DIGITAL TEACHER FEEDBACK AS A TRANSLATION ASSESSMENT TOOL

This paper analyses the opportunities of digital feedback delivery, its use in the translation classroom, and its application as the tool of active instruction and formative assessment at university level. A mixed research design involved 33 third-year students of Poltava University of Economics and Trade majoring in Translation. They participated in the study voluntarily in the spring term of 2019/2020 academic year. The effectiveness of the digital teacher feedback of different modality was estimated with the help of a questionnaire from two perspectives: students’ behavioral engagement associated with feedback convenience in use for translation revisions and their affective engagement concerning emotional saturation of the suggested type of digital feedback. Students’ preferences were collated with their results in leading sensory channel test and acquired translation competency level. According to the received data, overwhelming 69.7% of undergraduate translators appeared to be digitals as per their leading sensory channel, which had no statistically significant impact on the preferred feedback modality inversely to students’ translation competency level. The observed correlation proved the viability of both suggested digital feedback modalities at different stages of the training process. It was concluded that digital teacher feedback promotes the development of the students’ translation skills in particular and leverages formative assessment practices in the translation classroom in general.

Teaching the Duck, the Rabbit, the Eagle and the Squirrel: Teachers Talk Differentiated Instruction

<p>Student differences become more and more acute in today’s classrooms. Our modern world is rapidly changing and the classroom societies become more and more diverse. There is an urgent need for teachers to react to these changes and particularly the classroom diversity in order to ensure learning. This thesis examines instruction methods that create a differentiated learning environment. It built on the experiences of teaching experts in the area of differentiated instruction and sought to discover effective methods to teach in a differentiated way. The methodological approach was a multiple case study lead under a constructionist approach. Four teachers who considered themselves as experts in the area of differentiated instruction volunteered to take part. They have been observed in their work environment, and their experiences and methods have been questioned in two interviews. A vivo approach has been used to transcribe the interviews and data has been analysed through analytic induction. Teachers generally agreed on differentiated instruction being a key feature of modern teaching. They admitted that they wouldn’t want to teach in any other way. All four participants organised their instruction majorly around ability group teaching and differentiated according to the students’ readiness to learn. They sometimes differentiated through interest but only rarely considered differentiation through learning styles and learning preferences when planning their activities. Nevertheless they used many methods aiming to reach every student’s preferred sensory channel or intelligence at some point rather than differentiating through it. Overall, the researcher could observe students that seemed to be at ease and to be working according to their needs. The findings from the research identified that differentiated instruction is not a myth which only exists in literature, but that it actually can be put into practice. Various teaching methods were considered and the difficulties they implicate were being discussed. Readers can learn from the participants’ teaching methods and reuse them in teaching situations. In observed classroom situations, their methods proved to be valuable and of considerable use. They can offer the readers an exciting approach to teaching and give teachers new ideas to vary their instruction. Nevertheless they cannot be generalized. There are many successful ways of teaching, in order to get to know more, further research would need to occur.</p>

Teaching the Duck, the Rabbit, the Eagle and the Squirrel: Teachers Talk Differentiated Instruction

<p>Student differences become more and more acute in today’s classrooms. Our modern world is rapidly changing and the classroom societies become more and more diverse. There is an urgent need for teachers to react to these changes and particularly the classroom diversity in order to ensure learning. This thesis examines instruction methods that create a differentiated learning environment. It built on the experiences of teaching experts in the area of differentiated instruction and sought to discover effective methods to teach in a differentiated way. The methodological approach was a multiple case study lead under a constructionist approach. Four teachers who considered themselves as experts in the area of differentiated instruction volunteered to take part. They have been observed in their work environment, and their experiences and methods have been questioned in two interviews. A vivo approach has been used to transcribe the interviews and data has been analysed through analytic induction. Teachers generally agreed on differentiated instruction being a key feature of modern teaching. They admitted that they wouldn’t want to teach in any other way. All four participants organised their instruction majorly around ability group teaching and differentiated according to the students’ readiness to learn. They sometimes differentiated through interest but only rarely considered differentiation through learning styles and learning preferences when planning their activities. Nevertheless they used many methods aiming to reach every student’s preferred sensory channel or intelligence at some point rather than differentiating through it. Overall, the researcher could observe students that seemed to be at ease and to be working according to their needs. The findings from the research identified that differentiated instruction is not a myth which only exists in literature, but that it actually can be put into practice. Various teaching methods were considered and the difficulties they implicate were being discussed. Readers can learn from the participants’ teaching methods and reuse them in teaching situations. In observed classroom situations, their methods proved to be valuable and of considerable use. They can offer the readers an exciting approach to teaching and give teachers new ideas to vary their instruction. Nevertheless they cannot be generalized. There are many successful ways of teaching, in order to get to know more, further research would need to occur.</p>

Monochannel Preference in Autism Spectrum Conditions Revealed by a Non-Visual Variant of Rubber Hand Illusion

Individuals with autism spectrum conditions (ASC) are less susceptible to multisensory delusions, such as rubber hand illusion (RHI). Here, we investigate whether a monochannel variant of RHI is more effective in inducing an illusory feeling of ownership in ASC. To this aim, we exploit a non-visual variant of the RHI that, excluding vision, leverages only on the somatosensory channel. While the visual-tactile RHI does not alter the perceived hand position in ASC individuals, the tacto-tactile RHI effectively modulates proprioception to a similar extent as that found in typical development individuals. These findings suggest a more effective integration of multiple inputs originating from the same sensory channel in ASC, revealing a monochannel preference in this population.

Therapeutic inhibition of keratinocyte TRPV3 sensory channel by local anesthetic dyclonine

The multimodal sensory channel transient receptor potential vanilloid-3 (TRPV3) is expressed in epidermal keratinocytes and implicated in chronic pruritus, allergy, and inflammation-related skin disorders. Gain-of-function mutations of TRPV3 cause hair growth disorders in mice and Olmsted Syndrome in human. We here report that mouse and human TRPV3 channel is targeted by the clinical medication dyclonine that exerts a potent inhibitory effect. Accordingly, dyclonine rescued cell death caused by gain-of-function TRPV3 mutations and suppressed pruritus symptoms in vivo in mouse model. At the single-channel level, dyclonine inhibited TRPV3 open probability but not the unitary conductance. By molecular simulations and mutagenesis, we further uncovered key residues in TRPV3 pore region that could toggle the inhibitory efficiency of dyclonine. The functional and mechanistic insights obtained on dyclonine-TRPV3 interaction will help to conceive updated therapeutics for skin inflammation.

­­Effect of multimodal cues from a predatory fish on refuge use and foraging on an amphidromous shrimp

Background Prey can alter their behavior when detecting predator cues. Little is known about which sensory channel, number of channels, or the interaction among channels that shrimp species use to evaluate the threat from predators. The amphidromous shrimp Xiphocaris elongata has an induced defense, an elongated rostrum, where predatory fishes are present. We sought to test if kairomones or visual cues when presented singly from fish either eating flakes or shrimp, had more effect on altering the temporal feeding and refuge use patterns of long-rostrum (LR) X. elongata. We were also interested in elucidating potential interactions among cues when presented simultaneously in different combinations (kairomones + visual + mechanosensory, kairomones + alarm + visual, kairomones + alarm, kairomones + visual) on the same response variables. We expected that when presented alone kairomones will significantly increase refuge use and decrease foraging, particularly late at night, in comparison to visual cues alone, and that multiple cues when presented simultaneously will further increase refuge use and decrease foraging at night. Methods We exposed shrimp to individual or multiple cues from the predatory fish mountain mullet, Augonostomus monticola. We examined shrimp behavior with respect to refuge use and foraging activity during four time periods (after sunset, nighttime, sunrise, and sunset) in a 24-hour period. Results Shrimp presented fish visual and chemical cues singly did not differ from one another but differed from control shrimp (no cues) with respect to refuge use or foraging. The number of shrimp using refuge in the treatment with most cues (KVM: kairomones+ visual + mechanosensory) was higher than in all the treatments with less cues. A significant decline in foraging was observed when multiple cues were presented simultaneously. The highest number of shrimp foraged one hour after sunset and at nighttime. A significant interaction was observed between cue treatments and time periods, with shrimp in the KVM treatment foraging less and using more refuge late at night and at sunrise than shrimp in other treatments or time periods. Conclusions The observation that fish chemical and visual cues when presented singly produced similar refuge use and foraging patterns was contrary to expectation and suggests that visual and chemical cues, when presented alone, provide redundant information to X. elongata with regards to predation threat. The significant increase in refuge use and reduction in foraging observed in the KVM treatment suggest multimodal signal enhancement in the perception of threat. This makes evolutionary sense in “noisy” environments, such as streams, where detection, localization, and intention of predators is much improved when cues are received through multiple sensory channels.

Seven Questions on the Chemical Ecology and Neurogenetics of Resource-Mediated Speciation

Adaptation to different environments can result in reproductive isolation between populations and the formation of new species. Food resources are among the most important environmental factors shaping local adaptation. The chemosensory system, the most ubiquitous sensory channel in the animal kingdom, not only detects food resources and their chemical composition, but also mediates sexual communication and reproductive isolation in many taxa. Chemosensory divergence may thus play a crucial role in resource-mediated adaptation and speciation. Understanding how the chemosensory system can facilitate resource-mediated ecological speciation requires integrating mechanistic studies of the chemosensory system with ecological studies, to link the genetics and physiology of chemosensory properties to divergent adaptation. In this review, we use examples of insect research to present seven key questions that can be used to understand how the chemosensory system can facilitate resource-mediated ecological speciation in consumer populations.

Physiological Aspects of the User's Immersion in the Virtual Reality Environment on the Example of Creating a Hardware-Software Complex for Smell Transmission

This article discusses the use of prototypes of various technological devices to use odor sensory channel for higher immersion in virtual reality environments. Based on the results of research conducted by the teachers and students center of Usability and Mixed Reality at ITMO University, a prototype of a device for transmitting odors was developed. The article presents the concept and technological scheme of this device. The developed hardware and software complex consist of special platform based on a microcontroller (Arduino Nano) and a control device. The control device was built on the architecture of ARM, with the possibility of wireless connection. To control the air flow and odor supply from the tanks, it was selected a water pump, connections to the tanks is provided by with the help of special valves with a crane. In addition, for this software and hardware complex, a special three-dimensional location was modeled, as well as the design of the backpack and the scheme for its attachment.

Therapeutic inhibition of keratinocyte TRPV3 sensory channel by local anesthetic dyclonine

The multimodal sensory channel transient receptor potential vanilloid-3 (TRPV3) is expressed in epidermal keratinocytes and implicated in chronic pruritus, allergy, and inflammation-related skin disorders. Gain-of-function mutations of TRPV3 cause hair growth disorders in mice and Olmsted Syndrome in human. Nevertheless, whether and how TRPV3 could be therapeutically targeted remains to be elucidated. We here report that mouse and human TRPV3 channel is selectively targeted by the clinical medication dyclonine that exerts a potent inhibitory effect. Accordingly, dyclonine rescued cell death caused by gain-of-function TRPV3 mutations and suppressed pruritus symptoms in vivo in mouse model. At the single-channel level, dyclonine inhibited TRPV3 open probability but not the unitary conductance. By molecular docking and mutagenesis, we further uncovered single residues in TRPV3 pore region that could toggle the inhibitory efficiency of dyclonine. The functional and mechanistic insights obtained on dyclonine-TRPV3 interaction will help to conceive updated therapeutics for skin inflammation.