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136 results on '"Maarek, Jean-Michel I."'

2. Exercise training reinstates cortico-cortical sensorimotor functional connectivity following striatal lesioning: development and application of a subregional-level analytic toolbox for perfusion autoradiographs of the rat brain

Author

Peng, Yu-Hao, Heintz, Ryan, Wang, Zhuo, Guo, Yumei, Myers, Kalisa G, Scremin, Oscar U, Maarek, Jean-Michel I, and Holschneider, Daniel P

Subjects
Neurosciences, Neurological, Parkinson’s Disease, brain mapping, cerebral cortex, dopamine, exercise, functional connectivity, motor training, software
Abstract

Current rodent connectome projects are revealing brain structural connectivity with unprecedented resolution and completeness. How subregional structural connectivity relates to subregional functional interactions is an emerging research topic. We describe a method for standardized, mesoscopic-level data sampling from autoradiographic coronal sections of the rat brain, and for correlation-based analysis and intuitive display of cortico-cortical functional connectivity (FC) on a flattened cortical map. A graphic user interface "Cx-2D" allows for the display of significant correlations of individual regions-of-interest, as well as graph theoretical metrics across the cortex. Cx-2D was tested on an autoradiographic data set of cerebral blood flow (CBF) of rats that had undergone bilateral striatal lesions, followed by 4 weeks of aerobic exercise training or no exercise. Effects of lesioning and exercise on cortico-cortical FC were examined during a locomotor challenge in this rat model of Parkinsonism. Subregional FC analysis revealed a rich functional reorganization of the brain in response to lesioning and exercise that was not apparent in a standard analysis focused on CBF of isolated brain regions. Lesioned rats showed diminished degree centrality of lateral primary motor cortex, as well as neighboring somatosensory cortex-changes that were substantially reversed in lesioned rats following exercise training. Seed analysis revealed that exercise increased positive correlations in motor and somatosensory cortex, with little effect in non-sensorimotor regions such as visual, auditory, and piriform cortex. The current analysis revealed that exercise partially reinstated sensorimotor FC lost following dopaminergic deafferentation. Cx-2D allows for standardized data sampling from images of brain slices, as well as analysis and display of cortico-cortical FC in the rat cerebral cortex with potential applications in a variety of autoradiographic and histologic studies.

Published
2014

10. Transcutaneous RF-powered implantable minipump driven by a class-E transmitter

Author

Moore, William H., Holschneider, Daniel P., Givrad, Tina K., and Maarek, Jean-Michel I.

Subjects
Biomedical engineering -- Research, Implants, Artificial -- Research, Prosthesis -- Research, Biological sciences, Business, Computers, Health care industry
Abstract

We describe the design and testing of an inductive coupling system used to power an implantable minipump for applications in ambulating rats. A 2 MHz class-E oscillator driver powered a coil transmitter wound around a 33-cm-diameter rat cage. A receiver coil, a filtered rectifier, and a voltage-sensitive switch powered the implant. The implant DC current at the center of the primary coil (5.1 V) exceeded the level required to activate the solenoid valve in the pump. The variations of the implant current in the volume of thep primary coil reflected the variations of the estimated coupling coefficient between the two coils. The pump could be activated in-vivo, while accommodating the vertical and horizontal movement of the animal. Advantages of this design include a weight reduction for the implant, an operation independent from a finite power source, and a remote activation/deactivation. Index Terms--Infusion pump, implantable device, radio-frequency field, transcutaneous coupling, wireless energy transfer.

Published
2006

14. Benefits of Active Learning Embedded in Online Content Material Supporting a Flipped Classroom.

Author

Maarek, Jean-Michel I.

Subjects
*ACTIVE learning, *FLIPPED classrooms, *COURSE content (Education), *PROBLEM solving, *ARTICULATION (Education)
Abstract

In the traditional flipped classroom paradigm, the course content is delivered online in advance of classroom time, which is reserved for active learning applications. The paradigm does not prescribe the inclusion of active learning in the online content. We examined the impact of embedding quizzes in the online content which required students to immediately apply the lessons' content for problem-solving. Our Medical Electronics course has been structured as a flipped classroom since 2014. In the 2017 offering, video quizzes were embedded in the fourteen online lessons that support the course. Each lesson video quiz comprised 3-5 short problems, formatted as free-response and objective questions. The students were told that simply attempting the quizzes would count for a small percentage of their overall course score. The software used to produce the online video lessons generated worksheets listing the students' responses to the embedded quiz questions scored for correctness. We examined the participation rate of the students in answering the online quiz questions during the semester and their quiz scores. We also investigated the correlations between participation and score on the online quizzes with performance on summative measures of assessment. Last, we compared the rate of online lesson viewing for the student cohort who had access to the video quizzes with the lesson viewing rates of prior cohorts who used the online lessons without embedded quizzes. We found that about 80% of students answered the online quiz questions. Receiving a high score on these questions was positively correlated with good performance on the summative assessment measures (p < 0.01). The inclusion of on-line video quizzes coincided with an increased viewership of the online video lessons that was sustained during the semester in comparison to the lesson viewership observed in prior offerings of the course. We conclude that the inclusion of online quiz questions in the video lessons added an active learning component to the lessons which increased the students' motivation to study the online content. Active learning exercises improves learning of the online lessons in the flipped classroom. [ABSTRACT FROM AUTHOR]

Published
2018

16. Exercise training reinstates cortico-cortical sensorimotor functional connectivity following striatal lesioning: development and application of a subregional-level analytic toolbox for perfusion autoradiographs of the rat brain

Author

Peng, Yu-Hao, primary, Heintz, Ryan, additional, Wang, Zhuo, additional, Guo, Yumei, additional, Myers, Kalisa G., additional, Scremin, Oscar U., additional, Maarek, Jean-Michel I., additional, and Holschneider, Daniel P., additional

Published
2014
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17. Assessment of performance and student feedback in the flipped classroom.

Author

Maarek, Jean-Michel I. and Kay, Brittany

Subjects
*FLIPPED classrooms, *TEACHING models, *ENGINEERING students, *TEACHING methods, *ENGINEERING education
Abstract

The article reports on performance and feedback in the flipped classroom of engineering students. Traditional lecture method is used in flipped classroom to improve the active form of learning and developing communication skills of engineering students. Engineering students work together for cooperative learning and to understand the course materials.

Published
2015

18. Flipping the Biomedical Engineering Classroom: Implementation and Assessment in Medical Electronics Course.

Author

Maarek, Jean-Michel I.

Subjects
*FLIPPED classrooms, *TEACHING models, *HOMEWORK, *INTERNET in education, *BIOMEDICAL engineering, *EDUCATION
Abstract

The article discusses the flipped biomedical engineering classroom focusing on the enforcement and evaluation in the medical electronics course. It says that the flipped classroom model turns inside out the traditional "teaching/lecture-learning/homework" model by bringing the instruction online outside of classroom and putting the active part of the instruction, the "homework" into the classroom.

Published
2014

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