Search

The generation effect, demonstrating improved memory performance through self-generating information, was explored in this study. Participants engaged in semantic and perceptual generation tasks, where semantic tasks involved meaning-related associations, and perceptual tasks focused on surface characteristics. While previous studies separately examined these tasks, our project directly compared their impact. Experiment 1 revealed higher recognition performance for semantic generation over perceptual generation, with no significant difference in recognition across perceptual and semantic reading conditions. Experiment 2 incorporated judgments-of-learning (JOL) and no-JOL groups, demonstrating that participants accurately predicted and performed better on memory tasks involving generation and semantic manipulations. Additionally, JOL-group participants outperformed the no-JOL group, suggesting that predicting one's memory performance enhances actual memory performance. Experiment 3 aimed to see the effects of the match between encoding and retrieval. The results showed that the JOL group outperformed the no-JOL group, and this effect was observable through semantically meaningful testing.

PRDM16 is a dynamic transcriptional regulator of various stem cell niches, including adipocytic, hematopoietic, cardiac progenitors, and neural stem cells. PRDM16 has been suggested to contribute to 1p36 deletion syndrome, one of the most prevalent subtelomeric microdeletion syndromes. We report a patient with a de novo nonsense mutation in the PRDM16 coding sequence, accompanied by lissencephaly and microcephaly features. Human stem cells were genetically modified to mimic this mutation, generating cortical organoids that exhibited altered cell cycle dynamics. RNA sequencing of cortical organoids at day 32 unveiled changes in cell adhesion and WNT-signaling pathways. ChIP-seq of PRDM16 identified binding sites in postmortem human fetal cortex, indicating the conservation of PRDM16 binding to developmental genes in mice and humans, potentially at enhancer sites. A shared motif between PRDM16 and LHX2 was identified and further examined through comparison with LHX2 ChIP-seq data from mice. These results suggested a collaborative partnership between PRDM16 and LHX2 in regulating a common set of genes and pathways in cortical radial glia cells, possibly via their synergistic involvement in cortical development.

Abstract Renewable energies are interesting as an alternative and sustainable resource for air conditioning applications. But initial investment cost of equipment, whose employed for converting the renewable energy into usable shape and also for air conditioning duty, are significant. Therefore, determining the optimum sizing has high priority. In current study, water cooled vapor compression refrigeration cycle powered by wind energy and storage tank is proposed, simulated and optimized. To contribute the total effective aspects in system optimum size, the thermo-economic-environmental criteria is defined. By the help of databank of parametric analysis, the optimum design variables are determined by employing the GA optimization algorithm. In the following, an intelligence neural network is developed to learn the reliable correlation between the inputs and outputs data. Finally, the optimum size of each subsystem is determined by using triple-objective MPSO. Based on detailed economic analysis, the system payback period is estimated about 450 days which is 41% less than the conventional system. The daily COP and exergy efficiency of the whole system has improved up to 98% and 40%, after substituting the optimum design variable parameters. Triple-objective MPSO results show that, the ice storage tank should be selected 22% smaller than the initial amount.

The contribution of school curricula to public understanding and acceptance of evolution is still mostly unknown, due to the scarcity of studies that compare the learning goals present in different curricula. To overcome this lack of data we analysed 19 school curricula (18 European and one from Israel) to study the differences regarding the inclusion of learning goals targeting evolution understanding. We performed a quantitative content analysis using the Framework for the Assessment of school Curricula on the presence of Evolutionary concepts (FACE). For each country/region we analysed what this educational system considered the minimum evolution education a citizen should get. Our results reveal that: (i) the curricula include less than half of the learning goals considered important for scientific literacy in evolution; (ii) the most frequent learning goals address basic knowledge of evolution; (iii) learning goals related with the processes that drive evolution are often not included or rarely mentioned; (iv) evolution is most often not linked to its applications in everyday life. These results highlight the need to rethink evolution education across Europe.

Despite a burgeoning body of research on teacher identity development, little is known about how incongruities between the ideal and real-life teaching practices create identity tensions. The present study adopted an arts-based approach and examined teachers' ideal and actual teaching practices, and the associated identity tensions and related coping strategies in the context of Afghanistan. Data were collected from six English teachers via drawings and semi-structured interviews. Data analysis indicated that the teachers experienced unattainable ideal praxis in terms of 'time, space and facility', 'ideal teaching methods', 'ideal instructional materials', and 'technology-enhanced classroom', which resulted in various identity tensions. However, thinking reflectively about their imagined community and ideal practices offered affordances for the teachers to be creative to manage the tensions, and build resilience and reflexivity. The study concludes with implications for teachers, teacher educators, and policymakers in developing awareness of ideal-real mismatches to support teacher identity development.

This study explores the potential of empowering children as peace agents through education by using the case of the TEC4Schools program. The program is based on Allport's Contact Theory and promotes prolonged exposure to the 'other' culture among culturally diverse groups of students. It is based on the hypothesis that extended contact periods encourage more positive attitudes towards different cultures. The study involved three groups of mainly 5th and 6th grade students: The first group participated in the program for the first time, and we call them first-year participants and some of them participated in the program for second year and we call them second-year program participants, and the control group who never participated. Surveys were distributed at the beginning and end of the year, exploring attitudes, proximity, and friendships with peers from the other group. The results showed that second-year participants improved their attitudes towards and willingness to be close to children from other cultures. These findings suggest that the TEC4Schools project and the TEC Model effectively improve attitudes towards children from other cultures among second-year participants. Further research is needed to understand these differences and refine the project to be more effective for all participants.