BE COOL! a digital learning environment to challenge and socially include gifted learners

Educational technology research and development - This paper describes the development of the BE COOL! learning environment that gives all children, gifted and non-gifted, the opportunity to learn...     

The rewarding effects of number and surface area of food in rats

Visual cues have an important role in food preference for both rats and humans. Here, we aim to isolate the effects of numerosity, density, and surface area on food preference and running speed in rats, by using a forced-choice maze paradigm. In Experiment 1, rats preferred and ran faster for a group of multiple smaller pellets rather than a single large pellet, corroborating previous research (Capaldi, Miller, & Alptekin Journal of Experimental Psychology: Animal Behavior Processes, 15(1), 75–80, 1989). Further experiments tested the prevailing hypothesis that multiple food pieces are more reinforcing because they occupy a larger surface area. Experiment 2 controlled for numerosity by utilizing a continuous food: mashed potatoes flattened to cover a larger surface area or rounded into a ball. The rats preferred and ran faster for the flattened potatoes, suggesting surface area plays a role in quantity estimations. Finally, in Experiment 3, rats displayed no preference or difference in running speed between a group of scattered and clustered pellets when number of pellets were kept constant. Taken together, these results suggest that density has an important role in food perception—that is, the rewarding effect of higher numerosity or larger surface area is removed when the food does not fill out the entire space. Alternative explanations and implications for human diet are discussed.     

Polymorphisms of the <Emphasis Type=Italic>IGF1</Emphasis> gene and their association with growth traits,serum concentration and expression rate of <Emphasis Type=Italic>IGF1</Emphasis> and <Emphasis Type=Italic>IGF1R</Emphasis> in buffalo

The insulin-like growth factor 1 (IGF1) gene is a member of the group of somatotropin axis genes that play a significant role in cell proliferation and growth of muscles. Here, we searched for polymorphisms in buffalo IGF1 and found two novel single nucleotide polymorphisms (SNPs), G64A and G280A, in the noncoding sequences of exon 1 and exon 4, respectively. Statistical analysis of different genotypes showed that the individuals with GG genotypes had significantly (P<0.05) higher body weight (BW) and average daily gain (ADG) than those with other genotypes at ages of 3–6 months in G64A SNP and 6–9 months in G280A SNP. The combined genotypes of these two SNPs produced three haplotypes, GG/GG, AG/AG, and AA/AA, which were significantly associated (P<0.0001) with BW and ADG at an age from 3 to 12 months. Buffaloes with the homozygous GG/GG haplotype showed higher growth performance than other buffaloes. The two SNPs were correlated with mRNA levels of IGF1 and IGF1 receptor (IGF1R) in semitendinosus muscle as well as with the serum concentration level of IGF1. Also, buffaloes with GG/GG haplotype showed higher mRNA and serum concentration levels. The data revealed that these two SNPs could be valuable genetic markers for selection of Egyptian buffaloes for better performance in the population.     

Audiogenic seizures in mice: Asymmetries of the preconvulsive running pattern and subsequent seizure

Asymmetries in the progression of unilaterally and bilaterally induced audiogenic seizures were examined in DBA/2J and SJL/J mice. Both strains were found to exhibit consistent asymmetries in direction(s) of running as well as in the side of fall during a convulsion. This correspondence suggests that the bursts of running are an integral part of an audiogenic seizure. The incorporation of information on asymmetries of the locomotor prelude in future studies should prove valuable for understanding the physiological mechanisms of audiogenic seizure.     

A longitudinal study of how women's prenatal and postnatal concerns related to the COVID-19 pandemic predicts their infants' social–emotional development

Infant social–emotional development may be impacted by the COVID-19 pandemic. This study investigated associations between maternal pre- and postnatal pandemic-related concerns and social–emotional developmental risk. Data, collected in 2020–2021, came from 220 mothers (87% white, 6% Hispanic, 1% Black, 3% Asian, 1% American Indian, M_age = 32.46 years), and infants (53.18% male, M_age = 12.98 months) in the United States. Maternal postnatal pandemic-related concerns were associated with total risk scores (B = 6.09, p-value <.001) and offspring risk of scoring positive for problems related to inflexibility (B = 4.07, p-value = .006). The total score association was moderated by self-reported social support. Infants may be detrimentally impacted by the pandemic via maternal pandemic-related concerns. Maternal social support may buffer infants.     

Effect of labour and surgical stress on serum free fatty acids

Serum free fatty acids (FFA) in 100 parturient (50 primiparous and 50 multiparous volunteers) and 50 female patient (30 patients 20–30 years age group and 20 patients 31–50 yrs age group) volunteers undergoing elective major abdominal surgery were monitored during different stages of delivery and surgery respectively. FFA increased in both primiparous and multiparous from full term (46 mg%) to second stage of labour (60 mg%) and gradually decreased to 38 mg% on the third day postpartum. The intergroup comparison between primiparous and multiparous was significant. Surgical stress also increased FFA from the day of admission (21 mg%) to the preoperative stage (35 mg%). The intergroup comparison between 20–30 yrs age group and 31–50 yrs age group did not show any significant change.     

Incorporating Service-Learning, Technology, and Research Supportive Teaching Techniques into the University Chemistry Classroom

Technology was integrated into service-learning activities to create an interactive teaching method for undergraduate students at a large research institution. Chemistry students at the University of Central Florida partnered with high school students at Crooms Academy of Information Technology in interactive service learning projects. The projects allowed UCF students to teach newly acquired content knowledge and build upon course lecture and lab exercises. Activities utilized the web-conferencing tool Adobe Connect Pro to enable interaction with high school students, many of whom have limited access to supplemental educational opportunities due to low socioeconomic status. Seventy chemistry I students created lessons to clarify high school students’ misconceptions through the use of refutational texts. In addition, 21 UCF students enrolled in the chemistry II laboratory course acted as virtual lab partners with Crooms students in an interactive guided inquiry experiment focused on chemical kinetics. An overview of project’s design, implementation, and assessments are detailed in the case study and serve as a model for future community partnerships. Emerging technologies are emphasized as well as a suggested set of best practices for future projects.     

Following the Template: Transferring Modeling Skills to Nonstandard Problems

This study seeks to analyze how students apply a mathematical modeling skill that was previously learned by solving standard word problems to the solution of word problems with nonstandard contexts. During the course of an experiment involving 106 freshmen, we assessed how well they were able to transfer the mathematical modeling skill that is used to solve standard problems to the solution of nonstandard ones that had an analogous structure. The results of our research show that students had varying degrees of success applying the different stages of modeling depending on whether they were solving a familiar problem (involving near transfer) or one that had an unfamiliar context (involving far transfer): in cases of near transfer, students applied the template formally even though it did not align with the text of the new word problem, which complicated further interpretation. In cases of far transfer, students chose to solve the problem by using an ordinary method of selecting a solution by trial and error in preference to the use of modeling. Thus, the application of the modeling skill as a multistage process is complicated when solving nonstandard problems involving either near or far transfer.