Efforts to identify meaningful functional imaging-based biomarkers are limited by the ability to reliably characterize inter-individual differences in human brain function. Although a growing number of connectomics-based measures are reported to have moderate to high test-retest reliability, the variability in data acquisition, experimental designs, and analytic methods precludes the ability to generalize results. The Consortium for Reliability and Reproducibility (CoRR) is working to address this challenge and establish test-retest reliability as a minimum standard for methods development in functional connectomics. Specifically, CoRR has aggregated 1,629 typical individuals’ resting state fMRI (rfMRI) data (5,093 rfMRI scans) from 18 international sites, and is openly sharing them via the International Data-sharing Neuroimaging Initiative (INDI). To allow researchers to generate various estimates of reliability and reproducibility, a variety of data acquisition procedures and experimental designs are included. Similarly, to enable users to assess the impact of commonly encountered artifacts (for example, motion) on characterizations of inter-individual variation, datasets of varying quality are included.

Research on feedback in second language writing has grown enormously in the past 20 years and has expanded to include studies comparing human raters and automated writing evaluation (AWE) programs. However, we know little about the ways students engage with these different sources of feedback or their relative impact on writing over time. This naturalistic case study addresses this gap, looking at how two Chinese students of English engage with both teacher and AWE feedback on their writing over a 16-week semester. Drawing on student texts, teacher feedback, AWE feedback, and student interviews, we identify the strengths and weaknesses of both types of feedback and show how engagement is a crucial mediating variable in the use students make of feedback and the impact it has on their writing development. We argue that engagement is a key factor in the success of formative assessment in teaching contexts where multiple drafting is employed. Our results show that different sources of formative assessment have great potential in facilitating student involvement in writing tasks and we highlight some of these pedagogical implications for promoting student engagement with teacher and AWE feedback.

Abstract:Forests are important place for outdoor recreation and scenery appreciation. So in order to better meet the needs of the public, forest appreciation has received increasing attention from foresters in recent years. However, related research is still limited. Therefore, this paper seeks to examine the relationship between forest colors (measured by specific elements and spatial indices of color) and Scenic Beauty Estimation values. We researched Jiuzhai Valley in China by selecting 104 pictures to determine the scenic beauty estimation values of forests in a mountainous region. Quantitative color elements were extracted by programming on Matlab, and spatial indices of color patches were extracted by ArcGIS and FRAGSTATS. A total of 23 indices were obtained to explain the color characteristics of each forest picture. The results showed that the yellow and red colors were the main mutable colors of Jiuzhai Valley in autumn, but the color patches index had no significant change over time in that season. After partial correlation analysis, principal component analysis, and cluster analysis, we found that 14 color elements, eight color patch factors and six particular indices had an effect on the SBE values, which can then be used to efficiently measure and enhance the forest color beauty of Jiuzhai Valley.