Now showing 1 - 4 of 4
ItemNo Preview AvailableField Effect Transistor-Like Control of Capillaric Flow Using Off-ValvesMeffan, RC ; Mak, D ; Menges, J ; Dolamore, F ; Fee, C ; Dobson, RCJ ; Nock, V (IEEE, 2022-01-01)
ItemNo Preview AvailableFeasibility of a Chronic, Minimally Invasive Endovascular Neural InterfaceOpie, NL ; Rind, GS ; John, SE ; Ronayne, SM ; Grayden, DB ; Burkitt, AN ; May, CN ; O'Brien, TJ ; Oxley, TJ ; Patton, J ; Barbieri, R ; Ji, J ; Jabbari, E ; Dokos, S ; Mukkamala, R ; Guiraud, D ; Jovanov, E ; Dhaher, Y ; Panescu, D ; Vangils, M ; Wheeler, B ; Dhawan, AP (IEEE, 2016-01-01)Development of a neural interface that can be implanted without risky, open brain surgery will increase the safety and viability of chronic neural recording arrays. We have developed a minimally invasive surgical procedure and an endovascular electrode-array that can be delivered to overlie the cortex through blood vessels. Here, we describe feasibility of the endovascular interface through electrode viability, recording potential and safety. Electrochemical impedance spectroscopy demonstrated that electrode impedance was stable over 91 days and low frequency phase could be used to infer electrode incorporation into the vessel wall. Baseline neural recording were used to identify the maximum bandwidth of the neural interface, which remained stable around 193 Hz for six months. Cross-sectional areas of the implanted vessels were non-destructively measured using the Australian Synchrotron. There was no case of occlusion observed in any of the implanted animals. This work demonstrates the feasibility of an endovascular neural interface to safely and efficaciously record neural information over a chronic time course.
ItemExploring misconceptions as a trigger for enhancing student learningVerkade, H ; Lodge, JM ; Elliott, K ; Mulhern, TD ; Espinosa, AA ; Cropper, SJ ; Rubinstein, BIP ; Walker, R ; Bedford, S (Higher Education Research and Development Society of Australasia, Inc, 2017)This article addresses the importance of confronting misconceptions in the teaching of the STEM disciplines. First, we review the central place for threshold concepts in many disciplines and the threat misconceptions pose to quality education. Second, approaches will be offered for confronting misconceptions in the classroom in different contexts. Finally, we discuss what we can learn about these approaches and the common threads that reveal successful approaches. These steps have been explored in relation to four case studies across diverse disciplines. From these case studies, a set of principles about how best to address misconceptions in STEM disciplines has been distilled. As conceptual knowledge increases in importance in higher education, effective strategies for helping students develop accurate conceptual understanding will also be increasingly critical.
ItemPrecision Medicine: Dawn of Supercomputing in ‘omics ResearchReumann, M ; Holt, KE ; Inouye, M ; Stinear, T ; Goudey, B ; Abraham, G ; WANG, Q ; Shi, F ; Kowalczyk, A ; Pearce, A ; Isaac, A ; Pope, BJ ; Butzkueven, H ; Wagner, J ; Moore, S ; Downton, M ; Church, PC ; Turner, SJ ; Field, J ; Southey, M ; Bowtell, D ; Schmidt, D ; Makalic, E ; Zobel, J ; Hopper, J ; Petrovski, S ; O'Brien, T (eResearch Australasia, 2011)