Positive feedback amplifies ferroptosis

Author(s):  
Jason Rodencal ◽  
Scott J. Dixon
Keyword(s):  
2019 ◽  
Vol 128 (3) ◽  
pp. 228-233 ◽  
Author(s):  
Brianne L. Glazier ◽  
Lynn E. Alden

2006 ◽  
Author(s):  
Holley S. Hodgins ◽  
Kathryn Adair ◽  
Rachel Gordon ◽  
Yaritza Saavedra ◽  
Sara Shiffman ◽  
...  

2011 ◽  
Author(s):  
Kent Harber ◽  
Jamie L. Gorman ◽  
Frank P. Gengaro ◽  
Samantha Butisingh ◽  
Rebecca Ouellette ◽  
...  

2018 ◽  
Vol 13 (Number 1) ◽  
pp. 55-67
Author(s):  
Shafini M. Shafie ◽  
Zakirah Othman ◽  
N Hami

Malaysia has an abundance of biomass resources that can be utilised for power generation. One of them is paddy residue. Paddy residue creates ahuge potential in the power generation sector. The consumption of paddy residue can help Malaysia become less dependent on conventional sources of energy, mitigate greenhouse gas(GHG) emission, offer positive feedback in the economic sector, and at the same time, provide thebest solution for waste management activities. The forecast datafor 20 years on electricity generation wasused to calculate the GHG emission and its saving when paddy residue is used for electricity generation. The government’scost saving was also identified when paddy residue substituted coal fuel in electricity generation.This paper can provide forecast information so that Malaysia is able to move forward to apply paddy residue as feedstock in energy supply. Hopefully, the data achieved can encourage stakeholder bodies in the implementation of paddy residue inelectricity generation since there is apositive impact towardscost and emission saving.


Author(s):  
Michael Laver ◽  
Ernest Sergenti

This chapter extends the survival-of-the-fittest evolutionary environment to consider the possibility that new political parties, when they first come into existence, do not pick decision rules at random but instead choose rules that have a track record of past success. This is done by adding replicator-mutator dynamics to the model, according to which the probability that each rule is selected by a new party is an evolving but noisy function of that rule's past performance. Estimating characteristic outputs when this type of positive feedback enters the dynamic model creates new methodological challenges. The simulation results show that it is very rare for one decision rule to drive out all others over the long run. While the diversity of decision rules used by party leaders is drastically reduced with such positive feedback in the party system, and while some particular decision rule is typically prominent over a certain period of time, party systems in which party leaders use different decision rules are sustained over substantial periods.


2018 ◽  
Vol 29 (1) ◽  
pp. 3-18
Author(s):  
Masoodi Marjan

Abstract The aim of this study is to furnish a reliable theoretical overview on metacognitive awareness. This research is carried out to (1) familiarize the researchers with the definition, components and sub-components of metacognitive awareness (2) discuss a brief outline of metacognitive awareness along with its origin and essence from the point of view of its historical development (3) link metacognitive awareness to a number of other constructs, including motivation (4) illustrate the features of self-regulated students and their recruited metacognitive strategies and (5) briefly examine the major challenges in the implementation of metacognitive awareness. In conclusion, this research reveals that the analysis of metacognitive awareness and its components gives rise to a new notion of auto-noetic (self) knowledge of learners through planning, monitoring and reflectively evaluating task performance, and creates higher levels of self-efficacy which provides students with different educational contexts in which they are able to have more self-confidence, get more positive feedback both from an instructor and classmates and cultivate in learners more self-regulatory characteristics that enable them to learn autonomously, be completely equipped with motivation and be welcoming to challenges. The study provides benefits to both learners and educators. Learners can receive guidance on how to foster metacognitive awareness for being more competent learners. Furthermore, it provides meaningful insights for curriculum developers to provide metacognitive awareness-based curricula.


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