Swift J164449.3+573451 event: generation in the collapsing star cluster?

We discuss the multiband energy release in a model of a collapsing galactic nucleus, and we try to interpret the unique super-long cosmic gamma-ray event Swift J164449.3+573451 (GRB 110328A by early classification) in this scenario. Neutron stars and stellar-mass black holes can form evolutionary a compact self-gravitating subsystem in the galactic center. Collisions and merges of these stellar remnants during an avalanche contraction and collapse of the cluster core can produce powerful events in different bands due to several mechanisms. Collisions of neutron stars and stellar-mass black holes can generate gamma-ray bursts (GRBs) similar to the ordinary models of short GRB origin. The bright peaks during the first two days may also be a consequence of multiple matter supply (due to matter release in the collisions) and accretion onto the forming supermassive black hole. Numerous smaller peaks and later quasi-steady radiation can arise from gravitational lensing, late accretion of gas onto the supermassive black hole, and from particle acceleration by shock waves. Even if this model will not reproduce exactly all the Swift J164449.3+573451 properties in future observations, such collapses of galactic nuclei can be available for detection in other events.Comment: 7 pages, replaced by the final versio

Assessment of the quality of existing patient educational tools focused on sudden cardiac arrest: a systematic evaluation by the Sudden Cardiac Arrest Thought Leadership Alliance

Background Conveying contemporary treatment options for those at risk of sudden cardiac arrest (SCA) is challenging. The purpose of the present research was to evaluate the quality and usability of available patient educational tools relevant to SCA and its treatment options, such as implantable cardioverter defibrillators (ICDs). We hypothesized that this review would identify gaps in areas of information for the enhancement of patient education and decision-making materials. Methods We used a formal instrument to assess specific domains of content, development, and effectiveness of 18 available SCA and ICD educational tools. The multidisciplinary review panel included two electrophysiologists, two general cardiologists, a cardiac psychologist, a health services researcher, and a patient advocate. Results Of the 18 education tools, four were rated as “good, may need revisions, but sufficient for use�, 12 were rated as “marginal, needs revision prior to use�, and two were rated as “poor, inadequate for use�. None of the tools were rated as being of “very good� or “excellent� quality. Conclusion There appear to be opportunities to improve the quality and completeness of existing educational tools for patients with SCA and ICD. While many tools have been developed, they fall below current standards for supporting informed medical decision-making

Large-scale associations between the leukocyte transcriptome and BOLD responses to speech differ in autism early language outcome subtypes.

Heterogeneity in early language development in autism spectrum disorder (ASD) is clinically important and may reflect neurobiologically distinct subtypes. Here, we identified a large-scale association between multiple coordinated blood leukocyte gene coexpression modules and the multivariate functional neuroimaging (fMRI) response to speech. Gene coexpression modules associated with the multivariate fMRI response to speech were different for all pairwise comparisons between typically developing toddlers and toddlers with ASD and poor versus good early language outcome. Associated coexpression modules were enriched in genes that are broadly expressed in the brain and many other tissues. These coexpression modules were also enriched in ASD-associated, prenatal, human-specific, and language-relevant genes. This work highlights distinctive neurobiology in ASD subtypes with different early language outcomes that is present well before such outcomes are known. Associations between neuroimaging measures and gene expression levels in blood leukocytes may offer a unique in vivo window into identifying brain-relevant molecular mechanisms in ASD

The effect of aural instruction with tonal and rhythm patterns from Edwin Gordon’s Music Learning Theory on the aural discrimination abilities of second-grade students

The purpose of this study was to investigate the effect of aural instruction with tonal and rhythm patterns from Edwin Gordon’s Music Learning Theory on the tonal and rhythmic discrimination abilities of second-grade students. The secondary purpose of this study was to determine whether there was a relationship among the extent of music experience, preference for music activities, and the tonal and rhythmic discrimination abilities across four groups of second-grade students. Participants were four intact second-grade general music classes from one elementary school in North Carolina. The classes were assigned randomly to three experimental groups and one control group. I instructed the experimental groups using Edwin Gordon’s aural-based tonal patterns in Music Learning Theory for ten minutes each class period during a treatment week and rhythm patterns the next treatment week. The experimental groups were assigned randomly to one of three conditions: (a) playing instruments only, (b) singing and chanting only, and (c) singing, chanting, and playing instruments. The control group did not receive tonal and rhythm pattern instruction; instead, I instructed participants for ten minutes each class period using classroom activities from the Spotlight on Music second-grade textbook series. At the beginning of the study, all participants were administered the Primary Measures of Music Audiation (PMMA) to measure their developmental music aptitude. Participants were administered a researcher-created questionnaire to determine the extent of their musical experience and their music activity preferences. Some students were selected at random to be interviewed by me to provide additional information about their questionnaire responses. At the end of the study, all participants were administered the PMMA as a posttest. The research study period was August 31 – December 16, 2015, with twelve weeks allotted for the instructional treatment period. Using the pretest as the covariate, an ANCOVA was performed to determine whether there were any significant main effects or interaction effects of instruction. Results of the ANCOVA analyses indicated there were no significant main effects or interaction effects of instruction for any of the PMMA subtests at the .05 level of significance. Stepwise multiple regression analyses were conducted to determine whether there were significant relationships among the extent of music experience, preference for music activities, and the PMMA scores. Results indicated that preference for jazz and the genre labeled “other” (i.e., rap, hip-hop, and “Kidz Bop”) were small, negative predictors for PMMA tonal scores. Preference for singing as a favorite music activity was a small, negative predictor for PMMA rhythm scores, and preference for the pop genre was a small, positive predictor for PMMA rhythm scores. Jazz genre preference was a small, negative predictor for PMMA composite scores, while pop genre preference was a small, positive predictor. The control group, as compared to the three experimental groups, was a small, positive predictor for PMMA rhythm scores only. Based on these results, aural instruction with tonal and rhythm patterns from Edwin Gordon's Music Learning Theory did not have a significant effect on the tonal and rhythmic discrimination abilities of second-grade students

The assessment of dance movement satisfaction of elementary age children participating in a creative dance instructional program

The purpose of this study was to develop a dance movement satisfaction scale to measure the effect of a creative dance program on dance satisfaction in second and fourth grade students. Two phases were established; the first was to assess the validity and reliability of the scale, and the second was to determine treatment effects of the creative dance program for second and fourth grade subjects. An initial pool of 103 items was developed using various sources from elementary physical education and creative dance literature, and several items from the investigator's own dance experiences. The items represented four content areas of creative dance; music/self-accompaniment, movement or dynamic qualities, locomotor/nonlocomotor movements, and choreography. A panel of judges reviewed the scales 103 items, and a total of 33 items was removed from the scale. The 70 items that remained were then used in the preliminary study to assess the reliability of the scale

Promoting Reflection Through Action Learning in a 3D Virtual World

An international cooperation between educators in Australia and the US has led to a reconceptualization of the teaching of a library science course at Appalachian State University. The pedagogy of Action Learning coupled with a 3D virtual learning environment immerses students in a social constructivist learning space that incorporates and supports interaction and reflection. The intent of this study was to build a bridge between theory and practice by providing students with a tool set that promoted personal and social reflection, and created and scaffolded a community of practice. Besides, action learning is an educational process whereby the fifty graduate students experienced their own actions and experience to improve performance

The Genesis of a Virtual World - Revisited

Constructing a virtual world requires certain technical skills and the ability to make difficult decisions regarding how the world will look and feel. However, the most difficult aspect of building a virtual world has less to do with the building of the virtual spaces and more to do the conceptualisation of how teaching and learning will occur in this new type of environment. This paper examines some of the issues involved in the process of planning a virtual learning world by focusing on key design questions that need to be asked prior to building virtual instructional spaces

Shared Decision-Making: Case Study Analysis to Promote Cross-Programme Dialogue Between Administrators and Media Coordinators

There is a general lack of cross-course and cross-programme dialogue in US colleges of education. Few, if any, opportunities are provided to engage graduate students in authentic dialogue about real school problems and issues. A grant-funded initiative has been launched at Appalachian State University to utilise case studies and web based communication tools to create authentic learning environments that support interaction between school administration and library science students to discuss real school problems and develop lasting solutions. This paper discusses a research study in which case study analysis was used to promote online cross-programme dialogue and assist students in developing their professional voice

Medical Technology: A Critical Perspective - Learning to Become Loving Resistance Fighters

Medical technology has embedded itself in our culture and has been a positive and powerful force in the improvement of life for millions of people. However, for every yin there is a yang, and with all things that are positive, there is also a negative component that must not be ignored. Most Americans are familiar with the benefits of technology, specifically medical technologies; the media reports on these benefits every day. However, it is not often that physicians have the opportunity to discuss what has been given up or lost as a result of using these same technologies. This commentary is about those unintended consequences resulting from our use of technology, in particular, physicians’ use of medical technologies

A Virtual World for Collaboration: The AETZone

Participation in learning communities, and the construction of knowledge in communities of practice, are important considerations in the use of 3D immersive worlds. This article describes the creation of this type of learning environment in AETZone, an immersive virtual environment in use within graduate programs at Appalachian State University since 2000. Both student and faculty perceptions of elements such as presence, co-presence, and the forging of active community are presented, along with examples of formal and informal activities which serve as the base for teaching and learning in the Zone