Logical Problem Solving Research Articles

Selection into medical school: from tools to domains.

BackgroundMost research into the validity of admissions tools focuses on the isolated correlations of individual tools with later outcomes. Instead, looking at how domains of attributes, rather than tools, predict later success is likely to be more generalizable. We aim to produce a blueprint for an admissions scheme that is broadly relevant across institutions.MethodsWe broke down all measures used for admissions at one medical school into the smallest possible component scores. We grouped these into domains on the basis of a multicollinearity analysis, and conducted a regression analysis to determine the independent validity of each domain to predict outcomes of interest.ResultsWe identified four broad domains: logical reasoning and problem solving, understanding people, communication skills, and biomedical science. Each was independently and significantly associated with performance in final medical school examinations.ConclusionsWe identified two potential errors in the design of admissions schema that can undermine their validity: focusing on tools rather than outcomes, and including a wide range of measures without objectively evaluating the independent contribution of each. Both could be avoided by following a process of programmatic assessment for selection.

MODEBOTS: Environment for Programming Robots for Children Between the Ages of 4 and 6

Learning how to program in early age helps children to develop some capabilities as logical thinking, problem solving, and creativity. Incorporating robotics in programming children can help to learn in a concrete and funny way, collaborating with each other. The research project presented in this paper describes the first prototype that implements a programming environment for robots using mobile devices, for children in early childhood-4 to 6 years old. This prototype is fully functional and allows Bluetooth communication one by one. We expect that our research will contribute to human-computer interface field, providing a new nontraditional interface to support the learning process of programming in preschoolers.

A dialectical invariant for research in mathematics education

IntroductionA central issue in the discipline is the answer to the question: what is mathematics education? Many answers to these questions have traditionally been, and continue to be, advanced. Standard reasons include the need to produce another generation of scholars to continue developing the discipline of mathematics, the supply of a cadre of scientists and others such as engineers who need strong mathematical competence, as training in logical thinking and problem solving, as exposure to what is as much a part of cultural heritage as literature or music. All of these, and more, are valid, but a deeper analysis is required3.Carlos Vasco models mathematics education as an octagon in which mathematics (which he classifies as research, scholars and daily life) is located on the inside and on the outside, forming the sides, are eight disciplines: philosophy, logic, computer science, linguistics, neurology, psychology, anthropology, history of mathematics and epistemology4.We believe that mathematics education integrates dissimilar disciplines as they are represented in Figure 1 which clearly illustrates the complexity on which we base the considerations that follow.Other important reflections are contained in the following sentences: So mathematics education, is fashioned to provide appropriate mathematical knowledge, understanding, and skills to diverse student populations5. In this sense we can say that mathematics education is a special type of teaching, engineering in the sense that it. is the personalization of the basic mathematical principles to meet the needs of teachers and students6, some even claim that it is a branch, of applied mathematics'7.Mathematics education today is a science that at a glance reveals two conflicting features: on the one hand sublimation and on the other a multiplicity of practical problems that must be resolved by the teacher in the classroom. Of course, this two-faced trait manifests itself in research carried out in different regions of the world, hi some cases theoretical centers immersed in general issues are at the center of the research being done, and in others there are institutions dealing with the real problems that teachers face in the classroom.A principal point must be made clear: what is a research in mathematics education?Dialectic theory delimits knowledge formation as an active, complex, ongoing process of organizing and reorganizing conceptual structures rather than an accumulation of fixed truths. Furthermore, in dialectic theory contradiction assumes a central role in the process of change and reorganization that the theory presumes to explain. Whether in the field of cognitive development or in the broader realm of psychology, a dialectical view also assumes that developmental processes are socially and culturally shaped and defined, and that concepts and meanings -whether mathematical or not - evolve in an emergent process of what Vygotsky8 and Leontiev9 called a collective activity system. The latter is understood to operate through the emergence of cognitive conflict within the conceptual system, leading to the ongoing resolution of that conflict in a dialectical manner- which is to say through the recognition and articulation of contiadictions and inconsistencies, and then: mediation in the context of a collective activity10.The teleology of the processes of structural cognitive development, as defined by the major western theorist of cognitive change, Piaget, is understood not only as a continuous movement from no balance towards reequilibration, but as progressively directed movement towards increasing equilibrations, which necessarily require a correspondingly higher organization of cognitive structure. Although it was never affirmed by Piaget, several theorists* 11 understand his psychological theory of cognitive development to be fundamentally dialectical. We can identity'' many parallels between Piaget and the other major theorist of the twentieth century, Vygotsky, at least on the level of the basic, conceptual mechanisms of cognitive development. …

Dynamic Assessment of Adult Learners’ Logical Problem Solving: A Pilot Study With the Flags Test

The goal of this article is to explore the process of dynamic assessment (DA) with a group of educated adults. Although there is nothing in the theory of DA that would prevent its use with educated adults who have normative development, in practice, the main emphasis of DA research and practice was on children or adults with various special education needs. The potential scope of DA is, however, much wider. One needs only to accept the premise that a person’s current problem-solving ability and his or her learning ability are two different constructs. This study piloted the use of the flags test of logical reasoning with a group of 20 special education teachers. The results indicate that the flags test is suitable for identifying participants with different learning potentials—“high scorers,” “gainers,” and “nongainers.” Recommendations are made regarding specific test and mediation items.

L'educazione al pensiero riflessivo nella formazione dei ricercatori industriali. Analisi di un'esperienza

The present article aims at contributing to the debate on thinking education in organizational contexts with particular reference to the training of professionals in the field of industrial research. We propose an analysis of an educational experience, conducted in a workshop through the application of various devices of thinking education, which are different in both their theoretical templates and their specific objectives: the Community of Philosophical Inquiry, according with Lipman's Philosophy for Children; the methods of creative logical problem solving, following the approach of de Bono's Lateral Thinking; and some analytical activities on perceptive-evaluative habits, from the perspective of experimental phenomenology. In the first part of this article we present the context in which the set-up of the educational experience has grown, as well as the rationale for choosing the training devices; in the second part, by analysing the reports prepared by the workshop participants, we analyse the effectiveness of the workshop set-up and the potential for combined use of the chosen devices, in order to reach, in an extremely short amount of time, a process of progressive growth in participants’ thinking skills that can affect the definition of the researcher’s professional identity and the transformation of such an identity in a lifelong-learning perspective

Practice effects in medical school entrance testing with the undergraduate medicine and health sciences admission test (UMAT)

BackgroundThe UMAT is widely used for selection into undergraduate medical and dental courses in Australia and New Zealand (NZ). It tests aptitudes thought to be especially relevant to medical studies and consists of 3 sections – logical reasoning and problem solving (UMAT-1), understanding people (UMAT-2) and non-verbal reasoning (UMAT-3). A substantial proportion of all candidates re-sit the UMAT. Re-sitting raises the issue as to what might be the precise magnitude and determinants of any practice effects on the UMAT and their implications for equity in subsequent selection processes.MethodsBetween 2000 and 2012, 158,909 UMAT assessments were completed. From these, 135,833 cases were identified where a candidate had sat once or more during that period with 117,505 cases (86.5%) having sat once, 14,739 having sat twice (10.9%), 2,752 thrice (2%) and 837, 4 or more times (0.6%). Subsequent analyses determined predictors of multiple re-sits as well as the magnitude and socio-demographic determinants of any practice effects.ResultsIncreased likelihood of re-sitting the UMAT twice or more was predicted by being male, of younger age, being from a non-English language speaking background and being from NZ and for Australian candidates, being urban rather than rurally based. For those who sat at least twice, the total UMAT score between a first and second attempt improved by 10.7 ± 0.2 percentiles, UMAT-1 by 8.3 ± 0.2 percentiles, UMAT-2 by 8.3 ± 0.2 percentiles and UMAT-3 by 7.7 ± 0.2 percentiles. An increase in total UMAT percentile score on re-testing was predicted by a lower initial score and being a candidate from NZ rather than from Australia while a decrease was related to increased length of time since initially sitting the test, older age and non-English language background.ConclusionsRe-sitting the UMAT augments performance in each of its components together with the total UMAT percentile score. Whether this increase represents just an improvement in performance or an improvement in understanding of the variables and therefore competence needs to be further defined. If only the former, then practice effects may be introducing inequity in student selection for medical or dental schools in Australia or NZ.

Application of sandwich teaching method in teaching of medical psychology

Objective To explore the teaching effect of sandwich teaching in medical psychol-ogy. Methods Totally 101 preventive medicine majors of five-year program were divided into two groups：control group（n=52） and experimental group（n=49）. Students in control group were taught by traditional teaching while those in experimental group by sandwich teaching method. Teaching qualities were evaluated by final exam and questionnaire. Exam scores were expressed as x±s and were ana-lyzed by t test. Questionnaine results were expressed as number of people and percentage. Results Scores of experimental group in multiplechoice, case study and final grade （30.347±4.171, 32.031± 2.781, 74.296±5.642, respectively） were better than those of control group （28.520±4.443, 28.760± 4.305, 70.010±7.783, respectively）, with significant differences between two groups（P〈0.05 for all）. But there was no significant difference between two groups in short-answer questions score （11.918± 2.431, 12.731±2.523, respectively）（P〉0.05）. More than 80.0% students in experimental group thought sandwich teaching improved their communication collaborative capacity , logical thinking ability and problem solving ability, etc. Conclusions With satisfactory teaching effect, sandwich teaching promotes teaching quality. Key words: Sandwich teaching; Medical psychology

IMPACT OF EMOTIONAL VALENCE AND DIFFERENT SOURCE PROBLEM CONDITIONS ON THE RESOLUTION OF ANALOGICAL TARGET PROBLEMS

Abstract: An experimental study was conducted to clarify the impact of the source problem (present/absent) and of the emotional valence (positive/negative) on the way analogical target problems are solved. Analogical problems were represented by two types of PC games. Film clips were used to elicit emotions, whereas emotional changes were monitored by SAM scale. It was found that the presence of source problem increased the speed of solving a target problem and led to analogical problem solving even though a non-analogical solution could also be conducted. Negative valence (feeling sad) facilitates analogical problem solving, whereas positive valence (feeling amused) alleviates non-analogical problem solving. Different emotional valence has no impact either on the length of the time needed for problem solving, or on the success.Ke y wo rd s : a na lo gy, pr ob lem so lv in g, e mo ti on s, e xp er im en tVPLYV EMOCIONALNEJ VALENICIE A ROZNYCH PODMIENOK ZDROJOVEHO PROBLEMU NA SPOSOB RIESENIA ANALOGICKÝCH CIELOVÝCH PROBLEMOVK. I z s o f J u r a s o v a, A. B i e l a , M. S p a j d e lSuh rn: Cielom realizovaneho experimentalneho výskumneho planu bolo objasnenie vplyvu zdrojoveho problemu (pritomný/nepritomný) a emocionalnej valencie (pozitivna/negativna ) na sposob riesenia analogick ých cielových problemov. Analogicke problemy boli modelovane dvomi pocitacovými hrami. Prislu sne emocie boli evokovane filmovými uryvkami, kým zmeny emocii boli zachyt ene pomocou sk aly SAM. Zistilo sa, ze pritomnost zdrojoveho probl emu u rýchli riesenie cieloveho problemu a vedie k analogickemu rieseniu napriek tomu , ze i neana logick e riesenie by bolo efek tivne. Negativna emocionalna Valencia (smutok ) vedie k a na logick emu rieseniu analogick ých problemov, kým pozitivna emocionalna Valencia (pobavenie sa) facilitu je neanalogick e riesenie ana logických problemov. Zmeny v emocionalnej valencii sa neodrazia v rýchlosti a a ni uspesnosti riesenia a na logickeho cieloveho problemu.Solving analogical problems is a frequently occurring task, for example, when driving a car, shopping, cooking, etc. We intuitively know that those tasks we have faced in the past or experienced their solution in another way are solved faster and easier. It is also highly possible that the process of solving analogical problems may be influenced by emotional states, as is the case in other cog- nitive actions as attention, memory, decision making, etc. Negative and positive emotions in general have different effect on cognition as they influence the comprehension of the present situation.Analogical inference is the process when one comes to a conclusion about a new situation through already acquired knowl- edge of very similar - analogical - situations. The first step in analogical inference is the identification of an analogy between a situa- tion concerning an object, problem, domain, etc. in the past (source) and an unknown situation, object, problem, domain, etc. (tar- get). An analogy can be stated only if the same relationship exists within the compo- nents of one object and within the compo- nents of another object. Similarity of compo- nents without similarity of their relations is not a valid criterion for an analogical con- nection (Biela, 1991, 1993). In his theory of structure-mapping Gentner (1983) high- lighted structural similarity as the most im- portant precondition of analogical relation- ship. It was demonstrated, however, that superficial similarity also plays a role in anal- ogy detection - mainly in a retrieval of source domain (Blanchette, Dumbar, 2000).Analogical inference is frequently used in a process of problem solving. Although it is a process of deriving logical conclusions, solving problems through it can be referred to only as a heuristic strategy because it does not guarantee the final, strict and effective solution (Bacova, 2011; Matlin, 1998). Ana- logical problem solving has the following main stages (Thagard, 2005; Dahl, Moreaue, 2002; Keane, Ledgeway, Duff, 1994):1) Mental representation of the source problem2) Retrieval of an already solved target problem from memory3) Mapping and comparing the structure of the source and target problems4) Transferring the solution from the source to the target problem based on structural simi- larity. …

Socio-economic predictors of performance in the Undergraduate Medicine and Health Sciences Admission Test (UMAT)

BackgroundEntry from secondary school to Australian and New Zealand undergraduate medical schools has since the late 1990’s increasingly relied on the Undergraduate Medicine and Health Sciences Admission Test (UMAT) as one of the selection factors. The UMAT consists of 3 sections – logical reasoning and problem solving (UMAT-1), understanding people (UMAT-2) and non-verbal reasoning (UMAT-3). One of the goals of using this test has been to enhance equity in the selection of students with the anticipation of an increase in the socioeconomic diversity in student cohorts. However there has been limited assessment as to whether UMAT performance itself might be influenced by socioeconomic background.MethodsBetween 2000 and 2012, 158,909 UMAT assessments were completed. From these, 118,085 cases have been identified where an Australian candidate was sitting for the first time during that period. Predictors of the total UMAT score, UMAT-1, UMAT-2 and UMAT-3 scores were entered into regression models and included gender, age, school type, language used at home, deciles for the Index of Relative Socioeconomic Advantage and Disadvantage score, the Accessibility/Remoteness Index of Australia (ARIA), self-identification as being of Aboriginal or Torres Strait Islander origin (ATSI) and current Australian state or territory of abode.ResultsA lower UMAT score was predicted by living in an area of relatively higher social disadvantage and lower social advantage. Other socioeconomic indicators were consistent with this observation with lower scores in those who self-identified as being of ATSI origin and higher scores evident in those from fee-paying independent school backgrounds compared to government schools. Lower scores were seen with increasing age, female gender and speaking any language other than English at home. Divergent effects of rurality were observed, with increased scores for UMAT-1 and UMAT-2, but decreasing UMAT-3 scores with increasing ARIA score. Significant state-based differences largely reflected substantial socio-demographic differences across Australian states and territories.ConclusionsBetter performance by Australian candidates in the UMAT is linked to an increase in socio-economic advantage and reduced disadvantage.This observation provides a firm foundation for selection processes at medical schools in Australia that have incorporated affirmative action pathways to quarantine places for students from areas of socio-economic disadvantage.

Environmental sustainability, complex systems, and the disruptive imagination

It is now widely recognized that a scientific approach to the environment requires recognition that all things environmental are embedded in complex systems. While it is theoretically possible to study elements of environmental systems in isolation, the knowledge derived will be of limited value for informing real decisions made in messy, context-rich situations. In environmental systems, it is not typical that all other variables remain equal. Thus, managers, decision-makers, and policy-makers are constrained from adjusting just one variable at a time. The interconnected, interdependent character of real-world environmental systems ensures that simplification risks masking the unintended consequences of decisions. Subsequently, new problems will emerge that require more study, increasingly ambitious interventions, and create further unintended consequences. An antidote to a spiral of ever-increasing effort yielding increasingly frustrating outcomes might be systems thinking. One goal of systems theory and methodology is to understand interconnectedness and interdependencies at an appropriately holistic scale, remaining sensitive to the limits of knowledge and willing to adapt present and future decisions to new information. Nonetheless, there is no single template that constitutes a systems approach. The degree to which systems analysts, decision-makers, and scientists can combine reductionist perspectives with holistic perspectives depends on the skill and experience with which methods or tools are employed. The paragraphs below describe several of these, in order from most narrow and quantitative to most broad and necessarily qualitative. Logical problem-solving requires analysts to pose wellformulated problems that typically yield one best right answer. For example, in systems optimization, the goal to identify a set of design variables that result in minimization or maximization of an objective (or merit) function that represents the values of decision-makers. Famous problems in transportation and economics are amenable to systems optimization, such as planning a bus route that picks up and delivers all passengers while driving the fewest possible miles. Taken collectively, these problems make up a field of study called operations research. When a systems optimization problem is not reducible to a single objective, it may be amenable to multi-criteria decision analysis (MCDA). Nonetheless, the optimization approach typically makes strong assumptions about the definition of boundaries and state of knowledge of the system, including the relationships among the state variables of the system. Typically, systems optimization is good for managing complicated systems from which reliable data and operational models can be extracted (such as air traffic control, supply chains, or manufacturing); however, it is not often appropriate for complex systems. The latter includes feedback loops that may operate on time scales that render it not useful to conceive of optimality. Some systems can be both simple and complex, in the T. P. Seager (&) Arizona State University, Glendale, AZ, USA e-mail: Thomas.Seager@asu.edu

Coping Strategies in Female Survivors of Childhood Sexual Abuse from Two Canadian and Two New Zealand Cultural Groups

Individuals from some minority cultures are at greater risk of experiencing childhood sexual abuse (CSA) and are also at heightened risk of negative outcomes from abuse. Coping strategies, which may mediate the relationship between CSA and outcomes, are also impacted by culture. This study examined the use of coping strategies in female survivors of CSA across 4 cultural groupings from 2 countries—86 European Canadians, 40 Native Canadians, 129 European New Zealanders, and 35 Māori New Zealanders—who all completed the Coping Responses Inventory. The 4 groups differed significantly on 7 of the 8 Coping Responses Inventory scales (Logical Analysis, Positive Reappraisal, Problem Solving, Cognitive Avoidance, Acceptance or Resignation, Seeking Alternative Rewards, Emotional Discharge). Whereas New Zealanders differed significantly from Canadians (p < .001), Europeans did not differ significantly from indigenous cultural groups, nor did nationality and culture grouping interact (p > .05). The profile of coping in New Zealand Europeans was relatively flat, with average scores across coping types close to the mean of the t-score distribution. Māori New Zealanders produced a similar profile, with only slight increases on 2 scales of avoidant coping. The findings raise questions about the extent to which generalizations can be made about there being either a “Western/European” culture or a particular “indigenous” culture. This in turn also raises the issue of whether cross-validation and replication of findings are needed if the findings are to be applied outside of the country in which the data were gathered.

I Read I Play: A Web Based Application for Supporting Children's Learning Process

In latest years, there is a consisting trend in creating increasingly rich educational opportunities involving for children. Epistemology and technology act for an important set to determine innovative educational materials. Computers can engender a bridge over the educational distances for every child. Realizing a demand, a Web-based application has been developed with a creative reading approach in order to improve the child's reading-comprehension, narrative skills involving activities such as reading, writing, visual reading, relating, comprehension, criticizing, estimation and playing educational computer games. This study aims to offer to children many learning benefits such as motivation, engagement and fun in addition to providing many skills for instance logical thinking and problem solving as well as understanding of abstract concepts. This paper focuses on sharing implementation experiences of our application that expand a positive attitude for reading in children.

Neuromuscular disorders in the cat: Clinical approach to weakness

Weakness is a relatively common clinical presentation in feline medicine and can be caused by primary neuromuscular disease or by diseases of other body systems affecting the neuromuscular system secondarily. Successful work-up relies on a thorough clinical and neurological examination, and logical problem solving, based on an understanding of the underlying neuroanatomical and pathophysiological mechanisms. Feline neuromuscular diseases can be a diagnostic challenge. On initial inspection, the presenting signs can mimic disorders of other body systems, particularly cardiovascular, pulmonary and orthopaedic disease, or may be confused with systemic illnesses. Additionally, because many different pathologies of the feline neuromuscular system converge to a similar clinical phenotype, further diagnostic steps such as electrodiagnostics, cerebrospinal fluid analysis, and muscle and nerve biopsies must be considered even after neuromuscular dysfunction has been identified. This review provides a framework for the clinical approach to the weak cat and gives a practical summary of neuromuscular diseases for the general practitioner and specialist alike. Many diseases affecting the feline neuromuscular system have been well described in the veterinary literature, mostly based on retrospective case reports and series. The evidence base for the treatment of feline neuromuscular diseases remains very limited.

Effects of Genetic Variations in the Dopaminergic System on Fatigue in Humans: Gender Aspects

Changes in the functional status under the effect of intense mental exercise were studied in carriers of different variants of DAT1, DRD2, and COMT genes. The volunteers (n=140) performed 3-h monotonous mental work (information processing and logical problem solving). The degree of fatigue was evaluated before and after exercise by the HAM (Health status-Activity-Moods) and AMF (Acute Mental Fatigue) questionnaires. A significant relationship between the DAT1, DRD2, and COMT gene polymorphism and changes in the mental sphere status were revealed. The effects of these polymorphisms were the most pronounced in girls. The results are discussed within the framework of hypothesis on the effects of changes in the phasic/tonic dopamine proportion on the studied functions.

Flexner Revisited: The Role and Value of the Basic Sciences in Medical Education

A central tenet of Flexner's report was the fundamental role of science in medical education. Today, there is tension between the time needed to teach an ever-expanding knowledge base in science and the time needed for increased instruction in clinical application and in the behavioral, ethical, and managerial knowledge and skills needed to prepare for clinical experiences. One result has been at least a perceived reduction in time and focus on the foundational sciences. In this context, the International Association of Medical Science Educators initiated a study to address the role and value of the basic sciences in medical education by seeking perspectives from various groups of medical educators to five questions: (1) What are the sciences that constitute the foundation for medical practice? (2) What is the value and role of the foundational sciences in medical education? (3) When and how should these foundational sciences be incorporated into the medical education curriculum? (4) What sciences should be prerequisite to entering the undergraduate medical curriculum? (5) What are examples of the best practices for incorporating the foundational sciences into the medical education curriculum? The results suggest a broad group of experts believes that an understanding of basic science content remains essential to clinical practice and that teaching should be accomplished across the entire undergraduate medical education experience and integrated with clinical applications. Learning the sciences also plays a foundational role in developing discipline and rigor in learners' thinking skills, including logical reasoning, critical appraisal, problem solving, decision making, and creativity.

Reading and Interpreting a Quantitative Research Study

Nurse clinicians make hundreds of small decisions every hour based on training, experience, and logical problem solving. Experience-based knowledge develops as they begin noticing cause-and-effect relationships and form personal theories that make them highly attentive to some factors and suspicious about others. The expert clinician uses these heightened clues about relationships to predict and avoid problems. Quantitative research provides the clinician with other information, gathered in a far more formal way, using sensitive measurements and controls to account for factors that have competing influence. This article offers pointers and a roadmap for reading and interpreting the formalized language, structure, and outcomes of quantitative research reports, with emphasis on issues of validity that affect a study's strength for evidence-based practice decisions.

Math by the Month: Passport to Travel

“Math by the Month” activities are designed to engage students to think as mathematicians do. Students may work on the activities individually or in small groups, or the whole class may use them as problems of the week. No solutions are suggested, so students look to themselves for mathematical justification and develop confidence to validate their work. Most children have done some type of traveling. Whether it is a trip around their neighborhood, to another city, or to a different state or country, traveling is an adventure. This month, students will use the context of travel to engage in mathematics problems that promote logical thinking, graphing, measurement, number sense, and problem solving. With summer on the way, it is time for a trip!

Integrated Case-Based Applied Pathology (ICAP): A Diagnostic-Approach Model for the Learning and Teaching of Veterinary Pathology

Integrative Case-Based Applied Pathology (ICAP) cases form one component of learning and understanding the role of pathology in the veterinary diagnostic process at the Faculty of Veterinary Science, University of Sydney. It is a strategy that focuses on student-centered learning in a problem-solving context in the year 3 curriculum. Learning exercises use real case material and are primarily delivered online, providing flexibility for students with differing learning needs, who are supported by online, peer, and tutor support. The strategy relies heavily on the integration of pre-clinical and para-clinical information with the introduction of clinical material for the purposes of a logical three-level, problem-oriented approach to the diagnosis of disease. The focus is on logical diagnostic problem solving, primarily using gross pathology and histopathological material, with the inclusion of microbiological, parasitological, and clinical pathological data. The ICAP approach is linked to and congruent with the problem-oriented approach adopted in veterinary medicine and the case-based format used by one of the authors (PJC) for the teaching and learning of veterinary clinical pathology in year 4. Additionally, final-year students have the opportunity, during a diagnostic pathology rotation, to assist in the development and refinement of further ICAPs, which reinforces the importance of pathology in the veterinary diagnostic process. Evidence of the impact of the ICAP approach, based primarily on student surveys and staff peer feedback collected over five years, shows that discipline-specific learning, vertical and horizontal integration, alignment of learning outcomes and assessment, and both veterinary and generic graduate attributes were enhanced. Areas for improvement were identified in the approach, most specifically related to assistance in the development of generic teamwork skills.

Conversation with M. Douglas Anglin

Conversation with M. Douglas Anglin

Solving traveling salesman problems with DNA molecules encoding numerical values

We introduce a DNA encoding method to represent numerical values and a biased molecular algorithm based on the thermodynamic properties of DNA. DNA strands are designed to encode real values by variation of their melting temperatures. The thermodynamic properties of DNA are used for effective local search of optimal solutions using biochemical techniques, such as denaturation temperature gradient polymerase chain reaction and temperature gradient gel electrophoresis. The proposed method was successfully applied to the traveling salesman problem, an instance of optimization problems on weighted graphs. This work extends the capability of DNA computing to solving numerical optimization problems, which is contrasted with other DNA computing methods focusing on logical problem solving.