Learning explanations for biological feedback with delays using an event calculus

2021 ◽  
Author(s):  
Ashwin Srinivasan ◽  
Michael Bain ◽  
A. Baskar
1995 ◽  
Vol 5 (5) ◽  
pp. 579-602 ◽  
Author(s):  
LODE MISSIAEN ◽  
MAURICE BRUYNOOGHE ◽  
MARC DENECKER

2021 ◽  
Vol 34 (10) ◽  
pp. 3799-3819
Author(s):  
Hyung-Gyu Lim ◽  
Jong-Yeon Park ◽  
John P. Dunne ◽  
Charles A. Stock ◽  
Sung-Ho Kang ◽  
...  

AbstractHuman activities such as fossil fuel combustion, land-use change, nitrogen (N) fertilizer use, emission of livestock, and waste excretion accelerate the transformation of reactive N and its impact on the marine environment. This study elucidates that anthropogenic N fluxes (ANFs) from atmospheric and river deposition exacerbate Arctic warming and sea ice loss via physical–biological feedback. The impact of physical–biological feedback is quantified through a suite of experiments using a coupled climate–ocean–biogeochemical model (GFDL-CM2.1-TOPAZ) by prescribing the preindustrial and contemporary amounts of riverine and atmospheric N fluxes into the Arctic Ocean. The experiment forced by ANFs represents the increase in ocean N inventory and chlorophyll concentrations in present and projected future Arctic Ocean relative to the experiment forced by preindustrial N flux inputs. The enhanced chlorophyll concentrations by ANFs reinforce shortwave attenuation in the upper ocean, generating additional warming in the Arctic Ocean. The strongest responses are simulated in the Eurasian shelf seas (Kara, Barents, and Laptev Seas; 65°–90°N, 20°–160°E) due to increased N fluxes, where the annual mean surface temperature increase by 12% and the annual mean sea ice concentration decrease by 17% relative to the future projection, forced by preindustrial N inputs.


2018 ◽  
Vol 44 ◽  
pp. 00002 ◽  
Author(s):  
Marianna Ababkova ◽  
Veronica Leontyeva

Modern highly technological teaching widely uses neurotechnologies related to creating new educational products, expanding the content of education and establishing objective feedback with students. One of the most promising neurotechnologies in the sphere of education is the method of biological feedback (BFB) based on studying the current psychophysiological state of students and using this information for further correction of the educational process, improving its quality and efficiency. This article presents the results of the studies based on the method of biological feedback to investigate the influence of the form of presentation of the educational material on the current psychophysiological state of students. During the BFB-studies, we used the PEN method developed by Hans and Sybil Eysenck to form focus groups of students and the CMS method to process the results of the studies. The research resulted in quantitative values of parameters of the current psychophysiological state of students reflecting the degree of intensity of such properties as the general adaptive resource, the degree of mobility (instability) of psychological processes, neuroticity, psychic productivity etc. (a total of 19 parameters).The study’s results based on the biological feedback method showed that studying educational materials that are different in form influences the parameters of the current psychophysiological state of students. The indicators of reserve of control of psychological activity, regulating and adapting the psychological sphere, as well as the indicators of reserve of syndromologicaladaptiveness of the current state if students study the textual material on their own, will improve as compared to studying graphical material only. Different types of educational material can cause anxiety and increased apprehension, with textual material contributing the least to these effects.


2015 ◽  
Vol 32 (4) ◽  
pp. 711-737 ◽  
Author(s):  
D. Paulraj ◽  
S. Swamynathan ◽  
Daniel Chandran ◽  
K. Balasubadra ◽  
M. Vigilson Prem

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