Keeping Track with Things

2018 ◽  
Author(s):  
Richard Menary
Keyword(s):  
Contextual Learning ◽  
Learning Tools ◽  
Tracking Systems ◽  
Symbol Systems ◽  
Evolutionary Account ◽  
Detection Systems ◽  
Important Mediator ◽  
Simple Detection ◽  
Conventional Symbol

The chapter begins with an evolutionary account of tracking systems, from simple detection systems to complex decoupled and highly flexible tracking systems. The important mediator is the role of the environment in providing the complexity, translucency, and hostility that produces the evolutionary pressures that result in more complex tracking systems. An evolutionary platform is provided for how modern humans could have come to innovate epistemic tracking tools (ETTs) for keeping track of salient features of the environment. Three examples of ETTs in action are given, ranging from highly iconic and contextual learning tools—such as the Mattang—to highly abstract and decoupled conventional symbol systems. Finally, it is argued that ETTs are compatible with a responsibilist-reliabilism since their correct deployment requires epistemic diligence and the reliable functioning of the tool itself. As such, a framework for understanding and exploring how we keep track with things has been given.

The emerging role of 3D printing in the fabrication of detection systems

2021 ◽  
pp. 116177
Author(s):  
Enrique Javier Carrasco-Correa ◽  
Ernesto Francisco Simó-Alfonso ◽  
José Manuel Herrero-Martínez ◽  
Manuel Miró
Keyword(s):  
3D Printing ◽  
Detection Systems

PGC-1α is associated with C2C12 Myoblast differentiation

2014 ◽  
Vol 9 (11) ◽  
pp. 1030-1036 ◽  
Author(s):  
Yaqiu Lin ◽  
Yanying Zhao ◽  
Ruiwen Li ◽  
Jiaqi Gong ◽  
Yucai Zheng ◽  
...  
Keyword(s):  
Mrna Level ◽  
Biological Significance ◽  
C2c12 Cells ◽  
Myoblast Differentiation ◽  
C2c12 Myoblast ◽  
Mrna Levels ◽  
Transfected Cells ◽  
Myosin Heavy Chain Isoform ◽  
Important Mediator

AbstractPGC-1α has been implicated as an important mediator of functional capacity of skeletal muscle. However, the role of PGC-1α in myoblast differentiation remains unexplored. In the present study, we observed a significant up-regulation of PGC-1α expression during the differentiation of murine C2C12 myoblast. To understand the biological significance of PGC-1α up-regulation in myoblast differentiation, C2C12 cells were transfected with murine PGC-1α cDNA and siRNA targeting PGC-1α, respectively. PGC-1α over-expressing clones fused to form typical myotubes with higher mRNA level of myosin heavy chain isoform I (MyHCI) and lower MyHCIIX. No obvious differentiation was observed in PGC-1α-targeted siRNA-transfected cells with marked decrement of mRNA levels of MyHCI and MyHCIIX. Furthermore, PGC-1α increased the expression of MyoD and MyoG in C2C12 cells, which controlled the commitment of precursor cells to myotubes. These results indicate that PGC-1α is associated with myoblast differentiation and elevates MyoD and MyoG expression levels in C2C12 cells.

scholarly journals Interdependence between histone marks and steps in Pol II transcription

2021 ◽  
Author(s):  
Charles Danko ◽  
Zhong Wang ◽  
Alexandra Chivu ◽  
Lauren Choate ◽  
Edward Rice ◽  
...  
Keyword(s):  
Machine Learning ◽  
Histone Modifications ◽  
Dnase I ◽  
Open Chromatin ◽  
Learning Tools ◽  
Pol Ii ◽  
Histone Marks ◽  
Chromatin States ◽  
Hypersensitive Sites

Abstract The role of histone modifications in transcription remains incompletely understood. Here we used experimental perturbations combined with sensitive machine learning tools that infer the distribution of histone marks using maps of nascent transcription. Transcription predicted the variation in active histone marks and complex chromatin states, like bivalent promoters, down to single-nucleosome resolution and at an accuracy that rivaled the correspondence between independent ChIP-seq experiments. Blocking transcription rapidly removed two punctate marks, H3K4me3 and H3K27ac, from chromatin indicating that transcription is required for active histone modifications. Transcription was also required for maintenance of H3K27me3 consistent with a role for RNA in recruiting PRC2. A subset of DNase-I hypersensitive sites were refractory to prediction, precluding models where transcription initiates pervasively at any open chromatin. Our results, in combination with past literature, support a model in which active histone modifications serve a supportive, rather than a regulatory, role in transcription.

scholarly journals PERAN PENGAWAS DALAM PENGEMBANGAN KEPROFESIAN BERKELANJUTAN BAGI GURU

2020 ◽  
Vol 14 (1) ◽  
Author(s):  
Ika Berdiati
Keyword(s):  
Professional Competence ◽  
Scientific Publication ◽  
Learning Tools ◽  
Teacher Competencies ◽  
Teaching Aids ◽  
Development Tools ◽  
Academic Task ◽  
Self Development ◽  
And Training

The supervisor’s role is quite essential to support developing teacher competencies, and also to improve their professionalism. In this article, the author formulates the problem: what is the role of supervisors in continuing professionalism development for teachers?. The purpose of this article is to describe strategies executed by supervisor on carrying out the academic task related to improving teacher’s pedagogical and professional competence. The results appertained to their role of improving teacher’s competence both pedagogically and professionally can be accomplished through academic supervision competencies. Other observable strategies are developing scientific publication, creating learning tools or teaching aids (innovative works); modifying practicum and self-development tools came under education and training, and KKG.

scholarly journals Contextual Learning and Its Contribution To The Understanding of Islamic Education

2019 ◽  
Vol 4 (1) ◽  
pp. 55
Author(s):  
Kusen Kusen ◽  
Rahmad Hidayat
Keyword(s):  
Junior High School ◽  
Contextual Learning ◽  
Islamic Education ◽  
Information Collection ◽  
Development Research ◽  
Learning Tools ◽  
Test Results ◽  
Implementation Plan ◽  
Design Improvement ◽  
The Subject

This study aims to develop contextual learning tools for Islamic Education through contextual learning that is valid, practical and effective. The subject of this study was students grade seven Junior High School on odd semester of Rejang Lebong. This research is a development research whose procedure consists of ten steps, namely: (1) problem identification, (2) information collection, (3) product design, (4) design validation, (5) design improvement, (6) product testing , (7) product revisions, (8) usage trials, (9) final product revisions, 10) mass production, so that the syllabus, teaching implementation plan, modules and worksheets are valid, practical and effective. Data collection techniques are carried out by observation, questionnaire, and test results. The data collected was analyzed by percentage. The results of this study are: syllabus, teaching implementation plan, modules and Student Worksheets that have been validated by the validator are valid. Then based on the response of students to the module and student worksheet grade seven Islamic Education in Rejang Lebong is practical. then the teaching implementation plan, modules and Student Worksheets provided in the learning process are effective.

Assessing Character in Mentored, Contextual Learning

2021 ◽  
pp. 193979092110437
Author(s):  
Nathan H. Scherrer ◽  
Debra R. Anderson
Keyword(s):  
Graduate Students ◽  
Adult Learning ◽  
Character Development ◽  
Contextual Learning ◽  
Model Learning ◽  
Learning Skills ◽  
Seminary Education ◽  
Individual Character ◽  
Assessment Strategies

This article is concerned with the complex role of assessment in the character development of graduate students in seminary education. It presents the current curricular approach of Denver Seminary to mentored, contextual formation and the variety of assessment strategies that support the growth of individual students and a culture of integrated learning in the institution. Rather than directing assessment strategies on individual character qualities, we argue for the efficacy of assessing the enabling conditions for character growth expressed in the andragogic elements of adult learning skills. Within this model, learning proves to be expansive enough for the contemporary seminary student who has a sense that it is up to them to prepare for and create the work they dream of within a changing culture.

The Role of Digital Application Literacy in Online Assessment

2021 ◽  
pp. 004723952110526
Author(s):  
LeAnne J. Schmidt ◽  
Michael DeSchryver
Keyword(s):  
Content Knowledge ◽  
Mobile Apps ◽  
Learning Goals ◽  
Return To School ◽  
Learning Tools ◽  
Web Based ◽  
Web Based Learning ◽  
Computer Based ◽  
Academic Consequences

As educators and administrators look to countless mobile apps, software programs, and web-based learning tools to meet the demands of students in remote, virtual, and hybrid settings, risks and assumptions of online platforms and assessments must be considered. With the urgency of the COVID-response closure of many schools and the unusual methods employed during the return to school in Fall 2020, there is no better time to examine the digital application literacy which is necessary for students to effectively transition to online learning and assessment. “Digital application literacy” (DAppLit), a specific form of media literacy, involves the nimble use of an app (web-based) or application (computer-based) for education, including assessment. Learners with impaired DAppLit face academic consequences, when insufficient literacy in the platform is the culprit. This paper first explores various skills and strategies from both traditional and digital assessments that digital application literacy requires. Then, it presents the value of low-stakes assessment experiences with applications to introduce navigation techniques and troubleshoot barriers users may face before undertaking weighted assessments. The importance of skills instruction and practice of DAppLit methods is presented. A four-step process is introduced to: 1) set learning goals; 2) guide learners through the application with explicit instructions before use; 3) provide low-stakes explorations; and 4) debrief to address any issues which could represent a failing of application literacy and not content knowledge in an assessment.

Learning About the Effects of Alert Uncertainty in Attack and Defend Decisions via Cognitive Modeling

2020 ◽  
pp. 001872082094542
Author(s):  
Palvi Aggarwal ◽  
Frederic Moisan ◽  
Cleotilde Gonzalez ◽  
Varun Dutt
Keyword(s):  
Cognitive Modeling ◽  
Training Dataset ◽  
Theoretic Approach ◽  
Cognitive Mechanisms ◽  
Test Dataset ◽  
Detection Systems ◽  
Instance Based Learning ◽  
Game Theoretic ◽  
Game Theoretic Approach

Objective We aim to learn about the cognitive mechanisms governing the decisions of attackers and defenders in cybersecurity involving intrusion detection systems (IDSs). Background Prior research has experimentally studied the role of the presence and accuracy of IDS alerts on attacker’s and defender’s decisions using a game-theoretic approach. However, little is known about the cognitive mechanisms that govern these decisions. Method To investigate the cognitive mechanisms governing the attacker’s and defender’s decisions in the presence of IDSs of different accuracies, instance-based learning (IBL) models were developed. One model (NIDS) disregarded the IDS alerts and one model (IDS) considered them in the instance structure. Both the IDS and NIDS models were trained in an existing dataset where IDSs were either absent or present and they possessed different accuracies. The calibrated IDS model was tested in a newly collected test dataset where IDSs were present 50% of the time and they possessed different accuracies. Results Both the IDS and NIDS models were able to account for human decisions in the training dataset, where IDS was absent or present and it possessed different accuracies. However, the IDS model could accurately predict the decision-making in only one of the several IDS accuracy conditions in the test dataset. Conclusions Cognitive models like IBL may provide some insights regarding the cognitive mechanisms governing the decisions of attackers and defenders in conditions not involving IDSs or IDSs of different accuracies. Application IBL models may be helpful for penetration testing exercises in scenarios involving IDSs of different accuracies.

How Not to Use Evolutionary Theory in Politics: A Critique of Peter John

2000 ◽  
Vol 2 (1) ◽  
pp. 72-80 ◽  
Author(s):  
Keith Dowding
Keyword(s):  
Social Sciences ◽  
Evolutionary Process ◽  
Policy Formation ◽  
Evolutionary Explanation ◽  
Evolutionary Account ◽  
The Social ◽  
Poor Understanding ◽  
Selection Of ◽  
Poll Tax

In a recent issue of this journal Peter John (1999) suggests we can use an evolutionary account to explain policy change. In particular he suggests we should see the battle of ideas about policy formation as an evolutionary process and gives as an example the introduction and abolition of the poll tax. John is correct in two claims in his article. First, traditional models of policy-generation tend to ignore the role of ideas, concentrating attention upon the bargaining and power struggles between different sets of competing interests. Secondly, he is right that evolutionary explanation has a place in the social sciences. But these two thoughts are best kept apart and the way he packages them suggests a poor understanding of evolutionary explanation and of the role ideas may play within it. There are at least three problems with his account. First, the object at which he directs explanation —in his example the poll tax—is misspecified. Secondly, he fails to specify a mechanism for the natural selection of ideas, leaving his claim about the promise of evolutionary accounts vague and unsatisfactory. Finally, he fails to distinguish learning as an intentional process from selection as an evolutionary one.

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