This document outlines a research study investigating the neural underpinnings of mental resilience in military contexts. The study involves four parts using 40 male soldiers to examine how personality and brain activity during stressful tasks predict performance and well-being. Brain regions like the prefrontal cortex and parietal cortex are predicted to show enhanced activation in resilient soldiers. Understanding decision-making and the brain's response to trauma may provide insight into enhanced abilities under pressure.
Assessment Task 3 Written Assignment - Evaluating the usefuln.docxdavezstarr61655
Assessment Task 3: Written Assignment - Evaluating the usefulness of evidence - Marking Rubric
HD DI CR PS NN No Attempt (Zero) Score
Paper 1:
Describe the quality of
evidence (type,
hierarchy, level,
strength & weakness)
LO2, 4
(GA4, 6, 8)
Correctly, clearly &
concisely describes
the quality of
evidence with
insightful
explanation.
Correctly describes
the quality of
evidence with clear
explanation.
Describes the quality
of evidence with good
explanation.
Describes the quality
of evidence with
minimal explanation.
There is no description
of the quality of
evidence.
No attempt made
/20
Paper 2:
Describe the quality of
evidence (type,
hierarchy, level,
strength & weakness)
LO2, 4
(GA4, 6, 8)
Correctly, clearly &
concisely describes the
quality of evidence
with insightful
explanation.
Correctly describes
the quality of
evidence with clear
explanation.
Describes the quality
of evidence with
good explanation.
Describes the quality
of evidence with
minimal explanation.
There is no
description of the
quality of evidence.
No attempt made
/20
Identification of
strongest
evidence (paper
1 or 2)
related to the
scenario and
provides
justification
LO1,2,7
(GA2, 3, 9)
Correctly, clearly &
concisely identifies
the strongest
evidence related to
the scenario with
insightful explanation.
Correctly identifies
the strongest
evidence related to
the scenario with
clear explanation
Identifies the
strongest evidence
related to the
scenario with good
explanation.
Minimal explanation
and identification of
evidence related to
the scenario.
No explanation and
identification of
evidence related to
the scenario
No attempt made
/40
Sources and
Referencing
Accurate use of APA
referencing style on all
occasions in text and in
the reference list.
Accurate use of APA
referencing style on
most occasions in text
and in the reference
list
Inaccuracies with use
of APA referencing
style on some
occasions either in
text or in the
reference list
Many inaccuracies
with the APA
referencing style in
text or in the
reference list.
APA style is not used
in text or in the
reference list.
No references /10
Mechanics -
Grammar, Spelling
and Punctuation
There are no errors
with grammar, spelling
and punctuation, and
the meaning is easily
discernible. Minimal
use of direct quotes.
Kept to the word limit
There are minimal
errors with grammar,
spelling and
punctuation.
However, the meaning
is readily discernible.
Minimal use of direct
quotes. Kept to the
word limit
There are some errors
with grammar, spelling
and punctuation. The
meaning is discernible.
Minimal use of direct
quotes.
Kept to the word limit
There are errors with
grammar, spelling and
punctuation. The
errors detract, but the
meaning is discernible
with some effort. Use
of some direct quotes.
Within +/- 10% or
word limit
There are substan.
Genetics influence inter-subject Brain State Prediction.Cameron Craddock
Poster from 2011 Annual Meeting of the Organization for Human Brain Mapping.
Support vector regression trained to predict intrinsic brain activity from one individual, applied to their twin, works better for identical twins than fraternal twins.
Assessment Task 3 Written Assignment - Evaluating the usefuln.docxdavezstarr61655
Assessment Task 3: Written Assignment - Evaluating the usefulness of evidence - Marking Rubric
HD DI CR PS NN No Attempt (Zero) Score
Paper 1:
Describe the quality of
evidence (type,
hierarchy, level,
strength & weakness)
LO2, 4
(GA4, 6, 8)
Correctly, clearly &
concisely describes
the quality of
evidence with
insightful
explanation.
Correctly describes
the quality of
evidence with clear
explanation.
Describes the quality
of evidence with good
explanation.
Describes the quality
of evidence with
minimal explanation.
There is no description
of the quality of
evidence.
No attempt made
/20
Paper 2:
Describe the quality of
evidence (type,
hierarchy, level,
strength & weakness)
LO2, 4
(GA4, 6, 8)
Correctly, clearly &
concisely describes the
quality of evidence
with insightful
explanation.
Correctly describes
the quality of
evidence with clear
explanation.
Describes the quality
of evidence with
good explanation.
Describes the quality
of evidence with
minimal explanation.
There is no
description of the
quality of evidence.
No attempt made
/20
Identification of
strongest
evidence (paper
1 or 2)
related to the
scenario and
provides
justification
LO1,2,7
(GA2, 3, 9)
Correctly, clearly &
concisely identifies
the strongest
evidence related to
the scenario with
insightful explanation.
Correctly identifies
the strongest
evidence related to
the scenario with
clear explanation
Identifies the
strongest evidence
related to the
scenario with good
explanation.
Minimal explanation
and identification of
evidence related to
the scenario.
No explanation and
identification of
evidence related to
the scenario
No attempt made
/40
Sources and
Referencing
Accurate use of APA
referencing style on all
occasions in text and in
the reference list.
Accurate use of APA
referencing style on
most occasions in text
and in the reference
list
Inaccuracies with use
of APA referencing
style on some
occasions either in
text or in the
reference list
Many inaccuracies
with the APA
referencing style in
text or in the
reference list.
APA style is not used
in text or in the
reference list.
No references /10
Mechanics -
Grammar, Spelling
and Punctuation
There are no errors
with grammar, spelling
and punctuation, and
the meaning is easily
discernible. Minimal
use of direct quotes.
Kept to the word limit
There are minimal
errors with grammar,
spelling and
punctuation.
However, the meaning
is readily discernible.
Minimal use of direct
quotes. Kept to the
word limit
There are some errors
with grammar, spelling
and punctuation. The
meaning is discernible.
Minimal use of direct
quotes.
Kept to the word limit
There are errors with
grammar, spelling and
punctuation. The
errors detract, but the
meaning is discernible
with some effort. Use
of some direct quotes.
Within +/- 10% or
word limit
There are substan.
Genetics influence inter-subject Brain State Prediction.Cameron Craddock
Poster from 2011 Annual Meeting of the Organization for Human Brain Mapping.
Support vector regression trained to predict intrinsic brain activity from one individual, applied to their twin, works better for identical twins than fraternal twins.
Intipententary Integamitaty Sydem Review inl iodentind amicher flentoe of inepentery systett D-
fivition melitad wo intepusentan awherimt lacheas the liferpar lesicns1 Awewine nulted -
Aasewing herite Semilnoficton of Uaing donem of Hand to Aowe 43 im Tenporahur ABCDE
mommenc. Desenhe Shin Soll Eaminution an a I Helth Prometion araters Differediate boween
aheritives in alie iencrify in? Iye Ranh tein ieacprity and role and repre blil, of more an mejpest.
Fryskal Asusvenut al syvinm Nrurubegical Noirulogheal Syaten CR AVAL. WFRET.S=m
survor ax mel. 1. Lie the (Glapion Coene Scale ib awene fitent 2. Sate the pupese and technipos
med by le mune during tle mental ntata mosonet. a ponien'i montal itatio. 5. lalritif the nute and
finctive of eat of the 12 crinial Basily the fectevies fir aneument af ench of the 12 cranial merves
during the plyeical coniotion 9. Undentand senening of the apial eued itet forvical rusit in
Oeadripleyia 10. Sevaring at Theracic kede Tf ehusici muits in 12. Cersbelin fuactive is ancosel
by whening pat and
1. State the effects of immobility and nursing interventions on each of the body systems. 2.
Describe the use of assistive devices for positioning and ambulating patients 3. Identify nursing
interventions to safely deliver oral (therapeutic and vegetarian diets), enteral, and parenteral
nutrition.
Physical Assessment of Systems Neurological = Assessing Neurological - Basic Structure
Function of the Neurological System KNOW NAME, NUMBER, and FUNCTION OF ALL
CRANLAL NERVES Be able to identify motor and/or sensory function of the cranial nerves as
well. 1. Use the Glasgow Coma Scale to assess patient. 2. State the purpose and techniques used
by the nurse during the mental status assessment. 3. Define the behaviors that are considered in
an assessment of a person's mental status. 4. List the 4 components of the mental status
assessment. 5. Identify the name and function of each of the 12 cranial nerves. Demonstrate
understanding of nurse assessment techniques utilized when assessing each of the cranial nerves.
6. Identify the techniques for assessment of each of the 12 cranial nerves during the physical
examination. 7. Identification and technique for testing deep tendon reflexes. (Patellar). See
video posted on Bb. (Note the presence of Babinski in adult is ABNORMAL but is an expected
Normal finding in infant (until the age of 9 to 12 months). 8. Know the Spinal Cord-Anatomical
(cervical thoracic lumbar and sacral) Vertebral Landmarks. 9. Understand severing of the spinal
cord at C7 (cervical) results in Quadriplegia. 10. Severing at Thoracic levels T7 (thoracic) results
in Paraplegia. 11. Cerebellum: neurological aspect of motor function including equilibrium,
coordination, and the smoothness of movement. 12. Cerebellar function is assessed by observing
gait and coordination (balance), Romberg test (positive Romberg is abnormal finding).
*****Assess for pronator drift (arm drifting down when held out in front of the indi.
Cognitive Neuropsychology and Functional Brain Imaging: Implications for func...Dimitris Agorastos
Cognitive Neuropsychology and Functional Brain Imaging: Implications for functional and anatomical models of cognition. An introduction to the history of Neuropsychology and the methods that were used in this field over the last decades.
Intipententary Integamitaty Sydem Review inl iodentind amicher flentoe of inepentery systett D-
fivition melitad wo intepusentan awherimt lacheas the liferpar lesicns1 Awewine nulted -
Aasewing herite Semilnoficton of Uaing donem of Hand to Aowe 43 im Tenporahur ABCDE
mommenc. Desenhe Shin Soll Eaminution an a I Helth Prometion araters Differediate boween
aheritives in alie iencrify in? Iye Ranh tein ieacprity and role and repre blil, of more an mejpest.
Fryskal Asusvenut al syvinm Nrurubegical Noirulogheal Syaten CR AVAL. WFRET.S=m
survor ax mel. 1. Lie the (Glapion Coene Scale ib awene fitent 2. Sate the pupese and technipos
med by le mune during tle mental ntata mosonet. a ponien'i montal itatio. 5. lalritif the nute and
finctive of eat of the 12 crinial Basily the fectevies fir aneument af ench of the 12 cranial merves
during the plyeical coniotion 9. Undentand senening of the apial eued itet forvical rusit in
Oeadripleyia 10. Sevaring at Theracic kede Tf ehusici muits in 12. Cersbelin fuactive is ancosel
by whening pat and
1. State the effects of immobility and nursing interventions on each of the body systems. 2.
Describe the use of assistive devices for positioning and ambulating patients 3. Identify nursing
interventions to safely deliver oral (therapeutic and vegetarian diets), enteral, and parenteral
nutrition.
Physical Assessment of Systems Neurological = Assessing Neurological - Basic Structure
Function of the Neurological System KNOW NAME, NUMBER, and FUNCTION OF ALL
CRANLAL NERVES Be able to identify motor and/or sensory function of the cranial nerves as
well. 1. Use the Glasgow Coma Scale to assess patient. 2. State the purpose and techniques used
by the nurse during the mental status assessment. 3. Define the behaviors that are considered in
an assessment of a person's mental status. 4. List the 4 components of the mental status
assessment. 5. Identify the name and function of each of the 12 cranial nerves. Demonstrate
understanding of nurse assessment techniques utilized when assessing each of the cranial nerves.
6. Identify the techniques for assessment of each of the 12 cranial nerves during the physical
examination. 7. Identification and technique for testing deep tendon reflexes. (Patellar). See
video posted on Bb. (Note the presence of Babinski in adult is ABNORMAL but is an expected
Normal finding in infant (until the age of 9 to 12 months). 8. Know the Spinal Cord-Anatomical
(cervical thoracic lumbar and sacral) Vertebral Landmarks. 9. Understand severing of the spinal
cord at C7 (cervical) results in Quadriplegia. 10. Severing at Thoracic levels T7 (thoracic) results
in Paraplegia. 11. Cerebellum: neurological aspect of motor function including equilibrium,
coordination, and the smoothness of movement. 12. Cerebellar function is assessed by observing
gait and coordination (balance), Romberg test (positive Romberg is abnormal finding).
*****Assess for pronator drift (arm drifting down when held out in front of the indi.
Cognitive Neuropsychology and Functional Brain Imaging: Implications for func...Dimitris Agorastos
Cognitive Neuropsychology and Functional Brain Imaging: Implications for functional and anatomical models of cognition. An introduction to the history of Neuropsychology and the methods that were used in this field over the last decades.
1. P R I F Y S G O L
BANGOR
U N I V E R S I T Y
Professor
Paul
Downing
School
of
Psychology
Bangor
University,
UK
P.Downing@bangor.ac.uk
Professor
Lew
Hardy
School
of
Sport,
Health
and
Exercise
Sciences
Bangor
University,
UK
L.Hardy@bangor.ac.uk
Dr.
Ross
Roberts
School
of
Sport,
Health
and
Exercise
Sciences
Bangor
University,
UK
Ross.Roberts@bangor.ac.uk
Leanne
K
Simpson
School
of
Psychology
Bangor
University,
UK
L.Simpson@bangor.ac.uk
Introduc>on
Mental
resilience
is
a
stable
disposiGon
associated
with
an
ability
to
deal
with
a
wide
variety
of
stressors
and
obstacles,
and
yet
sGll
funcGon
at
a
high
level
under
pressure.
It
is
important
in
many
areas
of
life,
but
probably
none
more
so
than
military
environments.
This
is
because
soldiers
face
a
mulGtude
of
unique,
varied,
and
oKen
intense
stressors
on
a
daily
basis,
in
training
and
operaGonal
environments
and
are
required
to
maintain
high
performance
standards.
The
neurocogniGve
basis
of
Mental
Resilience
(See
Figure
1)
in
military
contexts
is
a
relaGvely
understudied
area.
Goals
1. Understand
decision
making
and
it’s
interacGon
with
performance
and
emoGonal
trauma
in
relaGon
to
mental
resilience
.
2. Understand
the
neural
underpinnings
of
these
different
aspects
of
Mental
Resilience.
3. Examine
how
psychometric
profiles,
combined
with
individual
fMRI
measures
of
brain
acGvity,
predict
performance
and
mental
well-‐
being
in
recruit
training
and
operaGonal
contexts.
Design
Ø The
research
will
culminate
in
a
4
part
study
using
40
par>cipants.
Ø Par>cipants
will
be
male
soldiers
from
units
that
conduct
dismounted
close
combat.
Figure
2.
Example
of
a
VBS
simulaGon.
For
this
study
a
VBS
scenario
will
be
developed
specifically
to
be
used
within
the
scanner
environment.
Analysis
Part
1.
&
Part
2.
Personality
predicts
resilience.
Part
3.
&
Part
4.
Intersubject
correlaGon
analysis
-‐
allows
the
detecGon
of
all
sensory
driven
corGcal
areas
without
the
need
of
any
prior
design
matrix
or
assumpGons
of
their
exact
funcGonal
responses.
Figure
1.
Depicted
in
this
figure
are
brain
regions
oKen
involved
in
resilience
to
stress.
Adapted
from
Schloesser,
Huang,
Klein
&
Manji,
(2007).
Predic>ons
Ø Decision
making
is
relevant
in
understanding
enhanced
performance
Ø We
predict
enhanced
neural
acGvaGon
in
the
dorsal
premotor/
prefrontal
cortex
(including
frontal
eye
fields),
as
well
as
the
parietal
cortex
(See
Figure
3;
Cosic,
et
al.,
2012).
Ø This
network
is
important
as
it
may
provide
insight
into
soldiers
enhanced
ability
to
anGcipate
and
conceive
possible
responses
(described
by
Hardy
et
al.,
(2014)
as
an
“early
warning
system”)
to
presented
combat
situaGons.
UK
Unclassified
Funded
by
the
MoD
through
DSTL/PS80252
Part
1.
Self
report
Personality
QuesGonnaire
Part
2.
Informant
measure
of
mental
resilience
Part
3.
Scanning
task
-‐PresentaGon
of
a
series
of
emoGonally
evocaGve
images.
Part
4.
Scanning
task
-‐
Execute
a
Virtual
Badle
Space
(VBS)
mission
(See
Figure
2).
Figure
3.
AcGvaGon
paderns(p<
0.05)
of
mission-‐ready
soldiers
compared
to
novice
for
combat
video-‐clips
relaGve
to
baseline
sGmuli.
Paderns
rendered
on
the
brain
surface
show
acGvaGon
in
posterior
parietal
cortex,
posterior
temporal
cortex,
premotor/prefrontal
cortex,
and
dorsolateral
prefrontal
cortex.
NoGce
laterality
of
acGvaGon
with
increased
BOLD
responses
in
right
posterior
temporal
cortex
(Cosic,
et
al.,
2012).
References
Ćosić,
K.,
Popović,
S.,
Fabek,
I.,
Kovač,
B.,
Radoš,
M.,
Radoš,
M.,
...
&
Šimić,
G.
(2012).
fMRI
neural
acGvaGon
paderns
induced
by
professional
military
training.
Transla'onal
Neuroscience,
3(1),
46-‐50.
Hardy,
L.,
Bell,
J.,
&
Beaqe,
S.
(2014).
A
Neuropsychological
Model
of
Mentally
Tough
Behavior.
Journal
of
personality,
82(1),
69-‐81.
Schloesser,
R.
J.,
Huang,
J.,
Klein,
P.
S.,
&
Manji,
H.
K.
(2007).
Cellular
plasGcity
cascades
in
the
pathophysiology
and
treatment
of
bipolar
disorder.
Neuropsychopharmacology,
33(1),
110-‐133.