Regional difference in prefrontal oxygenation prior to and during overground walking in humans: A wearable multi-channel NIRS study

Using wireless multi-channel near-infrared spectroscopy, regional difference in cortical activity over the prefrontal cortex (PFC) was examined prior to and during overground walking, and in response to changes in speed and cognitive demand. Oxygenated-hemoglobin concentration (Oxy-Hb) as index of cortical activity in ventrolateral PFC (VLPFC), dorsolateral PFC (DLPFC), and frontopolar cortex (FPC) was measured in 14 subjects, while heart rate was measured as estimation of exercise intensity in 6 subjects. The impact of mental imagery on prefrontal Oxy-Hb was also explored. On both sides, Oxy-Hb in VLPFC, DLPFC, and lateral FPC was increased prior to the onset of normal speed walking, whereas Oxy-Hb in medial FPC did not respond prior to walking onset. During the walking, Oxy-Hb further increased in bilateral VLPFC, whereas Oxy-Hb was decreased in DLPFC and lateral and medial FPC. Increasing walking speed did not alter the increase in Oxy-Hb in VLPFC but counteracted the decrease in Oxy-Hb in DLPFC (but not in lateral and medial FPC). Treadmill running evoked a greater Oxy-Hb increase in DLPFC (n = 5 subjects). Furthermore, increasing cognitive demand during walking, by deprivation of visual feedback, counteracted the decrease in Oxy-Hb in DLPFC and lateral and medial FPC, but it did not affect the increase in Oxy-Hb in VLPFC. Taken together, the profound and localized Oxy-Hb increase is a unique response for the VLPFC. The regional heterogeneity of the prefrontal Oxy-Hb responses to natural overground walking was accentuated by increasing walking speed or cognitive demand, suggesting functional distinction within the PFC.

How Can I Integrate STEM with Music?

This chapter demonstrates each of the sixteen components used in creating an instructional plan for a lesson that integrates STEM with Music. Each component is placed and developed in a particular way to achieve efficiency in the reading and executing of the overall instructional plan. These components consist of Lesson Title, Duration, Lesson Description, Listing Integration of Contents, Cognitive Demand Using Bloom’s Taxonomy, Gardner’s Multiple Intelligences, 21st-Century Skills, Content Standards and Arts Standards: Assessed vs. Addressed, Key Vocabulary, Arts Concepts Based on the National Core Arts Standards, Materials, Essential Questions, Lesson Sequence and Corresponding Assessments, Summary Activity, Extension Activity, and Adaptations for Grade-Level Bands (K–2, 3–5, 6–8, 9–12). All foundational information and concepts presented in previous chapters are illustrated in the presentation of a sample lesson, Wearable Circuits for Piano Performance: Sustain Pedal.

Women’s Underrepresentation in Corporate Power in Norway and US: Beyond In-group Favoritism

Despite increasing gender-equality in many areas, corporate power is still strongly male-dominated. Prevailing research often relies on the cognitive, demand-side mechanism of in-group favoritism based on single-country studies to produce generalized explanations of men’s dominance in top management and to recommend remedies, such as gender quotas on boards. However, existing research findings are mixed. We contribute to the research field by analyzing original data from 457 large companies in Norway and the US, examining associations of the gender-composition on boards and in the actual Executive Committees. The predictions of in-group favoritism are partly supported in the US, but largely not supported for Norwegian companies with gender-balanced boards due to quotas. We argue that in-group favoritism is an incomplete explanation. We call for research examining the organizational and societal processes curtailing the supply of qualified women for top-executive positions, across national and regulatory contexts and organizational levels.

From speck to story: relating history of mathematics to the cognitive demand level of tasks

It is a challenge for mathematics teachers to provide activities for their students at a high level of cognitive demand. In this article, we explore the possibilities that history of mathematics has to offer to meet this challenge. History of mathematics can be applied in mathematics education in different ways. We offer a framework for describing the appearances of history of mathematics in curriculum materials. This framework consists of four formats that are entitled speck, stamp, snippet, and story. Characteristic properties are named for each format, in terms of size, content, location, and function. The formats are related to four ascending levels of cognitive demand. We describe how these formats, together with design principles that are also derived from the history of mathematics, can be used to raise the cognitive level of existing tasks and design new tasks. The combination of formats, cognitive demand levels, and design principles is called the 4S-model. Finally, we advocate that this 4S-model can play a role in mathematics teacher training to enable prospective teachers to reach higher cognitive levels in their mathematics classrooms.