McGill University

About: McGill University is a education organization based out in Montreal, Quebec, Canada. It is known for research contribution in the topics: Population & Context (language use). The organization has 72688 authors who have published 162565 publications receiving 6966523 citations. The organization is also known as: Royal institution of advanced learning & University of McGill College.

Putting people in the map: anthropogenic biomes of the world

Abstract: Humans have fundamentally altered global patterns of biodiversity and ecosystem processes. Surprisingly, existing systems for representing these global patterns, including biome classifications, either ignore humans altogether or simplify human influence into, at most, four categories. Here, we present the first characterization of terrestrial biomes based on global patterns of sustained, direct human interaction with ecosystems. Eighteen “anthropogenic biomes” were identified through empirical analysis of global population, land use, and land cover. More than 75% of Earth's ice-free land showed evidence of alteration as a result of human residence and land use, with less than a quarter remaining as wildlands, supporting just 11% of terrestrial net primary production. Anthropogenic biomes offer a new way forward by acknowledging human influence on global ecosystems and moving us toward models and investigations of the terrestrial biosphere that integrate human and ecological systems.

A New and Improved Population-Based Canadian Reference for Birth Weight for Gestational Age

Abstract: Background. Existing fetal growth references all suffer from 1 or more major methodologic problems, including errors in reported gestational age, biologically implausible birth weight for gestational age, insufficient sample sizes at low gestational age, single-hospital or other non-population–based samples, and inadequate statistical modeling techniques. Methods. We used the newly developed Canadian national linked file of singleton births and infant deaths for births between 1994 and 1996, for which gestational age is largely based on early ultrasound estimates. Assuming a normal distribution for birth weight at each gestational age, we used the expectation-maximization algorithm to exclude infants with gestational ages that were more consistent with 40-week births than with the observed gestational age. Distributions of birth weight at the corrected gestational ages were then statistically smoothed. Results. The resulting male and female curves provide smooth and biologically plausible means, standard deviations, and percentile cutoffs for defining small- and large-for-gestational-age births. Large-for-gestational age cutoffs (90th percentile) at low gestational ages are considerably lower than those of existing references, whereas small-for-gestational-age cutoffs (10th percentile) postterm are higher. For example, compared with the current World Health Organization reference from California (Williams et al, 1982) and a recently proposed US national reference (Alexander et al, 1996), the 90th percentiles for singleton males at 30 weeks are 1837 versus 2159 and 2710 g. The corresponding 10th percentiles at 42 weeks are 3233 versus 3086 and 2998 g. Conclusions. This new sex-specific, population-based reference should improve clinical assessment of growth in individual newborns, population-based surveillance of geographic and temporal trends in birth weight for gestational age, and evaluation of clinical or public health interventions to enhance fetal growth. fetal growth, birth weight, gestational age, preterm birth, postterm birth.

The revised International Association for the Study of Pain definition of pain: concepts, challenges, and compromises.

Abstract: The current International Association for the Study of Pain (IASP) definition of pain as "An unpleasant sensory and emotional experience associated with actual or potential tissue damage, or described in terms of such damage" was recommended by the Subcommittee on Taxonomy and adopted by the IASP Council in 1979. This definition has become accepted widely by health care professionals and researchers in the pain field and adopted by several professional, governmental, and nongovernmental organizations, including the World Health Organization. In recent years, some in the field have reasoned that advances in our understanding of pain warrant a reevaluation of the definition and have proposed modifications. Therefore, in 2018, the IASP formed a 14-member, multinational Presidential Task Force comprising individuals with broad expertise in clinical and basic science related to pain, to evaluate the current definition and accompanying note and recommend whether they should be retained or changed. This review provides a synopsis of the critical concepts, the analysis of comments from the IASP membership and public, and the committee's final recommendations for revisions to the definition and notes, which were discussed over a 2-year period. The task force ultimately recommended that the definition of pain be revised to "An unpleasant sensory and emotional experience associated with, or resembling that associated with, actual or potential tissue damage," and that the accompanying notes be updated to a bulleted list that included the etymology. The revised definition and notes were unanimously accepted by the IASP Council early this year.

The Mathematics of Sentence Structure

Abstract: (1958). The Mathematics of Sentence Structure. The American Mathematical Monthly: Vol. 65, No. 3, pp. 154-170.

Extrinsic Rewards and Intrinsic Motivation in Education: Reconsidered Once Again:

Abstract: The finding that extrinsic rewards can undermine intrinsic motivation has been highly controversial since it first appeared (Deci, 1971). A meta-analysis published in this journal (Cameron & Pierce, 1994) concluded that the undermining effect was minimal and largely inconsequential for educational policy. However, a more recent meta-analysis (Deci, Koestner, & Ryan, 1999) showed that the Cameron and Pierce meta-analysis was seriously flawed and that its conclusions were incorrect. This article briefly reviews the results of the more recent meta-analysis, which showed that tangible rewards do indeed have a substantial undermining effect. The meta-analysis provided strong support for cognitive evaluation theory (Deci & Ryan, 1980), which Cameron and Pierce had advocated abandoning. The results are briefly discussed in terms of their relevance for educational practice.