Learning - Science topic

I'm not sure if it is culture or the norm. The community gets used to telling others or the younger generation what not to do, mostly without an appropriate guide, what they should do (the correct way) when dealing with certain issues or problems.

There should be a wake-up call for us to start positively and appropriately by showing the correct way instead of telling what we shouldn't do and not telling the proper solution for the situation, especially when dealing with the young generation in early education.

I'm doing some research on how stores can be used as educational tools... so looking for actual examples of t

For some years now, we have been working with assignments that require our students to evaluate their answers themselves, i.e. they compare their answer with a sample answer.

We have found that many of the students struggle to do the self-assessment. From this we conclude that they have not learned to do this. They lack skills in metacognition and self-directed learning, in our view.

See also: https://link.springer.com/collections/bfciggbeha

What skills in metacognition and self-directed learning need students to self-assess their asseignments or tasks?

The artist Salvador Dali was a master of imbedding images into his paintings to challenge perception (Fig. 1, from fig. 13-21 of Schiller and Tehovnik 2015). The head of Voltaire in the painting is composed of three Nuns. Depending on how you view the image will determine whether you see Voltaire by fixating his nose or see the Nuns by fixating their heads. Many bistable images oscillate depending on what part of an object is foveated by the eyes. Indeed, IT cortex must have access to eye-position information with respect to the details of an object (ultimately in three dimensions) (Ingle 1973). This information in its entirety (including the eye movements) is required when learning about novel objects (Hebb 1949; Yarbus 1967), so that the first time you experience the face of a new person it is immediately added to your library of stored faces. We believe that an individual neuron in IT cortex, which can be connected to a network of over 1,000 follower neurons (a unit of declarative consciousness), is sufficient to store a new representation immediately (Tehovnik, Hasanbegović, Chen 2024). To test this supposition, we now have the understanding to disrupt individual neurons in the neocortex using the method of Ojemann/Penfield (Ojemann 1983, 1991; see Fig. 7 of Tehovnik et al. 2009; also see Houweling and Brecht 2008), which should be able to erase the memory of a new face upon direct electrical stimulation of the neuron occupying the center of one unit of declarative consciousness.

Tononi and associates (2016) believe that different neurons control consciousness over unconsciousness, subjecting the brain to a dualism that can be traced back to René Descartes of the 17 Century. This idea conflicts with the observations of Oliver Sacks, who found that bilateral damage of the dopaminergic fibres that innervate the neocortex disrupts both the flow of movements (which can be done consciously as well as unconsciously) and the flow of thinking (a very conscious process):

Parkinson’s patients while immobile and comatose are unable to schedule their movements and thoughts. As described by Parkinson’s patient, Miss D: “…my essential symptom is that I cannot start and I cannot stop. Either I am held still or I am forced to accelerate. ” [Sacks 2012, pp. 40] As well, perceptions, words, phrases, or thoughts can be locked, either brought to a standstill or continuously repeated [Sacks 2012, pp. 15-16]. All volitional, introspective, and automatic states are interrupted in Parkinson’s patients, suggesting that dopamine must mediate the smooth transition of events for these states and in the absence of dopamine subjects are put into a perpetual ‘sleep’ as evidenced by their EEG, delta activity which is prevalent during slow-wave sleep.

Furthermore, when considering the preparatory activity preceding a movement (which can be thought of as ‘thinking to move’, James 1890), the preparatory activity has the same predictive power for a future movement irrespective of whether there is a movement or not (Darlington and Lisberger 2020; also see Nasibullina, Lebedev et al. 2023), and the preparatory activity is present throughout neocortex as well as subcortex including the thalamus, the pons, and the cerebellar cortex and nuclei, for instance (Darlington and Lisberger 2020; Hasanbegović 2024). Accordingly, the same neurons in neocortex mediate both consciousness and unconsciousness with the difference being in the nature of the pathways utilized to accomplish each: e.g., visual consciousness (which is for visual learning, Hebb 1949, 1961, 1968) would depend on both posterior and anterior neocortical sites, whereas visual unconsciousness would depend mainly on posterior neocortical sites since the learning of new routines has been finalized via the frontal lobes (Chen and Wise 1995ab; Schiller and Tehovnik 2001, 2005, 2015; Tehovnik 2024; Tehovnik, Hasanbegović, Chen 2024).

When mammals including humans are involved in volitional behaviors such as walking, running, or swimming, the neocortex assumes a low-voltage fast EEG activity, which characterizes the waking state of the brain (Vanderwolf 1969). When one swims lengths in a pool, one is very aware of two states of consciousness: a first state that is anchored to current sensations, especially when approaching the end of a pool length, which requires a flip turn initiated by vision, touch, sound, proprioception, and a change in vestibular head-orientation. To enhance one’s linkage to current sensations while swimming, one must swim with determination to reach the end of the pool as fast as possible, as would be the case by someone engaged in a swimming competition.

A second state of consciousness assumed during swimming is to be disconnected from one’s sensations, and instead be thinking about events of the day which depends both on information stored in the neocortex (e.g., in the parietal, temporal, and orbital cortices) and on the unconscious rhythmicity of swimming via subcortical circuits (e.g., as mediated by the cerebellum, Hasanbegović 2024). The unconscious rhythmicity is triggered by a visual impression at the end of a pool length to induce a flip turn; this is transmitted via the neocortex to subcortical channels (Tehovnik, Hasanbegović, Chen 2024). Once a flip turn is completed and swimming resumed, one can continue to contemplate the events of the day, consciously.

It is noteworthy that when the dopaminergic system of Parkinson’s patients whose dopamine levels have been reduced by 99% (Sacks 2012, pp. 335) is recovered using amantadine (a dopaminergic agonist), their neocortical EEG resembles low-voltage fast activity [Fig. 2 and 3 of Sacks 2012, pp. 329, 331], which is evidenced during waking state and volitional and automatic movements, as well as during introspective thinking (Sacks 2012). And recall that having one’s movements and thinking locked-in due to dopamine depletion is accompanied by neocortical slow-wave activity, which also occurs during sleep. It is for this reason that Parkinsonism has often been referred to as a sleeping sickness (Sacks 1976).

So, using EEG monitoring of athletes during swimming is a fast way to pilot if neocortical low-voltage fast activity undergoes a change depending on whether one is swimming volitionally as during a competition (which means all consciousness is dedicated to current sensations and the motor act) or whether one is swimming contemplatively (thinking about events of the day while executing an automated act). According to Tonini et al. (2016) these two states should generate different forms of activity over the neocortex if different neurons are engaged in the performance of each. According to our scheme (detailed in Tehovnik, Hasanbegović, Chen 2024), the activity of posterior neocortex should remain unchanged for both conditions, while the frontal lobes will only be engaged when new routines are being learned (or contemplated), which requires consciousness (or thinking, Hebb 1949, 1961, 1968).

New learning can range from an astronaut returning from space to adjust his vestibular system to 1G, an individual associating a group of stimuli to generate a conditioned response, or someone memorizing a speech before facing an audience. In all cases, the neocortex must be engaged and signals transmitted to the cerebellar cortex to alter the synaptic weights so that the new behavior—of the vestibulo-ocular reflex, of classical conditioning, or of language acquisition—yields an automated response which is the goal of all learning. In short, how is the declarative conscious code of the neocortex converted into executable code? Sultan and Heck (2003) suggest that the mossy fibre-granular cell-parallel fibre synapses onto Purkinje neurons is such that inputs from the senses (from neocortex, brain stem, and spinal cord) can be order sequentially along a collection of parallel fibres, so that the synaptic input to a single Purkinje neuron [of which there are 15 million in human cerebellum and which contains a vast dendritic arbor (Andersen et al. 1992; Braitenberg and Atwood 1958; Nairn et al. 1989)] is synchronized to generate an optimal response whether excitatory—or inhibitory (see: Miles and Lisberger 1981). It is noteworthy that input from a single granular cell is typically insufficient to drive a Purkinje neuron, suggesting that it is the collective input from many granular elements that shapes the firing of Purkinje cells (Sultan and Heck 2003). It is the sequential timing along the parallel fibres as triggered by the mossy input that elicits new learning, which has millisecond temporal resolution (Sultan and Heck 2003). For example, when a motor command is issued by the motor cortex a signal is sent to the cerebellar mossy fibres which is then compared at a Purkinje circuit to the feedback signals from the spinal proprioceptors to assess whether the command and the feedback signal are aligned as generated via the parallel fibres (Heck and Sultan 2002). If aligned, this signals optimal performance and the end of the learning process. Sultan and Heck (2003) suggest that at least 50,000 (relatively independent) Purkinje networks throughout the cerebellar cortex of humans can be engaged simultaneously via mossy fibre input to facilitate learning (Heck and Sultan 2002; Sultan and Heck 2003). This global representation allows for all aspects of a body’s musculature to be integrated with sensory information (as conveyed from neocortex, brain stem, and spinal cord) during learning (Thach et al. 1992). That the mossy fibre input to the cerebellar cortex has global reach well beyond the circuits critical for the performance of a specific task is well established (Hasanbegović 2024), making the cerebellum an optimal learning machine to fine tune all aspects of a performance in preparation for playing a musical instrument at the highest level or for competing at the Olympic games, for instance.

Theta activity (~ 6-10 Hz) has been associated with transitions between different frames of consciousness, as studied using binocular rivalry (Dwarakanath, Logothetis 2023). This rhythm is modulated by neurons in the septal area by way of the hippocampus (Buzsáki 2006; Stewart and Fox 1990). A travelling theta wave occupies the posterior-anterior length of the hippocampus during locomotion along a track (Lubenov and Siapas 2009; Zhang and Jacobs 2015). Both excitatory (cholinergic) and inhibitory (GABAergic) neurons located within the septum are important for maintaining this rhythm (Stewart and Fox 1990). These neurons not only innervate the hippocampus, but they also affect the neocortex (Beaman et al. 2017; Bjordahl et al. 1998; Engel et al. 2016; Goard and Dan 2009; McLin et al. 2002; Miasnikov et al. 2009; Pinto et al. 2013; Tamamaki and Tomioka 2010; Vanderwolf 1969, 1990) so that the two regions can exhibit synchronized activations when tasks such as running along a track, playing a musical instrument, or delivering a speech are being executed. These behaviors require transitions between different frames of consciousness, as stored declaratively within the neocortex (Corkin 2002; Dwarakanath, Logothetis 2023; James 1890; Sacks 1976, 2012; Squire et al. 2001). Having both excitatory and inhibitory inputs to the neocortex (Stewart and Fox 1990; some 2/3 of neocortical neurons are excitatory and the remainder are inhibitory, Bekker 2011) allows for specific strings of consciousness to be concatenated, but only after overtraining which diminishes the roll of the cerebellar cortex (e.g., Lisberger 1984; Miles and Lisberger 1981). Thus, the concatenated items of the neocortex would need to have ready access to the brain stem and spinal cord nuclei to produce a sequence of behaviors (Kumura 1993; Vanderwolf 2007). For this to be accomplished there needs to be a fine interplay between the inhibitory and excitatory fibres of the neocortex. Exactly how this happens sequentially remains to be deduced by careful experimentation, but we now have the technology to study this globally in the brain (e.g., Hasanbegović 2024).

The travelling wave via the hippocampus (Lubenov and Siapas 2009; Zhang and Jacobs 2015) must be paired with specific neocortical neurons to deliver a declarative expression, such as—"I want to be a scientist”—which is generated by the muscles controlled by the brain stem vocal apparatus (see Footnote 1). Each cycle of a travelling wave would sample a particular sequence of activations within the neocortex and across one cycle a specific collection of neurons would be sequenced, and items stored within each neuron delivered verbally. This process would be repeated—the repetition of unique strings of consciousness—until the completion of a speech. The cerebellar cortex would only be engaged while delivering a speech, if alterations needed to be made to the executable code, which would happen, for example, if someone from the audience asked a question. Such an alteration would require a volitional intervention by the speaker (i.e., by the neocortex) to interrupt the automatic running of the executable code as memorized.

Footnote 1: The reason humans have been endowed with speech is because the M1 pyramidal fibres innervate the vocal apparatus directly which is composed of the following cranial nerves: V, VII, X, and XII (Aboitiz 2018; Kimura 1993; Ojemann 1991; Penfield and Roberts 1966; Simonyan and Horwitz 2011; Vanderwolf 2007). This allows for maximal control over the speech muscles. It is known that most speech, irrespective of language type, can be transferred at about 40 bits per second (Coupé et al. 2019; Reed and Durlach 1998; Tehovnik and Chen 2015). One will need to investigate whether this limit is set by the number of pyramidal fibres dedicated to the production of speech [note that a brain-machine interface for speech was found to transfer 2.1 bits per second for neural recordings made in the speech area of M1 (Willett, Shenoy et al. 2023), which falls well short of the 40 bits per second needed for normal performance]. Some 100 of the 700 skeletal muscles of the human body are involved in the delivery of a speech to operate the vocal apparatus (Simonyan and Horwitz 2011).

Based on information-transfer statistics for humans, once one becomes adept at a language, irrespective of the language, the information transfer rate is about 40 bits per second (which translates into a trillion possibilities per second, Coupé et al. 2019). But to learn a language, the transfer rate is many orders of magnitude lower. A group of Japanese university students, who were moderately bilingual, were enrolled in a 4-month intensive language course to improve their English (Hosoda et al. 2013). During this period, they learned ~ 1000 new English words which they used in various spoken and written contexts. The learning was followed by a weekly test. To learn 1000 words, it is estimated that 0.0006 bits per second of information were transmitted for storage over the 4-month period [1.5 bits per letter x 4 letters/word x 1000 words/16 weeks, using the method of Reed and Durlach 1998]. Thus, the rate of transfer for learning a language is over 10,000 times lower than the rate of transfer for executing a language once mastered [the value for children learning a first language is comparable at 0.0008 bits per second from birth to the age of 18 to achieve a vocabulary of 60,000 words; Bloom and Markson 1998; Miller 1996].

This difference in the rate to store learned information and the rate to execute a response explains why a large number of neurons have been dedicated to the acquisition of language, which requires a functional hippocampus, neocortex, and cerebellum (Corkin 2002; Kimura 1993; Ojemann 1991; Penfield and Roberts 1966; Schmahmann 1997), and which together represent some 85 billion neurons (Herculano-Houzel 2009). Of course, not all neurons are dedicated to language, but it has been estimated that just under half of the neurons in the brain subserve this function (Sarubbo, Duffau 2020). To automate a behavior including language processing, it cannot be done without the cerebellum (Hasanbegović 2024), which converts the declarative conscious code of neocortex into executable code by way of the muscles for speaking, writing, and reading (Tehovnik, Hasanbegović, Chen 2024).

Even though the cerebellum, which contains the most neurons in the brain and which possesses a plethora of Purkinje neurons for finalizing a learned response (Huang 2008), once an automated state has been achieved through learning it is only the cerebellar nuclei (of the cerebellar structure) that seem necessary for task execution once all the synaptic weights have been optimized (see Fig. 1; Ito et al. 1974a; Kassardjian et al. 2005; Miles and Lisberger 1981; Sendhilnathan, Goldberg 2020b; Takahara et al. 2003; Takemori and Cohen 1974). Patient HM, who had bilateral destruction of the hippocampus, is a case in point (Corkin 2002). Even though he was able to communicate using the English language, he would not be able to acquire a second language, which necessitates the long-term storage of linguistic information in the neocortex (Ojemann 1991; Penfield and Roberts 1966) and it requires the simultaneous conversion of this information into executable code by the cerebellum for speaking, writing, and reading in the second language.

Figure 1: This figure illustrates a minimal circuit for the creation and execution of a learned response, the vestibulo-ocular reflex. If the gain of the reflex needs to be changed because magnifying or minimizing prisms have distorted the visual world of a subject, then Purkinje neurons are summoned to modify the gain. Once modified, this circuit is no longer necessary to maintain the automated response and a circuit bypassing the Purkinje neurons via the cerebellar nuclei (i.e., the vestibular nuclei) is sufficient to maintain the response (Miles and Lisberger 1981). This principle applies to all learned behaviors (Tehovnik, Hasanbegović, Chen 2024). Illustration from Lisberger and Fuchs (1978).

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Hello

I'm learning camsol. I studied the mathematical particle tracking method used for modeling in turbomolecular pumps, and I can model a single-stage rotor, but I can not model a single-stage rotor and stator.

Can you guide me, please?

thanks

maryam

I have four for loops and one if statement. I want to write the algorithm correctly in IEEE format. Can you suggest examples (best be in latex)? Can you mention any link to learn steps to write them correctly?

Donald Hebb proposed that consciousness is synonymous with learning, and he believed that the neocortex is centrally involved in this process (Hebb 1949, 1961, 1968). In humans, electrical stimulation of the posterior cingulate cortex adjacent to the parietal cortex and M1 evokes sensations related to the vestibular sense: vertigo, dizziness, and a sense of falling (Caruana et al. 2018). This region of the cingulum innervates many regions of the neocortex that have been implicated in balancing the head with respect to the gravitational axis: the supplementary motor area, the retrosplenial cortex, the inferior parietal cortex, MT/MST, and the insular cortex (Fig. 1; Caruana et al. 2018; Chen et al. 2011; Fukushima et al. 2011; Guldin and Grüsser 1998; Rancz et al. 2015). Under normal circumstances when fully adapted, the vestibular sense via the otolith hair cells operates unconsciously through the cerebellum (Eccles et al.1967). However, once there is a change in the gain of the vestibular input, consciousness is summoned to signal the start of the adaptation process. After returning from space astronauts typically experience dizziness and disorientation which can lead to vomiting (Demontis et al. 2017). Dizziness and disorientation can last up to five days (Carriot et al. 2021). Returning astronauts have difficulty standing, stabilizing gaze through the vestibular reflex, and walking and turning their bodies at every corner (Lawson et al. 2016). In fact, they voluntarily suppress their head movements to minimize the use of the vestibular system before adapting to earth’s 1G gravitational field. The adaptation process can be eased by spending time in a swimming pool. Also, when in a space station for many days astronauts can feel that they are resting on their side, i.e., 90 degrees with respect to the vertical, visual axis, due to the lack of gravity (Carriot et al. 2021). This is especially true when the eyes are closed. Indeed, it is known that vestibular illusions can negatively affect the way astronauts pilot their space crafts (Carriot et al. 2021).

A trip to Mars and back will require four separate adaptations to changes in gravitational force, all of which will be experienced consciously: (1) going from 1 G to 0 G when leaving the earth; (2) going from 0 G to 0.38 G when landing on Mars; (3) going from 0.38 G to 0 G when leaving Mars; and (4) going from 0 G to 1 G when landing on earth (Lawson et al. 2016). Both neocortex and cerebellum are involved in the adaptive process. The neocortex consciously monitors the process, and the cerebellum finalizes the adaptation at the level of the Purkinje neurons by resetting the vestibular gain (Lisberger et al. 1984).

The next time you decide to drink too much alcohol remember that you are putting your vestibular system under conscious/neocortical examination, since the alcohol diminishes the responsivity of the vestibular hair cells by altering the fluid in the vestibular canals (Shibano 2013), thereby causing a decrease in the gain of the vestibulo-ocular reflex (Tianwu et al. 1995).

To conclude, anytime the brain needs to adapt to a new sensory experience consciousness is summoned. Awareness of all sensory changes imposed on the body is central to survival. For example, being conscious of an upset stomach that lasts for weeks can compel many to go to a doctor to avert death through cancer.

Figure 1: Regions of human neocortex that mediate the vestibular sense as verified with fMRI: the parietal cortex, the temporal cortex (including MT/MST), the insular cortex, and the premotor cortex (including the supplementary motor area). From figure 3B of Lenggenhager and Lopez (2015).

Ethogram Theory and the Theories of Copernicus "et al" : beyond analogy, but a real similarity

Back in the 1500s, Copernicus "stepped back" and looked at more and more carefully. He gave us a reason to think that, indeed, everything does NOT revolve around the Earth.

In the next century, Galileo Galilei and Keplar gave us more reasons to think this way. Keplar described orbits of the planets as elliptical and Galileo showed that OTHER non-Earth objects had things going around them (e.g. Saturn -- the moons). Finally, with Newton's work, the orbits of the planets were mathematically described.

Now, I firmly think Ethogram Theory is more than an analogy to that above, but has REAL similarity. Ethogram Theory "steps back" and looks at more (and more carefully as well). Ethogram Theory looks at cognitive development in a way like Piaget, but Piaget's theory is merely just descriptive and puts forward nothing like proximate causes; thus, in a way Ethogram Theory, with regard to Piaget's particular theory, is only an analogy to Piaget's, with Ethogram Theory empirical and totally investigateable ; the weakness is not with Ethogram Theory but with Piaget's. Ethogram Theory, like Piaget's , reckons cognitive development as central to most major developments in Psychology. Ethogram Theory yet sees way to see similar stages, not only with Piaget's. but phenomenology described by other major stage theorists. Some of these stage theories, Piaget's in particular, actually have good evidence of universality among peoples (despite being only descriptive); such is seen in all cultures tested. But, by being just descriptive, Piaget doesn't NOT even point us at proximate causes, AND to totally empirical things that could be empirically investigated -- exactly verified or amended, totally INVESTIGATABLE with modern eye-tracking technology.

This is what Ethogram Theory does. If you are familiar with Ethogram Theory, indeed : material, empirical, actual, directly observable phenomenon are cited for the cognitive stage transitions. These are perceptual shifts, often attentional/perceptual shifts (in what the subject looks at, and seeks to see better and more of).

I would argue that something like these shifts is necessary. Nothing except something like Ethogram Theory stages, points clearly to anything fully empirical.

Finally : The productive thinking about Ethogram Theory would be BY FAR mainly inductive processes. And, in fact, inductive processes ARE the very main way [ at least ] ALL other mammals process information and learn. I firmly think that the major types of learning in humans are via such inductive processes, in both child and adult -- for most processing of information both for advanced scientists and babies. [ There are qualitatively different types of inductive learning, varying with the stages. ]

I am going downhill hard and fast (related to age and me); I would guess this is my last post.

The hippocampal formation is distinctly different from the sensory maps of the neocortex. First, rather than being topographically organized to encode the spatial characteristics of a single sense such as vision, audition, or somatosensation (the topographic senses), it is devoid of any topography for the hippocampus is a pathway that transmits sensory-motor information to the neocortex for long-term storage (Corkin 2002; Corrigan et al. 2023; Knecht 2004; Morrison and Hof 1997; Munoz-Lopez et al. 2010; Rolls 2013; Roux et al. 2021; Scoville and Milner 1957; Squire et al. 2001; Xu et al. 2016). Second, topographic maps are designed for the sharing of information such that conditioning by electrical stimulation of one part of a map generalizes immediately to another part of the map without additional training, but the same is not true of the hippocampus (Bartlett, Doty et al. 2005; Doty 1969; Knight 1964; Tehovnik and Slocum 2009). Each neuron within the hippocampal formation is independent such that the sharing of information between the activated fibres does not occur (Knight 1964). This independence is critical when conveying learned information to the neocortex so that all items present in the environment during learning—regardless of the nature of the sensation—can be transmitted independently (but as a unit) so that all objects are stored along with their context at the single cell level in the neocortex (Lu and Golomb 2023). Third, the neocortical location where information is stored varies according to whether it is allocentric or egocentric. Allocentric information (i.e., information not anchored to any body part) is stored in the temporal and orbital cortices, and egocentric information is stored in the parietal cortex and in the medial regions of the frontal cortex, such as in the supplementary motor area (Merker 2005), which encodes body posture (Chen and Tehovnik 2007; Fukushima et al. 2011; Schiller and Tehovnik 2015; Wiesendanger 2006). And this information is conveyed to the cerebellum such that the allocentric information is transmitted to the mediolateral lobe (composed of Crus I/II) and the egocentric information is transmitted to the posterior lobe (Tehovnik, Patel, Tolias et al. 2021).

The neuro-mechanics of how objects embedded within a sensory context are conveyed to the neocortex in rodents and primates has been studied in detail (Berger, Deadwyler et al. 2011; Deadwyler, Berger et al. 2016). Recordings were made of CA3 and CA1 hippocampal neurons to predict the firing pattern of the CA1 neurons as animals performed either a delayed-nonmatch-to-sample memory task for rodents (or a delayed-match-to-sample memory task for primates) using eight implanted electrodes in CA3 and eight implanted electrodes in CA1. Once the pattern of activity was documented, electric currents resembling the pattern of activity were injected through the electrodes in CA1 to see whether activating the hippocampus would potentiate an animal’s performance following a delay period. The stimulation was delivered for about 1 to 3 second during or immediately after the sample period but before the start of the delay; the current, pulse duration, and frequency were restricted, respectively, to 100 μA (or less), 0.5 ms, and 20 Hz (or less). The memory/delay periods tested ranged between 1 and 60 seconds for both rodents and primates. Electrical activation of the hippocampus potentiated the memory recall (see Fig. 1); silencing the hippocampus abolished the potentiation and diminished the memory recall (but see Footnote 1). The stimulation results prove that the information conveyed via hippocampal fibres about the sensory environment enhances memory.

Under normal circumstances it takes up to one month of training to consolidate the declarative aspects of a new task at the level of neocortex by way of the hippocampus, but of course the precise period of consolidation depends on the complexity of the task since simple classical conditioning tasks can be consolidated immediately (Corkin 2002; Corrigan et al. 2023; Knecht 2004; Morrison and Hof 1997; Munoz-Lopez et al. 2010; Pavlov 1927; Rolls 2013; Roux et al. 2021; Scoville and Milner 1957; Squire et al. 2001; Swain, Thompson et al. 2011; Takahara et al. 2003; Xu et al. 2016). Each region of the neocortex is believed to send projections to the cerebellum such that they occupy a broad region of the cerebellar cortex, and the return projections from the broad region of the cerebellar cortex converge onto a small region of the neocortex (see Fig. 2, from Hasanbegović 2024). This projection system converts declarative information into executable code for movement (Tehovnik, Hasanbegović, Chen 2024). When optogenetics is used to disable a delayed licking response in mice as mediated by the anterolateral motor cortex at the level of the cerebellum, silencing the regions of the input/output overlap in cerebellar cortex interrupts the performance of the task (Hasanbegović 2024), even though a large part of the cerebellar cortex is innervated by the anterolateral motor cortex. This over-innervation indicates the importance of the cerebellum in combining information from all aspects of the neocortex as well as the spinal cord and vestibular nuclei during task execution (Thach et al. 1992). Most importantly, brain regions not directly involved in a task are interconnected at the level of the cerebellum to mediate the shifts of an animal’s body during a task, which is subserved by neurons in the anterior and posterior lobes of the cerebellum. Incidentally, movement-proprioception-and-balance are often considered unconscious sensations (Eccles et al. 1967), which explains why the cerebellum has been associated with the execution of unconscious acts, unlike the neocortex (Tononi et al. 2008ab).

In the case of the neocortex, even for something as basic as a shock to the wrist for wrist/auditory tone conditioning, large portions of the neocortex were recruited in humans, as verified with PET (Hugdahl 1998). Posterior regions of neocortex activated included the extrastriate, somatosensory, and temporal cortices, and anterior regions activated included the orbital frontal, dorsolateral prefrontal, and inferior and superior frontal areas. This supports the observations of Pavlov (1929) that the neocortex is necessary for classical conditioning based on cortical ablation. For wrist-auditory associations, the critical sites of activation are the somatosensory and superior frontal cortices (for the shock and wrist response) and the temporal cortex (for the conditioned tone response); nevertheless, additional regions were activated. Indeed, using wide-field two-photon calcium imaging, much of the neocortex is engaged during ‘generic’ task execution (Musall et al. 2019), which agrees with the thinking of Lashley (1929) that the neocortex is a sensory integrator which distinguishes it from sensory receptors by using its stored information to modify ongoing behavior (Froudarakis et al. 2019).

In summary, for conscious events to be stored in the neocortex and then transmitted to the motor system at some future time, the following structures are critical: (1) the hippocampus for memory consolidation, (2) the neocortex for the long-term storage of declarative information, and (3) the cerebellum for the storage of the executable code that merges consciousness with the motor system.

Footnote 1: Since only one hippocampal hemisphere was silenced, it is possible that the silencing produced a position habit thereby contributing to the memory deficit.

Figure 1: Mean percent-correct performance is plotted as a function of delay in seconds. The blue curve represents performance in the absence of stimulation and the red curve represents performance with stimulation of CA1 at the sample period. The green curve represents performance for a scrambled signal delivered to the hippocampus. The top panel illustrates the delayed non-match-to-sample task performed by the rats. For other details see figure 3 of Deadwyler, Berger et al. (2011).

Figure 2: Top panel: anatomical transsynaptic (anterograde) tracer was injected into the anterolateral motor cortex of the mouse and traced to the cerebellar cortex. Notice the bilateral innervation of the mediolateral lobe of the cerebellum (i.e., mossy fibre density). Bottom panel: anatomical transsynaptic (retrograde) tracer was injected into the ventrolateral thalamus, which innervates the anterolateral motor cortex. Notice the strong retrograde innervation of the medial regions of the cerebellar cortex (i.e., Purkinje cell label). To interconnect the (lateral) input with the (medial) output, signals would need to be interlinked via the parallel fibres of the granular neurons, which are the most plentiful neurons of the brain (Herculano-Houzel 2009; Hueng 2008) and are central to the computational power of the cerebellum. The data are from Fig. 1.1 of Hasanbegović (2024).

The neocortex is distinctly different from the cerebellum in that when electrical stimulation is delivered to the neocortex, a detection response related to an evoked sensation is exhibited by subjects (from rodents to cats to primates) but such a response is not apparent following cerebellar stimulation (Bartlet and Doty 1980; Bartlett, Doty et al. 2005; Doty 1965, 1969, 2007; Doty et al. 1980; Koivuniemiand Otto2012; Penfield 1958, 1959, 1975; Penfield and Rasmussen 1952; Rutledge and Doty 1962; Tehovnik and Slocum 2013). Also, when eliciting a detection response from the neocortex, a human subject can describe the sensations produced in detail (Penfield 1958, 1959, 1975; Penfield and Rasmussen 1952). Furthermore, stimulation of the neocortex is such that once a detection response occurs, which can take several days of training, the response is transferred immediately between any site stimulated within a topographic map (Bartlett, Doty et al. 2005; Bartlet and Doty 1980; Doty 1965, 1969; Doty et al. 1980). For example, stimulation of area V1 can be transferred to any region within V1 including contralateral sites, but if the electrode is now moved to V4 there is no transfer until new training has been completed. This lack of transfer has been explained as stimulation of V1 and V4 producing distinctly different sensations of visual consciousness (Bartlett, Doty et al. 2005).

Finally, for areas of the brain that store elements individually devoid of any map such as the temporal or orbital cortex (or the hippocampal formation), no amount of training induces transfer between sites (Doty 1969). The reason for this is that here ‘declarative’ information is stored individually per neuron so that at the time of retrieval the information remains unadulterated and concatenated via connectivity loops (that include the cerebellum, Hasanbegović 2024) to summon a specific stream of consciousness, such as when giving a speech that depends on the elements of the speech as stored in specific locations of the language complex (Ojemann 1991). The storage configuration, which is unique per individual (Ojemann 1991), must depend on how one has learned the language (e.g., whether learned as a first, second, or third language; whether learned at childhood or adulthood; whether learned fully with writing and reading capability; and so on).

Tononi (2008) has argued that the reason consciousness is mediated by the neocortex and not by the cerebellum is that neurons within the neocortex are well connected, whereas those of the cerebellar cortex are not (see Fig. 1). This led Tononi to propose that the more integrated (or connected) the neurons of a brain region, the higher the level of consciousness. Thus, the total number of connected neurons in the neocortex/ telencephalon or a homologue (as it may apply to invertebrates) should affect the caliber of consciousness achieved by a species with the amoeba being ground zero for consciousness, as evidenced by the rudimentary learning and short lifespan of no more than two days by this single-celled animal (Nakagaki et al. 2000; Saigusa et al. 2008).

Figure 1: A model by Tononi (2008) of how information may be differentially integrated via synaptic connections in the neocortex (A), the cerebellar cortex (B), the afferent pathways (C), and the cortico-subcortical loops including the cerebellum (D). The Φ value represents the degree of connectivity to support consciousness, with a value of 0.4 (e.g., between cerebellar modules) indicating low connectivity and a value of 4 (between neocortical neurons) indicating high connectivity. A value of zero would indicate no connectivity. For other information see caption of Figure 4 of Tononi (2008).

It has been known for almost a century that when animals learn new routines that the synaptic strength within the brain, especially within the neocortex, is systematically altered (Hebb 1949; Kandel 2006). Enhancement of synaptic strength has been demonstrated for human subjects learning a new language. A group of Japanese university students, who were moderately bilingual, were enrolled in a 4-month intensive language course to improve their English (Hosoda et al. 2013). During this period, they learned ~ 1000 new English words which they used in various spoken and written contexts. The learning was followed by a weekly test. To learn the 1000 words, it is estimated that 0.0006 bits per second of information were transmitted over the 4-month period [1.5 bits per letter x 4 letters/word x 1000 words/16 weeks], a rate that (not surprisingly) falls well short of the 40 bits per second transmitted by a competent communicator of English (Reed and Durlach 1998); hence learning takes longer than the execution of a learned act. Additionally, it was discovered that the pathway between Broca’s area and Wernicka’s area was enhanced in the students as evidenced by diffusion tensor imaging (Hosoda et al. 2013). Such enhancement during learning has been attributed to increased myelination and synaptogenesis (Blumenfeld-Katzir et al. 2011; Kalil et al. 2014; Kitamura et al. 2017). A central reason for this understanding is that the minimal circuit for language learning has long been known to exist between Wernicke’s and Broca’s areas of the human brain based on lesion, stimulation, and neural recording experiments (Kimura 1993; Ojemann 1991; Metzger et al. 2023; Penfield and Roberts 1966).

With the use of modern methods (e.g., wide-field two-photon calcium imaging and optogenetic activation and inhibition), we can now delineate, with a high degree of precision, minimal cortical circuits that are involved in the learning of new tasks in animals (e.g., Esmaeili, Tamura et al., 2021, see attached Fig. 1). The next step is to measure the changes in synaptic formation via learning to assess the amount of new information added to neocortex [which in humans has an estimated capacity to store 1.6 x 10^14 bits of information or 2 ^ (1.6 x 10^14) possibilities, Tehovnik, Hasanbegović 2024]. This will address whether the neocortex has an unlimited capacity for information storage or whether the addition of new information replaces the old information as related to previous learning that utilized the minimal circuit (the same will need to be done for corresponding cerebellar circuits that contain the executable code based on stored declarative information, Tehovnik, Hasanbegović, Chen 2024). We have argued that uniqueness across individual organisms is predicated on both genetics and learning history (thereby making the hard problem of consciousness irrelevant). Soon investigators will track the learning history of an individual organism to assess how the brain creates (and updates) a unique library of learning per organism thereby helping us understand how genetics and learning history created, for example, Einstein, Kasparov, and Pelé.

Figure 1: A minimal neocortical circuit is illustrated for mice trained to perform a delayed go-no-go licking task before (Novice) and after learning (Expert). As with the minimal circuit for language acquisition in humans, this circuit can now be subjected to detailed synaptic analysis by which to quantify how learning occurs at the synapses (Hebb 1949; Kandel 1996); this quantification can be used to estimate how many bits of information the new connections represent and then to compare the amount of new information added to the animal’s behavioral repertoire (Tehovnik, Hasabegović, Chen 2024). Illustration from Fig. 8 of Esmaeli, Tamura et al. (2021).

We academics love our coffee and our computers, but we are also supposed to think critically. With this is in mind, should coffee shops ban laptops?

Some folks are saying they should:

The question is which arguments emerge as most compelling, so what are your thoughts?

Sometimes we have to 'unlearn' certain older and/or outdated beliefs, behaviours and knowledge in order to learn new things and/or make new developments. However the process of unlearning may not always be easy for some.... Do you consider 'unlearning' to be a part of 'learning'. What does 'unlearning' mean to you?

Your thoughts are welcome.

Is It Worthy To Have Free Online Courses And Get Certification ? Will That Be Of Help To Someone Who Never Went To University?

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To be developed.

Engaging with analogue technologies and systems can foster a range of skills, competencies, and dispositions that are distinct from those associated with digital technologies. Here are some aspects that are often cultivated by analogue experiences:

It's important to note that many activities and skills are not strictly analogue or digital, and a balanced approach that integrates both types of experiences can contribute to a well-rounded skill set. The skills and dispositions developed through analogue experiences can complement those fostered by digital interactions, contributing to a holistic skill profile.

While digital natives, who have grown up in a world surrounded by digital technologies, have many advantages, there are some potential downsides or aspects they might miss out on:

It's essential to note that these potential drawbacks can vary among individuals, and many digital natives actively engage in a diverse range of experiences. Moreover, the integration of both digital and analogue experiences can help address some of these concerns, promoting a more balanced and comprehensive skill set. Encouraging activities that involve a mix of digital and analogue elements can contribute to a well-rounded development.

"Holobiont" typically refers to a host organism and its symbiotic microbial community. Applying this concept to learning implies a holistic perspective, suggesting that the learner is an integrated and symbiotic entity engaged in a dynamic relationship with various elements in the learning environment. It conveys the interconnectedness and mutual influence within the learning process.

Creating a learning theory based on Chinese metaphysics, the philosophy of Zhuang Zi, Shaolin martial arts training, transdisciplinary research, and the relationship between individuals and their mobile phones. Let's call this theoretical framework "Liquid (Holobiont) Learning"

Liquid Holobiont Learning envisions a holistic, adaptive, and interconnected approach to learning. It encourages learners to navigate the dynamic landscape of knowledge with creativity, mindfulness, and a recognition of the unity that underlies the learning experience.

Combining the fluidity and adaptability from Chinese metaphysics, the philosophical concepts of Zhuang Zi, and the training principles of Shaolin monks creates a holistic approach to learning and personal development. Here's a synthesis that draws on these elements:

In this synthesis, the learner embodies the fluidity of water, the philosophical insights of Zhuang Zi, and the disciplined training principles of Shaolin monks. The result is a comprehensive approach to learning and personal development that integrates physical, mental, and spiritual dimensions, resonating with the holistic principles found in Daoist and martial arts philosophies.

Please see for the underlying motivations of the Learner in:

What are the best ways for educators to leverage AI in the field of education? To create a more personalized, engaging, and efficient learning experience for all students.

Could anyone share the difference between non-cognitive and cognitive skills with me?

Why will current studies list non-cognitive skills?

Aren't non-cognitive skills also need to go through the cognitive process to make them work?

And if it needs to go through a cognitive process, why still name non-cognitive skills?

Or more proper to entitle "non-cognitive skills" with different names or labels? (to reduce confusion about cognitive definition itself)

I wish to understand criteria or parameters to differentiate between this cognitive concepts

I am developing a research model because I have identified a dearth of frameworks and models in a specific area. The examiners have requested that I include in the problem statement the absence of guidelines in that specific area. Are there differences between the terms 'guideline,' 'model,' and 'framework' in the context of research, particularly when referring to methodologies and approaches?

I want to learn different geochemical modelling programmes like PHREEQC, DISSOLVE etc. Is there any tutorial website to learn these modelling?

In PHREEQC, I am not able to know, How to make an input file and analysis of output file?

If there are any tutorials please let me know.

Thank you in advance

I want to learn about Solving Differential Equation by using "Discrete Singular Convolution"method. I want to learn this method, if someone has hand notes it would be great to share with me. I need to learn that in 2 weeks. Thanks in advance.

We are pleased to announce an open call for academics and researchers to contribute to the forthcoming Handbook of Teaching and Learning in Social Innovation which will be published by Edward Elgar in 2025. This publication, led by Dr Erich J. Schwarz as the editor and in collaboration with Dr David B. Audretsch as the co-editor, aims to explore the intersections of teaching, learning, and Social Innovation to address pressing global challenges.

According to OECD, Social Innovation refers to the design and implementation of new solutions that imply conceptual, process, product, or organizational change, which ultimately aim to improve the welfare and well-being of individuals and communities.

We warmly invite authors specializing in fields of social innovation, education, and sustainability, while also welcoming contributions from other related disciplines. This comprehensive handbook embraces an interdisciplinary and global perspective, seeking the insights and expertise of scholars, educators, and professionals. By fostering the integration of theoretical frameworks, practical methodologies, and advanced research, the handbook aims to provide a diverse range of perspectives, resources, and knowledge that drive positive societal change.

The Handbook of Teaching and Learning in Social Innovation encompasses a wide scope of topics, including but not limited to:

To express your interest and receive detailed submission guidelines, please email us at [email protected] by the end of August 2023.

If you are engaged in Social Innovation and its potential for transformative change through education, we invite you to submit a proposal of up to 1,000 words for a chapter. Your proposal should emphasize its relevance to the scope and objectives of the handbook and be submitted by 16th October 2023. Additionally, we encourage you to share your previous work addressing these areas. The editorial team will carefully review all submissions, and a decision regarding participation will be communicated to the authors within one month following the submission deadline.

The chapter or case study itself must be original and unpublished, with a maximum length of 6,000 words for chapters and 2,000 words for case studies, including references.

We also welcome suggestions for potential collaborators or colleagues who may be interested in contributing to the handbook. Feel free to share this open call widely within your academic professional network.

Join us in shaping the world by exploring teaching and learning in Social Innovation. Your valuable contributions will benefit advancing knowledge, fostering social change, and creating a more equitable and sustainable society.

We look forward to receiving your proposals and collaborating on this exciting endeavor.

Best regards,

Dr Erich J. Schwarz (Editor)

Dr David B. Audretsch (Co-Editor)

Hello, I've been training my rats in the operant conditioning chamber for two weeks, but some animals still don't acquire the procedure -- press 1 or nothing in 30 minutes. What can I do with these animals?

We are pleased to announce an open call for academics and researchers to contribute to the forthcoming Handbook on Teaching and Learning in Social Innovation published by Edward Elgar. This publication, led by Dr Erich J. Schwarz as the editor and in collaboration with Dr David B. Audretsch as the co-editor, aims to explore the intersections of teaching, learning, and Social Innovation to address pressing global challenges. The Handbook is scheduled to be published in 2025.

Good day dear researchers,

Please share articles related to the ripple effect and vicarious reinforcement in the students' learning process if you have read them before (only the article title will also be helpful). Thank you!

In your country's higher education system, which do you think is more important for the effectiveness of using mobile technologies to improve learning outcomes: student readiness and motivation, or appropriate content and instructional design?

Why and how can these factors be optimized to enhance the potential benefits of mobile learning for students?

This is one of the concepts came across while reviewing the literature on the perspective of motivational science on human learning.

If not, have you used at least 1 of the total 40 apps mentioned in Table 1 in the study?

Related research:

n the context of science education, how do you adapt your teaching methods to accommodate the diverse learning preferences of your students?

There have been growing concerns on the advent of social media having an adverse effect on students learning. Students are seen spending more time on social media than their books in most parts of Africa and other parts of the world.

Mathematical Logic is a key subject in many disciplines, and a good tool for the development of many mental function.

On the other hand, for many people it's hard to understand: is it the case of your students? Have you figured out why it is happening?

What research areas would you like to see/explore in the context of augmented reality's application in education?

Additionally, do you have any experience with augmented reality in educational settings?

Thank you

I am decided to learn metaverse and that is why I need some core papers which are directed towards the idea with the essence of explaining the platform.

Hej!

I made a corn growth experiment with differents biochar treatments, and I would like to assess now the potential of phosphate solubilizing of the different bacteria populations of some pots, in order to compare them.

I learned that the NBRIP medium (Mehta & Nautiyal 2001) might be used, but as I don't want to isolate or identify those, I would need a method that could provide me a semi-quantitativ method to count them, or to assess what they represent on the total population.

Thank you for your responses!

Best regards, Léo.

I am looking to learn representation from location data similar to what word2vec does to the a sentence. I am aiming to develop a system that can understand the region based on the location input and relate it to other locations.

Distance learning solutions-Learning in the Corona Age

Most governments around the world have temporarily closed educational institutions in an attempt to contain the spread of the COVID-19 pandemic.

These nationwide closures are impacting almost 70% of the world’s student population. Several other countries have implemented localized closures impacting millions of additional learners.UNESCO is supporting countries in their efforts to mitigate the immediate impact of school closures, particularly for more vulnerable and disadvantaged ommunities, and to facilitate the continuity of education for all through remote learningaward smart school

External repositories of distance learning solutions

Brookings – A catalogue of nearly 3,000 learning innovations. Not all of them are distance learning solutions, but many of them offer digital education content. Common Sense Education – Tips and tools to support school closures and transitions to online and at-home learning. Common weatlh of Learning List of resources for policymakers, school and college administrators, teachers, parents and learners that will assist with student learning during the closure of educational institutions.

Education Nation – Nordic countries have opened up their learning solutions for the world for free, supporting teachers and learners during the school closures.

EdSurge – Community-driven list of edtech products, including many distance learning resources for students, teachers and schools, covering primary to post-secondary education levels.

European Commission Resources – A collection of online platforms for teachers and educators, available in 23 EU languages.

Global Business Coalition for Education – List of e-learning platforms, information sharing platform and communication platforms.

Keep Learning Going – Extensive collection free tools, strategies, tips and best practices for teaching online from a coalition of USA-based education organizations. Includes descriptions of over 600+ digital learning solutions.

Koulu.me – A collection of apps and pedagogical solutions curated by Finnish edtech companies to facilitate distance for pre-primary to upper secondary learners.

Organisation internationale de la Francophonie: Resources for primary and secondary school students and teachers for learning and teaching French.

UNEVOC Resources – Tools, guides, MOOCS and other resources collected by UNESCO’s International Centre for Technical and Vocational Education and Training for continued learning in the area of TVET.

UNHCR – An extensive list of over 600 distance learning solutions from the United Nations agency for refugees.

Hello,

I have been looking for some reference regarding altruistic behavior measurement and found they are varied and been updated for the past decades, and also mostly did not provide complete instrument items.

I wonder if you can kindly propose me some references on (generic) altruistic behavior measurement that have a complete version of the instrument.

Thank you again!

#behavior #prosocial #measurement #attitude

I want to research the optical efficiency of a novel receiver. To do that, I need to learn SolTrace and/or Tonatiuh for ray tracing purposes. A lot of the content I found on the internet only tackle these softwares superficially. Can anyone recommend me some resources to start learning? Thanks!

The literature I'm running into seems to focus on roleplay in the classroom. I'm interested in whether students can roleplay to enhance their studying. For example, can they roleplay as a teacher who's studying for the classroom, or roleplay as a marker when reviewing their work?

I tried out both and they felt helpful.

I am looking for new clinical studies using enhance brain waves to improve memory impairments and learning capabilities?

Could you please suggest any articles/book chapters where I could start with to learn the concept of Total Variation in classical signal processing? I would like to relate to Graph Signal Processing in understanding Fourier Basis.

I want to learn thermal modelling for buildings. I am mostly interested in parametric modelling, RC networks etc.

How could we estimate optimal learning rate for machine learning model, if we realized from a gap occurs between validation and trainining graph. When epoch number increased, validation accuracy remained similar although model accuracy increased slightly (we concluded a local maximum exists)? We used a little learning rate, such as 0.000001, almost to skip the local maksimum. Could it be result of using number of layers in 3D-CNN model even we applied dropout. Do you have any idea or suggestion? All ideas are welcome and tanks to all.

Best regards,

Teachers' approaches to high-quality early childhood learning programmes.

Hello

Is it possible to install nmap on nodes from the FIT IoT-Lab testbed? If so, how can I connect to a node and install such program? Is it possible to port scan a node? Which books or papers can I read to learn how to use FIT IoT-Lab for security purposes?

Thank you very much for your time.

What papers/books can you recommend on teacher training focused on learning with materials (design and tinkering)?

I know Edith Ackerman, Nigel Cross etc. Though they are not writing on teacher training.

Artificial Intelligence (AI) has been one of the greatest innovation over the world. Recently, I have experienced the chat function of AI. It can perform most of the tasks that one assigns. For example, write a column for some of the newspapers, write essays, perform the review of literature, answers to most of the assignments that a faculty can design using their creativity and similar. I've checked if it could answer some of the extremely complicated mathematical and technical algorithms that it didn't answer but I can guess that it will soon learn and update that too.

Considering this level of innovation and growth of the AI, how will faculties develop the assignments and/or how will they evaluate? Once all are familiar with this, I don't see any meaning of assigning weights for assignments as a component of evaluation. I did 20 different trials to check if it gives the same answer but it's a big NO! The AI is very creative and in all answers, the similarity index is less than 10% that was checked through turnitin platform.

I look forward to your thoughts and discussing over it.

Thanks,

Hari

Please also see this

What isself motivation?

I am currently working on a project for which I would like to know people's experiences of learning Croatian as a second language.

The project consists of writing a handbook of Croatian grammar designed to make the process of learning the language easier for foreigners, focusing on the areas that they struggle with the most.

I got the idea for this project both from my own experience learning the language, and from this paper, which remarks that an appropiate Croatian grammar handbook for foreign learners has not yet been published.

CROATIAN WITH OR WITHOUT GRAMMAR

Vesna Požgaj Hadži; Maša Plešković; Tomislav Ćužić; Faculty of Philosophy, University of Ljubljana, Slovenija

Over the years, I have learnt that the most common application materials for securing a Post-doc position are an updated CV that has been tailored for postdoc positions, a statement of research interests, and a strong cover letter that explains your interest in and fit for the position. Well-written recommendation letters from world-renowned mentors are also required.

Having done all these, why is it difficult for some African researchers (speaking for self and colleagues across the continent) to secure postdoctoral positions?

Teaching and learning

I came across several papers that used scales to define a connection between Learning Outcomes (LOs) and the Course Learning Outcomes (CLOs), for example using terms like “high, medium, and low”; or scale like 1 for low to 3 for high. How can we define a strong connection of LOs and CLOs? Is it based on the weight of the assessment for that LOs? Or is there any precise definition for this?

What are key challenges for decline of education at primary school level?

How can education sector use technology for help of teachers to improve learning?

Hi Everyone,

How to learn 'React-admin'? I am absolute begineer level in React and react-admin. Is there any tutorial or learning path to learn and developing for react-admin applications?

I am interested in learning Hyperledger Fabric 2.x and smart contracts to create my own API. I took a course in Udemy but it was based on Composer, that was deprecated since 2019. Do you have any idea about a great course preferely in Java or JavaScript than Go Lang?

Thank you

I want to learn tools and technique for micro organisms analysis.

A few time ago, I found an article in which the teaching of heat was done by using a new (invented) word (not using heat) and the learning was similar than when teaching using the word heat. If I am not mistaken, it was used to make a point against the idea that familiarity with words is (always) favorable for learning (in science). I think it was not published in a physics/science teaching journal but in a journal about instruction or learning not specific to science. I'm though not sure of that.

We are curious to learn about the approximate cost of Whole Genome Sequencing (with the highest coverage possible) for a eukaryotic animal whose genome size can be around 1.5- 2 GB.

It would be helpful if anyone could kindly provide us with information on the best whole genome sequencing service- providers around the globe.

Thanking you.

How different between Federated Learning (FL) and RDL (Reinforced Deep Learning)?

On Aspects:

-Delay/Performance/Energy/Resource

-Response time, Real-time support?

- Where is Inference/Training?

-Applications

-Model (Centralized/Decentralized), etc.

- Parameters?

HI, I've started ti learn using JMRUI to analyse NMR spectroscopy signals. I completely don't know how to use AMARES quantitation or any other type of quantitation. I have to determine the concentration of metabolites in the spectrum derived from the human brain. I have watched tutorials on youtube, but during them, there are used some databases .sv type to make quantitation and I don't where can I find something like that?

I really beg for help

Best regards,

Aleksandra

In My Lab, we use HPLC made by SHIMADZU. so books or manuals related to this company can help.

WHY DO WE NEED TO HAVE AN INSTRUCTIONAL TECHNOLOGY MODEL FOR EDUCATION?

CAN YOU LIST SOME INSTRUCTIONAL TECHNOLOGY MODELS YOU KNEW IN YOUR STUDY?

THANK YOU FOR YOUR HELP!

Two academic session i.e 2019-20 and 2020-21 were the worst years for students as social setting for learning and physical interactions with peers was missing. Though most of the academic institutions were quick to adopt online learning model but the learner was isolated from his peers. Some platforms were developed which provided online interaction but the impact of these were limited as isolation kept learners in subdued form.

However, after Covid many institutions are finding Hybrid model of teaching learning more effective as this provides ample opportunity for adoption of various modes assessments and testing as well as students can interact with instructor individually as sometimes learner is hesitant in normal setting.

How my colleagues in academic institutions are thinking about this hybrid model evolution?

NormFinder and RefFinder are algorithms designed to detect the stability of the reference genes in gene expression analyses.

Content language integrated learning (CLIL) is the out come of needs analysis of language learners in a particular discipline. The opinion of each ESP practitioner may vary in this regard. Therefore, in order to get a clear understanding this question has been raised.

Teaching by principles is the trend of teaching and learning English language.Therefore, each teacher should know his or her teaching principles very well.

Hello! I am a researcher interested in study the impact of childhood trauma and averse childhood experiences. I am currently recruiting participants for my study for those interested in helping me learn more about my topic of interest. All personal information is kept confidential and only used for learning purposes. If you are interested or know anyone interested, please feel free to click on the link and fill out this quick survey. Also, my contact information is available in the survey.

Thank you so much for viewing!

My abstract has been accepted for full submission for a book chapter. This will be my first submission for peer review so I am still learning as I go.

I collected data on the topic (quantitative - structured questionnaire) and would like to include this data in the book chapter as it add value (this data and some findings where included in the abstract that was accepted).

My questions are : Can I include it as a 'case study' insert into the book chapter and what is best way/structure to do so?

Thank you for your assistance