Use of simulation models in education
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Alternate methods to replace the use of live animals in science and medical experiments. A short INTRODUCTION.
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Educational animal use and alternatives
Animal use resulting in harm or death has historically played an integral role in life and health sciences education, in disciplines such as surgery, physiology, biochemistry, anatomy, pharmacology, and parasitology. However, the last few decades have seen a rapid increase in the availability of non-harmful alternatives, such as computer simulations, high quality videos, ‘ethically-sourced cadavers’ such as those from animals euthanized for medical reasons, preserved specimens, models and surgical simulators, non-invasive self-experimentation and supervised clinical experiences. Yet students seeking to use such methods often face strong opposition from faculty members, who usually cite concerns about their teaching efficacy.
In 2021 we published a systematic review of learning outcomes achieved by humane alternatives, compared to harmful animal use. We located 50 relevant studies from 1968–2020, primarily from the USA, UK, and Canada. Humane teaching methods produced learning outcomes superior (30%), equivalent (60%), or inferior (10%) to those produced by traditional harmful animal use.
Many additional studies in which comparison with harmful animal use did not occur have illustrated other benefits of humane teaching methods, namely; time and cost savings, increased repeatability and flexibility of use, customization of the learning experience, more active learning, facilitation of autonomous and life-long learning, improved attitudes towards computers and alternatives to animal use, and increased employer perception of computer literacy.
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The document provides guidelines for the ethical treatment of animals in research. Some key points:
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Current descriptions of immersive learning cases are often difficult or impossible to compare. This is due to a myriad of different options on what details to include, which aspects are relevant, and on the descriptive approaches employed. Also, these aspects often combine very specific details with more general guidelines or indicate intents and rationales without clarifying their implementation. In this paper we provide a method to describe immersive learning cases that is structured to enable comparisons, yet flexible enough to allow researchers and practitioners to decide which aspects to include. This method leverages a taxonomy that classifies educational aspects at three levels (uses, practices, and strategies) and then utilizes two frameworks, the Immersive Learning Brain and the Immersion Cube, to enable a structured description and interpretation of immersive learning cases. The method is then demonstrated on a published immersive learning case on training for wind turbine maintenance using virtual reality. Applying the method results in a structured artifact, the Immersive Learning Case Sheet, that tags the case with its proximal uses, practices, and strategies, and refines the free text case description to ensure that matching details are included. This contribution is thus a case description method in support of future comparative research of immersive learning cases. We then discuss how the resulting description and interpretation can be leveraged to change immersion learning cases, by enriching them (considering low-effort changes or additions) or innovating (exploring more challenging avenues of transformation). The method holds significant promise to support better-grounded research in immersive learning.
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The binding of cosmological structures by massless topological defects
Assuming spherical symmetry and weak field, it is shown that if one solves the Poisson equation or the Einstein field
equations sourced by a topological defect, i.e. a singularity of a very specific form, the result is a localized gravitational
field capable of driving flat rotation (i.e. Keplerian circular orbits at a constant speed for all radii) of test masses on a thin
spherical shell without any underlying mass. Moreover, a large-scale structure which exploits this solution by assembling
concentrically a number of such topological defects can establish a flat stellar or galactic rotation curve, and can also deflect
light in the same manner as an equipotential (isothermal) sphere. Thus, the need for dark matter or modified gravity theory is
mitigated, at least in part.
The debris of the ‘last major merger’ is dynamically young
The Milky Way’s (MW) inner stellar halo contains an [Fe/H]-rich component with highly eccentric orbits, often referred to as the
‘last major merger.’ Hypotheses for the origin of this component include Gaia-Sausage/Enceladus (GSE), where the progenitor
collided with the MW proto-disc 8–11 Gyr ago, and the Virgo Radial Merger (VRM), where the progenitor collided with the
MW disc within the last 3 Gyr. These two scenarios make different predictions about observable structure in local phase space,
because the morphology of debris depends on how long it has had to phase mix. The recently identified phase-space folds in Gaia
DR3 have positive caustic velocities, making them fundamentally different than the phase-mixed chevrons found in simulations
at late times. Roughly 20 per cent of the stars in the prograde local stellar halo are associated with the observed caustics. Based
on a simple phase-mixing model, the observed number of caustics are consistent with a merger that occurred 1–2 Gyr ago.
We also compare the observed phase-space distribution to FIRE-2 Latte simulations of GSE-like mergers, using a quantitative
measurement of phase mixing (2D causticality). The observed local phase-space distribution best matches the simulated data
1–2 Gyr after collision, and certainly not later than 3 Gyr. This is further evidence that the progenitor of the ‘last major merger’
did not collide with the MW proto-disc at early times, as is thought for the GSE, but instead collided with the MW disc within
the last few Gyr, consistent with the body of work surrounding the VRM.
Unlocking the mysteries of reproduction: Exploring fecundity and gonadosomati...
The pygmy halfbeak Dermogenys colletei, is known for its viviparous nature, this presents an intriguing case of relatively low fecundity, raising questions about potential compensatory reproductive strategies employed by this species. Our study delves into the examination of fecundity and the Gonadosomatic Index (GSI) in the Pygmy Halfbeak, D. colletei (Meisner, 2001), an intriguing viviparous fish indigenous to Sarawak, Borneo. We hypothesize that the Pygmy halfbeak, D. colletei, may exhibit unique reproductive adaptations to offset its low fecundity, thus enhancing its survival and fitness. To address this, we conducted a comprehensive study utilizing 28 mature female specimens of D. colletei, carefully measuring fecundity and GSI to shed light on the reproductive adaptations of this species. Our findings reveal that D. colletei indeed exhibits low fecundity, with a mean of 16.76 ± 2.01, and a mean GSI of 12.83 ± 1.27, providing crucial insights into the reproductive mechanisms at play in this species. These results underscore the existence of unique reproductive strategies in D. colletei, enabling its adaptation and persistence in Borneo's diverse aquatic ecosystems, and call for further ecological research to elucidate these mechanisms. This study lends to a better understanding of viviparous fish in Borneo and contributes to the broader field of aquatic ecology, enhancing our knowledge of species adaptations to unique ecological challenges.
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Use of simulation models in education
- 1. Use of simulation models in education
- 2. Introduction • Veterinary students are most often drawn to this profession by their love and affection for animals, and their strong desire to help relieve animals of all forms of stress, pain and discomfort. • Use of live animals in education, experiments and research goes against the basic rights of any animals and also against the ethics and morals of most students in the field. • It is often considered cruel and inhumane. • Thus, new and different alternate methods to the use of live animals have been established, to lessen pain, fill gaps left by conventional methods, provide a variety of opportunities for learning and to result in graduation of more confident and efficient veterinarians, veterinary technicians and allied health personnel.
- 4. Models and manikins • The model is a traditional anatomy learning tool, comprising a plastic or latex representation of an animal or organ, dissected or with removable parts. • Life-like manikins can support effective training of clinical skills such as animal handling, blood sampling and intubation. • Manikins represent the whole animal. • While these are most readily available with common species such as cats, dogs, and mice, it is possible to obtain whole body manikins of a vast number of other animals ranging from a flea to a horse. • Instead of taking apart a specimen, clay models ask student to build the specimen. This allows for a more intuitive approach to learning anatomy whereby layers are added instead of removed. • These alternatives help students gain confidence and competence through repeated practice before entering the real life clinical situation with animal patients.
- 5. Model(dog)
- 7. Plastination • Plastination is a special technique with which people can preserve biological tissue as it was when alive. • The results [of plastination] are clean, dry, odourless, and durable real biological specimens that can be handled without gloves and do not require any special storage conditions or care. • They can not only keep the original shape and appearance of the animals (fur, etc.) but also show their interior structure, vividly presenting the various postures of animals as they are alive. • Furthermore, by replacing dissection, plastination eliminates student and instructor exposure to toxic substances such as formaldehyde.
- 10. Advantages • Feedback is provided during the learning experience. • Learners engage in repetitive practice. • Learners practice with increasing levels of difficulty. • It is adaptable to multiple learning strategies and provides clinical variations. • It allows individualized learning. • It prevents cruelty to animals. • It is a more ethical and humane method. • It is more efficient and elaborate.
- 11. Conclusion • The replacement of harmful animal use has been gaining momentum across the world, supported by developments in technology and the evolution of ethical thought. The multiple positive impact of alternatives means that this replacement is to the benefit of students, teachers, animals and the life sciences. It is a win- win situation, with a guarantee of ethical and effective acquisition of knowledge and skills in life science education and training.