- This study aims to see how zebrafish, a shoaling species, differ in their ability to perform a maze task when learning in a shoal and as an individual. Results Results suggest that shoals of zebrafish are able to learn to perform the spatial memory...Link: https://asq.org/cert/control/prepare?WT.dcsvid=NTg3OTExMzYwNzIS1
- Interestingly, zebrafish who were trained first in a shoal but were then tested as individuals, did not show the same level of consistency in their choice of navigation strategy. Conclusions These findings suggest that shoaling influences navigation...Link: https://youtube.com/watch?v=lOBrXvQ3aQ4
- Previous experiments have typically used a maze task to assess which strategy animals prefer when encoding location in spatial memory [ 7 , 16 , 17 ]. Such experiments suggest that a number of taxonomic groups are capable of using a predominantly allocentric strategy but are also capable of switching between different strategies in order to accommodate changes within the environment [ 4 ]. Other factors such as age, or experience may also influence whether animals use an allo- or egocentric strategy [ 14 , 18 ]. Individuals within a group may prefer different strategies for facilitating spatial learning, and it is possible that group-moving animals are presented with conflicting directional preferences among group members. How the individuals, and the group as a whole, deal with this potential difference in spatial memory mechanisms within the group poses an interesting question.Link: https://femon.sk/jok3e/unit-8-right-triangles-and-trigonometry-homework-3-answers-key-56d5a5
- Although the role of group living in navigational decision-making has been relatively understudied, it has started to receive more attention in the last 10 years. Empirical studies have looked at how information affects group cohesion [ 21 , 22 , 23 , 24 ] and how differential experience influences group decisions [ 25 , 26 ]. However, the question of whether being a member of a group influences overall choice of navigational strategy remains unanswered.Link: https://natoschool.nato.int/Academics/Portfolio/Course-Announcements
- Related to this is how group membership influences the spatial learning of individuals within the group. In general however, the extent to which behaviours formed as a group are retained by individuals, is poorly understood [ 30 ]. Fish are often selected as preferred animals of study as they are relatively easy to keep compared to other vertebrates e. Indeed, the general use of fish in learning and memory experiments has significantly increased in recent years [ 32 , 33 ]. Shoalling is also a common occurrence in fish species which makes them ideal models for studying group behaviour [ 31 , 32 , 33 , 34 ]. A recent study by the authors used a plus maze task to explore the individual spatial memory of four different species of fish. The results showed that three species of fish killifish, goldfish and Siamese fighting fish demonstrated a preference for the use of the more complex, allocentric place strategy, whereas the fourth species, zebrafish, showed no significant preference for either a place allocentric or a response egocentric strategy.Link: https://mayoclinic.org/diseases-conditions/food-allergy/diagnosis-treatment/drc-20355101
- Furthermore, the zebrafish were found to take significantly longer to learn the task than any of the other three species [ 16 ]. The fact that zebrafish are a naturally shoaling species [ 34 , 35 , 36 ] presents an opportunity to investigate how different individual preferences may influence the overall strategy of the shoal and indeed the general cohesiveness of the group. With this in mind, our study aims to address two questions: [ 1 ] does shoaling result in a more consistent navigation strategy, and; [ 2 ] does it facilitate or impede transfer of learning to individuals within the shoal?Link: https://questions.examside.com/past-years/gate/question/if-left-x-right-is-a-continuous-real-valued-random-variable-gate-ce-2014-set-2-marks-2-jmalzlh64z3arjvg.htm
- To answer these questions, we will compare the predominant navigation strategies allocentric place learning vs egocentric response learning adopted by individual zebrafish, shoals of zebrafish, and individual zebrafish trained in shoals using the classic plus maze paradigm. Methods Subjects Twenty individual zebrafish Danio rerio were trained and tested as part of a previous experiment [ 16 ] and form part of the analysis of the results presented here. Forty shoals consisting of five fish individual zebrafish in total were tested during the course of the current experiment.Link: https://quizlet.com/au/324103370/k-nearest-neighbour-week-6-flash-cards/
- Two groups of 20 shoals were tested under two different experimental procedures on the probe trial see below. The fish were all adults although exact age was unknown. The sex of the fish was not known. Ireland and fish in shoals from Grosvenor Tropicals, Lisburn, N. All fish were introduced to the laboratory a minimum of 1 week before any experiments began. This was to allow the animals time to acclimatise to laboratory conditions and also to allow natural shoaling to occur in the relevant fish.Link: https://prepp.in/rrb-ntpc-exam/results
- Housing conditions All apparatus was commercially sourced from sources listed in the Subjects section and also from Maidenhead Aquatics, Newtownabbey, N. Individual zebrafish were each housed separately in 2 L glass jars during the course of experimentation for identification purposes. A maximum of 10 jars were placed together on a heat mat at any one time so that individuals could see other conspecifics. Shoals were kept in 25 L tanks with a density of five individual fish in each.Link: https://medicexams.com/slim/how-did-JoF-faith-evans-lose-weight/
- Water was maintained at an average temperature of 25 o C. When not completing experiments, all fish were fed commercial flaked food. All fish were maintained in a 11 h light: dark cycle at all times during the laboratory. Trials were timed using a standard stopwatch. The T-maze was formed by blocking the arm directly opposite the start arm with a piece of Perspex. A reverseReverse layout would be used as the T-maze for probe trials, i. A training block consist of a total of 10 trials. Each fish would complete a maximum of one training block per day. Training began at 9 am and carried on until each fish had completed one block. A trial was considered complete when the tail fin of the fish had passed fully into either arm of the maze. If the fish swam to its assigned rewarded arm, it would receive bloodworm immediately administered by the experimenter using tweezers and the fish would then be moved back to the start arm for the next trial.Link: https://realmoneyaction.com/playtech-and-gvc-holdings-sign-a-new-agreement/
- The water in the tank was disturbed between each trial to help minimise the risk of the fish using olfactory cues to navigate. The tank would also be fully filtered for a minimum of 20 min between each individual training block. Potential intramaze visual cues were reduced or eliminated where possible, e. Outside the maze, there was a wall at the end of the left arm, while there was no wall at the end of the right arm. Potential extramaze cues included housing tanks and pieces of paper and plastic on the wall. No attempt was made to control access to these global cues. The location of the experimenter varied across individual trials, moving to different locations relative to the arms of the maze. However, due to, the nature of the setup, namely goal arms being perpendicular to the edge of the bench, the experimenter was constrained to the right side with respect to the training start box of the maze.Link: https://trailblazers.salesforce.com/answers?id=90630000000gzcFAAQ
- Shoals Twenty shoals of five fish were used and received all their training and testing as shoals. Again training would start at approximately 9 am and continue until all shoals had completed a full block. During training trials, half of the shoals in each group would receive a food reward in the left hand arm of the maze, and the other half in the right. In these instances, a trial would be considered complete when all five fish were in either the left or the right arm of the maze at the same time. This was the only difference in the training of individual fish and shoals. As with individuals, if the shoal swam to their allocated rewarded arm, the shoal would immediately receive a bloodworm reward administered with tweezers.Link: https://jagranjosh.com/current-affairs/debashree-mukherjee-appointed-the-new-chief-executive-officer-of-the-delhi-jal-board-1335953636-1
- As with individual fish, a training block was considered successful if 8 out of 10 trials were correct and the shoal was considered to have reached criterion when 3 consecutive training blocks were achieved. Shoals tested as individuals To assess whether individuals trained as a shoal displayed a different distribution of navigational choices compared to individuals trained individually, a second group of 20 shoals of five fish were also trained following the same procedure used in the training of the first batch of shoals. As above, training started at 9 am and continued until all shoals had completed a full block of trials. The only difference was that upon reaching criterion and being tested with probe trials, these shoals were tested as the five individual members rather than as a shoal see below. Probe trial- individuals On reaching criterion, an individual would immediately receive a probe trial.Link: https://entrancetest19.in/ssc-cgl-tier-1-answer-key/
- This trial would begin in the opposite arm from training Fig. Again a trial would be considered complete when the tail of the fish had passed into either the left or right hand arm. If the individual moved to the previous rewarded arm, this was recorded as a place strategy. If it swam using the same turning direction as on training trials i. No reward was administered during probe trials. After the probe trial, the animal would be returned to their housing tanks and experimentation for that animal would be complete.Link: https://real4exams.com/700-751_braindumps.html
- Probe trial — Shoals As for individuals, for the first 20 shoals, on reaching criterion, a shoal would immediately receive a probe trial, in which they would start in the opposite arm from training with the original start arm blocked. Again, a trial would be considered complete on the first occasion that all five fish were either in the left or right hand arm at the same time. If the shoal moved to the previous rewarded arm, this was recorded as a place strategy.Link: https://proprofs.com/quiz-school/story.php?title=what-cabin-in-chb-are-you-in
- If the shoals swam using the same turning direction as on training trials i. Again no reward was administered for probe trials. After the probe trial, the animals would be returned to their housing tanks and experimentation for those animals would be complete. Probe trial — Individuals trained as shoals A second set of 20 shoals was involved in the experiment to assess the navigational choice used by individual fish following training as members of shoals. Upon reaching training criterion, the shoal was immediately removed from the experimental tank and was placed in a beaker containing water from the experimental tank. A single fish would be placed into the probe start arm and would complete the probe trial alone with its choice recorded before it was removed and returned to its housing tank.Link: https://habitezici.com/forum/elements-of-drama-multiple-choice-test-pdf-1816e9
- A generalized linear model with an underlying poisson loglinear distribution was used to assess the effect of experimental group on the number of blocks required to reach training criterion. This performs better than a square root transformation and analysis assuming a Gaussian distribution [ 37 ]. Individual binomial tests were used to assess whether there was a significant preference for either a place or a response strategy on navigation choices made in each experimental group, and to assess the prevalence of shoal cohesion on the probe trial.Link: https://ereadingworksheets.com/browse-worksheets-by-grade-level/reading-worksheets-by-grade-level/7th-grade-reading-worksheets/
- Results Acquisition time Acquisition time was the number of blocks required to reach training criterion by each shoal or individual fish Fig. See Fig. Numbers next to symbols indicate the number of units comprising that data point.Link: https://allfreesewing.com/Basics-and-Tutorials/Sewing-Questions-Answered-NSM2018
- The result was that our full-time faculty and staff shrank by 38 full-time-equivalents this year, leaving critical gaps in skills and coverage. DAU faculty and staff responded to this with their usual dedication and covered those gaps while finding ways to work more efficiently in everything from how much paper we print to how our IT networks are built and maintained. By any measure, FY14 was a very successful year. On a personal note, it was also the year when I was honored with the opportunity to lead DAU. I ve been extraordinarily impressed by how well my predecessors conceived of DAU and built it to be the leading institution it is. I was impressed most of all with the people who work here who are DAU. They are a truly exceptional group, and I look forward to working with them to achieve even more in FY It isn t enough to cut costs alone, however; you still have to perform.Link: https://lovepmp.com/docs/question/pmp-questions/ID-2308-according-to-evm-whichterm-below-represents-thebudgeted-cost-of-the-work-to-be-completed-to-date
- We continued to succeed in our vital function giving the Defense Acquisition Workforce the tools and knowledge it needs to succeed. DAU delivered an impressive amount of learning to the workforce, and increasingly did it with the newest and most efficient tools: Provided more than 8 million hours of learning; Graduated , students; Provided , hours of Mission Assistance; Offered online continuous learning modules; and Provided , contact hours on Defense Acquisition Portal and Acquisition Community Connection with 65, ACC contributors and more than 20 million page views. Our training continued to be of the highest quality. Average scores for student satisfaction were 6. The data even showed that students feel better about their work and their careers after a DAU classroom course than when they do their work online. This is a testament to the fact that our faculty brings more than knowledge to their work they bring the energy and enthusiasm that come from a strong sense of purpose.Link: https://gamecritics.com/wp-content/uploads/zjpnr/circuit-builder-gizmo-quizlet-8da1ff
- This is contagious, it seems. This award placed DAU ahead of learning organizations from many of the largest and most successful corporations in America. The full range of acquisition services and solutions available through DAU make them an invaluable resource and essential component of our acquisition mission. Our faculty and staff take this responsibility very seriously and use every opportunity to influence and improve the professionalism of Defense Acquisition Workforce members. By everyone acquisition interns to well-seasoned procurement leaders DAU is known and highly regarded for providing certification training vital to developing qualified acquisition, requirements, and contingency professionals.Link: https://skylineshines.skylinecollege.edu/
- DAU strengthens this training with career-long support through a variety of online resources and informal learning programs, ensuring that the workforce has access to the most up-to-date acquisition- and Defense-related policies and materials. When needed, DAU subject matter experts provide a variety of one-on-one and team-oriented mission assistance engagements to acquisition organizations to address critical acquisition issues. Collectively, the formal training, informal resources, and mission assistance offered by DAU promote workplace efficiency, enhance mission effectiveness, and improve the professionalism of the Defense Acquisition Workforce. Defense Acquisition Workforce members must be certified for the positions they hold. Through DAU s core certification and core plus training courses, workforce members are able to fulfill the training requirements for their career-field certifications.Link: https://gcss.army.mil/(X(1)S(dm3hjx3ns53jfr4tkxbw5rii))/Training/
- Department of Defense DoD policy requires workforce members to earn 80 continuous learning points every 24 months to maintain currency in their career fields. This anytime, anywhere availability allows the workforce to cost-effectively meet continuous learning requirements. DAU s Mission Assistance program extends services beyond the classroom and into the workplace. This program places seasoned faculty onsite at organizations ranging from smaller acquisition teams to larger acquisition programs to provide advice, consulting, rapid-deployment training on new initiatives, or training targeted to address unique mission needs.Link: https://passcert.com/MB-800.html
- Students described the virtual course structure as a good option to the traditional classroom that is as effective as any resident course and is a course delivery technique that everybody should experience. Virtual class offerings are just one way that the DAU faculty provides the same high-quality instruction to students at reduced costs. Flipped classrooms resident courses where students are provided materials before leaving their home location reduce time both in the classroom and away from the field, while also providing online resource materials. An offering of ACQ B piloted through the flipped classroom-style was also able to reduce class time from 4.Link: https://seedsmagazine.wordpress.com/2014/02/09/a-first-communion-readiness-test-2/
- More than 50 students participated in these two pilots, which they described as both comfortable and enjoyable. Response to the flipped classroom approach has been so successful for existing courses that curriculum developers are experimenting with the approach for new courses. In a paperless course, students are provided the electronic version of course materials ahead of the class, allowing students to take notes electronically while saving percent of printing costs. The paperless initiative is just one example of a successful innovation DAU faculty experimented with and further implemented. The two-week LOG course provides product support managers a professional development opportunity focusing on leadership skills in developing and executing affordable product support strategies, particularly in leading up, across, and down. Throughout FY14, the course development team, comprising field practitioners and life-cycle logistics DAU faculty, designed the course to incorporate student-submitted dilemmas and lessons-learned into the core curriculum.Link: https://eduvidya.com/Entrance-Exam/HSC-Exam
- They then provided innovative teaching solutions including faculty as sponsors and leaders of daily themes, improved software tools for stakeholder engagement strategies, and reinforcing open leadership methodology. This candid approach to acquisition obstacles with real-world solutions was very successful, with faculty and student pilots and the initial course offering all receiving favorable feedback. Intermediate Cost and Price Analysis CON is using innovative teaching techniques that reduce PowerPoint presentations and incorporate real, three-dimensional objects to provide students with a narrative that better ensures long-term information retention.Link: https://hkt.dekheraduubey.site/
Sunday, June 6, 2021
Dau Clm 017 Test Answers
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