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2021 ◽  
Vol 12 (3) ◽  
pp. 878-892
Author(s):  
Luis Antonio Saavedra-Jiménez ◽  
Rodolfo Ramírez-Valverde ◽  
Rafael Núñez-Domínguez ◽  
Agustín Ruíz-Flores ◽  
José Guadalupe García-Muñiz ◽  
...  

The study aimed to compare two grouping strategies for unknown parents or phantom parent groups (PPG) on the genetic evaluation of growth traits for Mexican Braunvieh cattle. Phenotypic data included birth (BW), weaning (WW) and yearling (YW) weights. Pedigree included 57,341 animals. The first strategy involved 12 PPG (G12) based on the birth year of the unknown parent’s progeny and the sex of the unknown parent, while the second involved 24 PPG (G24) based on the birth year of the unknown parent’s progeny and 4-selection pathways. The animal models included fixed effects and the random direct additive genetic effect; WW also included random maternal genetic and maternal permanent environmental effects. Product-moment correlations between EBV from G0 (no PPG) and G12 were 0.96, 0.77 and 0.69 for BW, WW and YW, respectively, and between EBV from G0 and G24 were 0.91, 0.54, and 0.53, respectively. Corresponding rank correlations between G0 and G12 were 0.94, 0.77, and 0.72, and between G0 and G24 were 0.89, 0.61, and 0.60. Genetic trends showed a base deviation from the genetic trend of G0, except for BW of G12. The results did not support the use of the two grouping strategies on the studied population and traits, and further research is required. Introducing PPG to the model, enough phenotype contribution from descendants to PPG, and avoiding collinearity between PPG and fixed effects are important. Genetic groups should reflect changes in the genetic structure of the population to the unknown parents, including different sources of genetic materials, and changes made by selection over time.


2021 ◽  
Vol 31 (14) ◽  
Author(s):  
Rajat Kaushik ◽  
Sandip Banerjee

Bachelor herd behavior is very common among juvenile animals who have not become sexually matured but have left their parent groups. The complex grouping or schooling behavior provides vulnerable juveniles refuge from predation and opportunities for foraging, especially when their parents are not within the area to protect them. In spite of this, juvenile/immature prey may easily become victims because of their greenness while on the other hand, adult prey may be invulnerable to attack due to their tricky manoeuvring abilities to escape from the predators. In this study, we propose a stage-structured predator–prey model, in which predators attack only the bachelor herds of juvenile prey while adult prey save themselves due to small predator–prey size ratio and their fleeing capability, enabling them to avoid confrontation with the predators. Local and global stability analysis on the equilibrium points of the model are performed. Sufficient conditions for uniform permanence and the impermanence are derived. The model exhibits both transcritical as well as Hopf bifurcations and the corresponding numerical simulations are carried out to support the analytical results. Bachelor herding of juvenile prey as well as inaccessibility of adult prey restricts the uncontrolled predation so that prey abundance and predation remain balanced. This investigation on bachelor group defence brings out some unpredictable results, especially close to the zero steady state. Altogether, bachelor herding of the juvenile prey, which causes unconventional behavior near the origin, plays a significant role in establishing uniform permanence conditions, also increases richness of the dynamics in numerical simulations using the bifurcation theory and thereby, shapes ecosystem properties tremendously and may have a large influence on the ecosystem functioning.


Author(s):  
Yutaka Masuda ◽  
Paul M. VanRaden ◽  
Shogo Tsuruta ◽  
Daniela A.L. Lourenco ◽  
Ignacy Misztal
Keyword(s):  

Biomedicine ◽  
2021 ◽  
Vol 41 (3) ◽  
pp. 654-659
Author(s):  
Soundariya K. ◽  
Senthilvelou M. ◽  
Shivayogappa S. Teli ◽  
Deepika V. ◽  
Senthamil Selvi K. ◽  
...  

Introduction and Aim: Innovative learning strategies may be introduced along with the conventional methods to enhance active learning by the students. Jigsaw technique is a co-operative learning method, where students play a dual role as an active learner and teacher. Hence the present study aimed to introduce and assess the acceptability of the Jigsaw technique as an active learning strategy in Physiology for first year medical undergraduates.   Methods: Five parent groups were formed from 30 first year medical undergraduates with six members in each group. Each member in the parent group was allotted a sub-topic in “Immunity”. Members with the same sub-topic joined to from the expert groups. After three sessions of face-face and asynchronous online discussions spanning a duration of three weeks, facilitated by faculty, the students returned to their parent groups for peer teaching and presentation. The content of the presentation was evaluated by faculty with help of a checklist. Feedback questionnaire was administered to both the students and the faculty to assess their perceptions and acceptability of Jigsaw technique.   Results: Jigsaw method was addressed as an innovative method that favored active participation, high interaction and promoted communication skills and referral habits among the students. However. it was time consuming, and students expressed difficulty in adapting to the technique.   Conclusion: Students consider the learning process enjoyable and effective with Jigsaw technique in Physiology. However, owing to the time consumption and its complexity it may be sparingly used in routine curriculum.


2021 ◽  
Vol 26 (3) ◽  
pp. 700-717
Author(s):  
Hyo Jung Kwak ◽  
Hyun Sub Sim ◽  
Soo Bok Lee

Objectives: The purpose of this study was to investigate, longitudinally, the duration of utterance in a conversational turn, duration of turn-switching pause, and frequency of disfluency which young children who stutter (CWS) and children who do not stutter (CWNS) showed during interactions with their mothers.Methods: Subjects for this study consisted of 2-5 year old CWS (male 2 and female 4), an age-matched group of CWNS (male 3 and female 3), and their mothers. Frequencies of normal disfluency (ND) and abnormal disfluency (AD), and duration of utterance in a conversational turn and duration of turn-switching pause were measured two times (initial visit and 12 months later) over the course of one year.Results: At initial visit, a significant group difference was found in frequency of AD. However, no significant difference was observed in duration of utterance in a conversational turn and duration of turn-switching pause both between two parent groups and between two child groups at initial visit and 12 months later. In the CWS group, at initial visit, a positive correlation was found between frequency of AD and mother’s duration of utterance in a conversational turn. Frequency of AD was negatively correlated with both duration of turn-switching pause of mothers and that of children. After 12 months, there was a negative correlation between frequency of AD and mother’s duration of utterance in a conversational turn.Conclusion: These findings suggest that the longitudinal study of individual characteristics of CWS · mothers interactions can help speech-language pathologists to identify the interactional factors related to the recovery or persistence of stuttering and to enhance the efficacy of parent · child interaction therapy for CWS.


2021 ◽  
Author(s):  
Kritika Nayar ◽  
Frederick Shic ◽  
Molly Winston ◽  
Molly Losh

Abstract Background: Social attention differences, expressed through gaze patterns, have been documented in autism spectrum disorder (ASD), with subtle differences also reported among first-degree relatives, suggesting a shared genetic link. Findings have mostly been derived from standard eye-tracking methods (total fixation count or total fixation duration). Given the dynamics of visual attention, these standard methods may obscure subtle, yet core, differences in visual attention mechanisms, particularly those presenting sub-clinically. This study applied a constellation of eye-tracking analyses to gaze data from individuals with ASD and their parents. Methods: This study included n=156 participants across groups, including ASD (n=24) and control (n=32) groups, and parents of individuals with ASD (n=61) and control parents (n=39). A complex scene with social/non-social elements was displayed and gaze tracked via an eye tracker. Eleven analytic methods from the following categories were analyzed: 1) standard variables, 2) temporal dynamics (e.g., gaze over time), 3) fixation patterns (e.g., perseverative or regressive fixations), 4) first fixations, and 5) distribution patterns. MANOVAs, growth curve analyses, and Chi-squared tests were applied to examine group differences. Finally, group differences were examined on factor scores derived from a principal component analysis (PCA) that reduced variables to distinct dimensions.Results: No group differences emerged among standard, first fixation, and distribution pattern variables. Both the ASD and ASD parent groups demonstrated reduced social attention over time and atypical perseverative fixations. Lower social attention factor scores derived from PCA strongly differentiated the ASD and ASD parent groups from controls, with parent findings driven by the subset of parents demonstrating the broad autism phenotype.Limitations: To generalize these findings, larger sample sizes, extended viewing contexts (e.g., dynamic stimuli), and even more eye-tracking analytical methods are needed. Conclusions: Fixations over time and perseverative fixations differentiated ASD and the ASD parent groups from controls, with the PCA most robustly capturing social attention differences. Findings highlight their methodological utility in studies of the (broad) autism spectrum to capture nuanced visual attention differences that may relate to clinical symptoms in ASD, and reflect genetic liability in clinically unaffected relatives. This proof-of-concept study may inform future studies using eye tracking across populations where social attention is impacted.


2021 ◽  
Vol 4 (1) ◽  
pp. 64-90
Author(s):  
Raquel M. Rall

Though previous literature has explored the importance of parents in education, scholarship has failed to empirically demonstrate the influence voluntary parent groups have on the educational trajectory of Black students. Using institutional agency and community cultural wealth frameworks, the author qualitatively evaluates a Black parent group’s self-initiated efforts to influence the academic outcomes of high-achieving students. The author illustrates how one parent organization negotiates an environment in which their racial group comprises less than 5% of the population to effectively guide and support families as their students navigate academic success. Findings show that at least three critical components— accountability, alliances and networks, and legitimacy—are vital in the provision of collaborative support and agency on behalf of high-achieving students.


Author(s):  
Mi-Young An ◽  
◽  
Susie Yoon* ◽  
Bogyeong Yun ◽  
◽  
...  

This study was conducted with 157 mothers with children aged 3 to 5 who were living in attending a daycare center in J city to examine the correlation and influence between mothers' play beliefs and play participation on children's play performance and happiness. Specifically, we sought to answer the following: (1) Do mothers' play beliefs, children's playfulness, and infant happiness differ depending on the children's background variables? (2) What correlations and influences do mothers' play beliefs and the degree of play participation have on children's play performance? (3) What is the relationship between mothers' play beliefs, playfulness of children, and happiness of children? The data collection period was about two weeks from the fourth week of September to the first week of October 2018. For the collected data, t-test, Pearson's correlation analysis, multiple regression analysis, and one-way ANOVA were performed using the SPSS 22.0 program. The research results are as follows. First, according to the background variables of the children, the mother's play beliefs, the infant's playfulness, and the infant's happiness were different. The play support beliefs, there was no significant difference in the age of young children but mothers of 5-year-old children showed that they supported learning-centered beliefs more, and the level of play performance and happiness of 5-year-olds was the highest. According to the number of children, the two-child and multi-child parent groups supported the play support belief, and the one-child parents supported the learning support belief, and the children's playfulness and happiness were found to be highest in the order of multiple children, two children, and one child. Second, play support belief showed a significant correlation with play participation and children's play performance. The higher the mother's play support belief was, the higher the play participation rate and the higher the infant's playfulness were. Conversely, the more mothers held the learning-centered belief, the lower the play participation rate was. Third, the higher the mother's belief in play support, the higher the level of playfulness of children, and the level of playfulness were, the higher the happiness of children was. This study is meaningful in recognizing the importance of parents having the correct perception of children's play and in providing basic data for parent education to promote the development of playfulness and happiness in children.


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