Purdue University

About: Purdue University is a education organization based out in West Lafayette, Indiana, United States. It is known for research contribution in the topics: Population & Context (language use). The organization has 73219 authors who have published 163563 publications receiving 5775236 citations. The organization is also known as: Purdue & Purdue-West Lafayette.

Analysis of shared heritability in common disorders of the brain

Abstract: Disorders of the brain can exhibit considerable epidemiological comorbidity and often share symptoms, provoking debate about their etiologic overlap. We quantified the genetic sharing of 25 brain disorders from genome-wide association studies of 265,218 patients and 784,643 control participants and assessed their relationship to 17 phenotypes from 1,191,588 individuals. Psychiatric disorders share common variant risk, whereas neurological disorders appear more distinct from one another and from the psychiatric disorders. We also identified significant sharing between disorders and a number of brain phenotypes, including cognitive measures. Further, we conducted simulations to explore how statistical power, diagnostic misclassification, and phenotypic heterogeneity affect genetic correlations. These results highlight the importance of common genetic variation as a risk factor for brain disorders and the value of heritability-based methods in understanding their etiology.

Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective.

Abstract: The way we define learning and what we believe about the way learning occurs has important implications for situations in which we want to facilitate changes in what people know and/ or do. Learning theories provide instructional designers with verified instructional strategies and techniques for facilitating learning as well as a foundation for intelligent strategy selection. Yet many designers are operating under the constraints of a limited theoretical background. This paper is an attempt to familiarize designers with three relevant positions on learning (behavioral, cognitive, and constructivist) which provide structured foundations for planning and conducting instructional design activities. Each learning perspective is discussed in terms of its specific interpretation of the learning process and the resulting implications for instructional designers and educational practitioners. The information presented here provides the reader with a comparison of these three different viewpoints and illustrates how these differences might be translated into practical applications in instructional situations.

Low-Loss Plasmonic Metamaterials

Abstract: Metamaterials (MMs) are artificial, engineered materials with rationally designed compositions and arrangements of nanostructured building blocks. These materials can be tailored for almost any application because of their extraordinary response to electromagnetic, acoustic, and thermal waves that transcends the properties of natural materials (1–3). The astonishing MM-based designs and demonstrations range from a negative index of refraction, focusing and imaging with sub-wavelength resolution, invisibility cloaks, and optical black holes to nanoscale optics, data processing, and quantum information applications (3). Metals have traditionally been the material of choice for the building blocks, but they suffer from high resistive losses—even metals with the highest conductivities, silver and gold, exhibit excessive losses at optical frequencies that restrict the development of devices in this frequency range. The development of new materials for low-loss MM components and telecommunication devices is therefore required.

Phenolic Compounds and Their Role in Disease Resistance

Abstract: Antibiotic phenols have been found in all plants investigated to date. Some occur constitutively and are thought to function as preformed inhibitors associated with nonhost resistance (84, 94, 128, 134). Others, which are the subject of this review, are formed in response to the ingress of pathogens, and their appearance is considered as part of an active defense response. Since the first suggestions that phenolic intermediates have a role in the active expres­ sion of resistance, an underlying problem in ascertaining that such secondary metabolites are of primary (rather than secondary) importance has been the localization and timing of the host response. In this review we address the problem of response localization and localization of phenolics relative to the sequential development of stages of disease that lead ultimately to resistance expression. Initial demonstrations that phenols are significant components of the host