Results 181 to 190 of about 13,974 (253)
Post-learning replay of hippocampal-striatal activity is biased by reward-prediction signals. [PDF]
Roscow EL, Howe T, Lepora NF, Jones MW.
europepmc +1 more source
Summary Introduction The percentage of glottic opening (POGO) score quantifies the laryngeal view obtained during laryngoscopy. This secondary analysis of the prospective observational PeDiAC study aimed to compare the POGO score with subjective glottic view ratings on a visual analogue scale (VAS) for classifying difficult videolaryngoscopic tracheal ...
Phillip B. Sasu +9 more
wiley +1 more source
DRL-Based Beam Split Alleviation for Movable Antenna-Enabled Near-Field Wideband Communications. [PDF]
Zhang T, Jiang R, Dai H, Zhou C, Xu Y.
europepmc +1 more source
Life on Mars? The physiological perspective
Experimental Physiology, EarlyView.
Ronan M. G. Berg, Damian M. Bailey
wiley +1 more source
ABSTRACT This paper presents SmartTur+ECO, a system for tourist attractions that integrates conversational recommendation systems (CRS), virtual reality (VR) and gamification. It efficiently gathers trip data and elicits user preferences through interactions with a chatbot, addressing the user‐cold start problem common in tourism.
Juan Carlos Carrillo +6 more
wiley +1 more source
Replay without sharp wave ripples in a spatial memory task. [PDF]
Widloski J, Foster DJ.
europepmc +1 more source
Desired and Feared Identities and Their Role in Occupational Identity Regulation
Abstract This paper extends theory by showing how occupational identity regulation operates jointly through both desired and feared identities which, in combination, enforce normative control. Taking a narrative identity perspective and drawing on an ethnographic and interview‐based study of veterinarians, we make three principal contributions to our ...
Sarah Page‐Jones, Andrew D. Brown
wiley +1 more source
REPLAY: a GPU-accelerated tool for temporal contact network epidemiology. [PDF]
Greenlee HJ, Gebremedhin AH, Lofgren ET.
europepmc +1 more source
ABSTRACT Attainment‐focused policy often reduces literacy to measurable outcomes, overlooking the communicative, embodied and relational practices through which meaning is made. This paper examines how drama pedagogy can expand literacy as a collective practice that supports wellbeing, belonging and democratic participation.
Lisa Stephenson +4 more
wiley +1 more source

