were used to estimate microbial biomass we found that biomass responds negatively to higher temperatures and positively to moisture addition. This pattern was present for both bacteria and fungi. More information on the quality and composition of the organic matter and nutrients in soils from climate change manipulation experiments will allow us to gain a more thorough understanding of the mechanisms driving the patterns reported here. The information presented here will improve current soil carbon and nitrogen cycling models.

Lifestyle and stroke risk: a review

PURPOSE OF REVIEW: In recent years, many epidemiological studies have given new insights into old and new lifestyle factors that influence the risk of cerebrovascular events. In this review, we refer to the most important articles to highlight recent advances, especially those important for stroke prevention. RECENT FINDINGS: This review focuses on the most recent studies that show the association of environmental factors, nutrition, alcohol, tobacco, education, lifestyle and behavior with the risk of vascular disease, including ischemic stroke and cerebral hemorrhage. The link between air pollution and stroke risk has become evident. Low education levels and depression are established as risk factors. This is also true for heavy alcohol consumption, although moderate drinking may be protective. Active and passive smoking are independent risk factors, and a smoking ban in public places has already reduced cardiovascular events in the short term. Physical activity reduces stroke risk; overweight increases it. However, clinical trials to assess the effect of weight reduction on stroke risk are still lacking. Fruits, vegetables, fish, fibers, low-fat dairy products, potassium and low sodium consumption are known and recommended to reduce cardiovascular risk. Data on omega 3 fatty acid, folic acid and B vitamins are inconsistent, and antioxidants are not recommended. SUMMARY: Stroke can be substantially reduced by an active lifestyle, cessation of smoking and a healthy diet. Both public and professional education should promote the awareness that a healthy lifestyle and nutrition have the potential to reduce the burden of stroke.

The impact of new technologies on distance learning students

This is a European Commission Leonardo da Vinci Reference Material project on the impact of new technology on distance learning students. It is known that all the Ministries of Education of the 27 European Union countries pay millions of Euros annually in the provision of educational technology for their schools, colleges and universities. A review of the literature of the impact of technology, however, showed that the research in this field was unacceptably fragile. What research there was focused on the impact of technology on children in American schools. The project set out, therefore, to measure the impact of technology on adult education, lifelong learning and distance education, with a particular focus on adult distance learning.

The Integration of Formal and Non-formal Education: The Dutch “brede school”

The Dutch “brede school” (BS) development originates in the 1990s and has spread unevenly since: quicker in the primary than secondary educational sector. In 2007, there were about 1000 primary and 350 secondary BS schools and it is the intention of the government as well as the individual municipalities to extend that number and make the BS the dominant school form of the near future. In the primary sector, a BS cooperates with crèche and preschool facilities, besides possible other neighborhood partners. The main targets are, first, to enhance educational opportunities, particularly for children with little (western-) cultural capital, and secondly to increase women’s labor market participation by providing extra familial care for babies and small children. All primary schools are now obliged to provide such care. In the secondary sector, a BS is less neighborhood-orientated than a primary BS because those schools are bigger and more often located in different buildings. As in the primary sector, there are broad and more narrow BS, the first profile cooperating with many non-formal and other partners and facilities and the second with few. On the whole, there is a wide variety of BS schools, with different profiles and objectives, dependent on the needs and wishes of the initiators and the neighborhood. A BS is always the result of initiatives of the respective school and its partners: parents, other neighborhood associations, municipality etc. BS schools are not enforced by the government although the general trend will be that existing school organizations transform into BS. The integration of formal and non-formal education and learning is more advanced in primary than secondary schools. In secondary education, vocational as well as general, there is a clear dominance of formal education; the non-formal curriculum serves mainly two lines and objectives: first, provide attractive leisure activities and second provide compensatory courses and support for under-achievers who are often students with migrant background. In both sectors, primary and secondary, it is the formal school organization with its professionals which determines the character of a BS; there is no full integration of formal and non-formal education resulting in one non-disruptive learning trajectory, nor is there the intention to go in that direction. Non-formal pedagogues are partly professionals, like youth- and social workers, partly volunteers, like parents, partly non-educational partners, like school-police, psycho-medical help or commercial leisure providers. Besides that, the BS is regarded by government educational and social policy as a potential partner and anchor for community development. It is too early to make reliable statements about the effects of the BS movement in the Netherlands concerning the educational opportunities for disadvantaged children and their families, especially those with migrant background, and combat further segregation. Evaluation studies made so far are moderately positive but also point to problems of overly bureaucratized structures and layers, lack of sufficient financial resources and, again, are uncertain about long-term effects.

International cooperation in ambient computing education

Funded by the US-EU Atlantis Program, the International Cooperation in Ambient Computing Education Project is establishing an international knowledge-building community for developing a broader computer science curriculum aimed at preparing students for real-world problems in a multidisciplinary, global world. The project is collaboration among Troy University (USA), University of Sunderland (UK), FernUniversität in Hagen (Germany), Universidade do Algarve (Portugal), University of Arkansas at Little Rock (USA) and San Diego State University (USA). The curriculum will include aspects of social science, cognitive science, human-computer interaction, organizational studies, global studies, and particular application areas as well as core computer science subjects. Programs offered at partner institutions will form trajectories through the curriculum. A degree will be defined in terms of combinations of trajectories which will satisfy degree requirements set by accreditation organizations. This is expected to lead to joint- or dual-degree programs among the partner institutions in the future. This paper describes the goals and activities of the project and discusses implementation issues.

E-Learning, E-Teaching und E-Assessment in der Hochschullehre

Wie lässt sich die Qualität des Lernens, Lehrens und Prüfens durch den Einsatz neuer Medien steigern? Übertragen auf die Komponenten und Bausteine des E-Education-Prozesses heißt das: - Mit welchen digitalen Materialien und Komponenten ist eine effiziente computergestützte Inhaltserschließung möglich? - Mit welcher Organisationsform der Lehre kann ein maximaler Qualitätsgewinn für die traditionelle Präsenzlehre erzielt werden? - Wie lassen sich traditionelle Prüfungsformen durch digitale Medien bereichern und mit technischer Hilfe auswerten? - Wie müssen digitale Inhalte beschaffen sein, um einen Mehrwert für den Lehr- und Lernprozess, möglicherweise in Selbstlernszenarien, zu erzielen? - Wie muss eine Lernplattformaufgebaut sein, um E-Education in ihrer gesamten Breite zu unterstützen und eine hohe Akzeptanz zu erreichen? Die Autoren sind Hauptakteure des Marburger „Linguistik Engineering Teams“, das in sich das gesamte Know-How für die Entwicklung und Nutzung verschiedener Lehr- und Lernszenarien vereinigt: von der Konzeption über die Programmierung bis hin zur Nutzung in allen denkbaren Varianten. Ihr Buch ist ein Leitfaden, der aufzeigt, wie mit einem komplexen E-Education-System nicht nur Qualitäts-, sondern auch Kapazitätsgewinne sowie erhebliche Aufwandsreduktionen erreicht werden können.

Online Distance Education: Towards a Research Agenda

Online Distance Education: Towards a Research Agenda offers a systematic overview of the major issues, trends, and areas of priority in online distance education research. In each chapter, an international expert or team of experts provides an overview of one timely issue in online distance education, summarizing major research on the topic, discussing theoretical insights that guide the research, posing questions and directions for future research, and discussing the implications for distance education practice as a whole. Intended as a primary reference and guide for distance educators, researchers, and policymakers, Online Distance Education addresses aspects of distance education practice that have often been marginalized, including issues of cost and economics, concerns surrounding social justice, cultural bias, the need for faculty professional development, and the management and growth of learner communities. At once soundly empirical and thoughtfully reflective, yet also forward-looking and open to new approaches to online and distance teaching, this text is a solid resource for researchers in a rapidly expanding discipline.

Student2Student als Organisationsmodell für die Entwicklung von E-Learning-Ressourcen

Die E-Learning-Plattform VBA@HfTL unterstützt das Erlernen von grundlegenden Programmierkonzepten mithilfe der Programmiersprache Visual Basic for Applications (VBA). Diese Plattform wurde von Studierenden für Studierende der Fachrichtung Wirtschaftsinformatik entwickelt, so dass ein Student2Student (S2S)-Ansatz umgesetzt wurde. Der Beitrag führt die konzeptionellen Grundlagen dieses Ansatzes ein und erläutert die organisatorischen sowie technischen Rahmenbedingungen des Entwicklungsprojekts als Forschungsfallstudie. Das Projektergebnis zeigt, dass Studierende selbstorganisiert E-Learning-Ressourcen entwickeln und sich dabei interdisziplinäre Fachinhalte der Wirtschaftsinformatik aneignen können. Die resultierende E-Learning-Plattform liefert aufgrund der hohen Resonanz nicht nur einen wertvollen Beitrag zur Unterstützung von Lernprozessen in der Aus- und Weiterbildung, sondern bietet der Hochschule auch eine Möglichkeit zur Profilierung des Bildungsangebots im Rahmen der Öffentlichkeitsarbeit.

Distance education in transition

In his most recent publication, Against the Tide: Critics of Digitalisation, Otto Peters brings together some of the most formidable and critical voices and compelling perspectives on the potential hazards of digitalization. The viewpoints presented range from personal, anthropological, and pedagogical to more scientific and technical, and arise from multiple disciplines. Peters has long been a respected scholar in the field of distance education, and while Peters’ earlier work has advocated the affordances of digitalization, this latest book is an abrupt shift to the darker side of digitalization. The assembly of critics Peters has gathered come from around the world and different walks of life: journalists, educators, scientists, philosophers, lawyers, mathematicians, and computer scientists, to name a few. Their one shared bond is a deep-seated belief that digitalization will have a profound and lasting impact on humankind – and not only in positive ways. ...