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Marie E. Portuallo David Y. Lu Gretchen M. Alicea Joel Bolling Rebecca Lee Jennifer McQuade Allison Betof Warner Michael Davies Ashani Weeraratna Jessie Villanueva Vito W. Rebecca 《Pigment cell & melanoma research》2023,36(5):441-447
The inaugural Diversity and Inclusion in Science Session was held during the 2021 Society for Melanoma Research (SMR) congress. The goal of the session was to discuss diversity, equity, and inclusion in the melanoma research community and strategies to promote the advancement of underrepresented melanoma researchers. An international survey was conducted to assess the diversity, equity, and inclusion (DEI) climate among researchers and clinicians within the Society for Melanoma Research (SMR). The findings suggest there are feelings and experiences of inequity, bias, and harassment within the melanoma community that correlate with one's gender, ethnic/racial group, and/or geographic location. Notably, significant reports of inequity in opportunity, discrimination, and sexual harassment demonstrate there is much work remaining to ensure all scientists in our community experience an academic workplace culture built on mutual respect, fair access, inclusion, and equitable opportunity. 相似文献
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Nathan C. Emery Ellen K. Bledsoe Andrew O. Hasley Carrie Diaz Eaton 《Ecology and evolution》2021,11(4):1480
As we strive to lift up a diversity of voices in science, it is important for ecologists, evolutionary scientists, and educators to foster inclusive environments in their research and teaching. Academics in science often lack exposure to research on best practices in diversity, equity, and inclusion and may not know where to start to make scientific environments more welcoming and inclusive. We propose that by approaching research and teaching with empathy, flexibility, and a growth mind‐set, scientists can be more supportive and inclusive of their colleagues and students. This paper provides guidance, explores strategies, and directs scientists to resources to better cultivate an inclusive environment in three common settings: the classroom, the research laboratory, and the field. As ecologists and evolutionary scientists, we have an opportunity to adapt our teaching and research practices in order to foster an inclusive educational ecosystem for students and colleagues alike. 相似文献
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Laura Super Analise Hofmann Connie Leung Mabel Ho Emma Harrower Najah Adreak Zohreh Rezaie Manesh 《Ecology and evolution》2021,11(8):3464
Instructors can deliberately design for equity, diversity, and inclusion, including for large first‐year classes, and now instructors have added challenges given COVID‐19. Our paper explores the question: How do we integrate equity, diversity, and inclusion and universal design for learning (UDL) into first‐year, undergraduate ecology and evolution introductory lessons given the COVID‐19 pandemic? Given the large field exploring equity, diversity, and inclusion, we chose to focus on developing reflective practice question rubrics for before, during, and after lessons to encourage UDL for instructors, teaching assistants, and learners. We conducted a focus group within our team and discussed ideas related to online learning, including related pitfalls and solutions. Lastly, we created a figure to illustrate ideas and end with a general discussion. Our reflective practice questions for UDL rubrics, figure, focus group, and discussion aim to increase positive action for equity, diversity, and inclusion in the classroom and beyond. 相似文献
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Thomas A. Delgado;Randi M. Depp;Raphaela M. Meloro;Katherine M. Lane; 《American journal of physical anthropology》2024,186(1):e25005
When considering the best ethical practices in forensic anthropology, one must consider how accessible the field is to new students that are responsible for driving the future of research, pedagogy, and the field as a whole. While there is no denying that there are multiple barriers to accessing academia (e.g., racism, sexism, xenophobia, etc.) the cost of a graduate education is a key factor that affects the diversity of people that are able to enter the field. Here, the cost of 24 universities prominent in the education of forensic anthropologists are considered in tandem with the opportunities for funding offered by these institutions and average costs of living for the respective surrounding areas. Demographic data for the universities at the graduate and undergraduate level was additionally compared with the demographics of the cities surrounding the universities. Funding, excluding loans, was shown to be greatly below cost of living in university cities, and often did not match the costs of attendance estimated by institutions. Including the cost of living, the average graduate degree costs over $60,000 per year while the average stipend for graduate students is below $14,000 necessitating the need for loans or out-of-institute support. White individuals were overrepresented in graduate enrollment when compared with surrounding area demographics, even when university demographics were similar to those of the surrounding area. Overall, findings highlight the inaccessibility of pursuing higher education for minority groups and demonstrate the need for institutions to develop funding programs to promote diversity in higher education. 相似文献
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We evaluated whether individual nature‐based ecological (NBE) study used in tandem with group collaboration enhanced undergraduate student understanding of ecological concepts and pro‐environmental perceptions. In response to the Covid‐19 pandemic, we developed a multiweek unit on the latitude diversity gradient (LDG) for fully online instruction that leveraged the unique situation of students learning in disparate geographic locations. Student understanding of the LDG and pro‐environmental perceptions were assessed with surveys administered both pre‐ and post‐activity in an introductory‐level biology laboratory course. Student understanding of the geographic location where biodiversity is the highest was high prior to the start of the laboratory unit and exhibited only a small improvement after the unit. In contrast, students’ higher order thinking around the LDG was enhanced by the lab activity. Student environmental perceptions shifted toward ecocentric views and away from anthropocentric views after the laboratory unit. The greatest gains in ecological understanding and shifts toward ecocentric viewpoints occurred in the group of students who visited their field sites most often. Our results provide further evidence as to the value of NBE for the introductory biology laboratory, even in an online learning setting. The lab unit described in this study provides a potential approach to teaching ecology in an online format that could easily be adapted to fit the needs of a particular curriculum. 相似文献
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Joe F. Bozeman III Shauhrat S. Chopra Philip James Sajjad Muhammad Hua Cai Kangkang Tong Maya Carrasquillo Harold Rickenbacker Destenie Nock Weslynne Ashton Oliver Heidrich Sybil Derrible Melissa Bilec 《Journal of Industrial Ecology》2023,27(2):382-394
Now is the time to refocus efforts in urban research and design. A changing climate and extreme weather events are presenting unique challenges to urban systems around the world. These challenges illuminate the social barriers that accompany disruptive events such as resource inequities and injustices. In this perspective, we provide three research priorities for just and sustainable urban systems that help to address these matters. The three research priorities are: (1) social equity and justice, (2) circularity, and (3) digital twins. Conceptual context and future research directions are provided for each. For social equity and justice, the future directions are mandatory equity analysis and inclusionary practices, understanding and reconciling historical injustices, and intentional integration with diverse community stakeholders. For circularity applications, they are better metrics for integration, more robust evaluation frameworks, and dynamic modeling at multiple spatial and temporal scales. Future directions for digital twins include developing principles to reduce complexity, integrating model and system components, and reducing barriers to data access. These research priorities are core to meeting several of the United Nations Sustainable Development Goals (i.e., 1—No Poverty, 8—Decent Work and Economic Growth, 10—Reduced Inequalities, and 11—Sustainable Cities and Communities). Useful social and technical matters are discussed throughout, where we highlight the importance of prioritizing localized research efforts, provide guidance for community-engaged research and co-development practices, and explain how these priorities interact to align with the evolving field of industrial ecology. 相似文献
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海南长臂猿Nomascus hainanus是世界上最为濒危的灵长类动物,历史上曾广泛分布于海南岛。自20世纪50年代以来,由于栖息地的破坏及人为干扰,分布面积急剧缩小,数量急剧减少,现仅存3群20多只分布在海南岛霸王岭国家级自然保护区16 km2的原始热带季雨林内。食物种类丰富,榕属植物较少,而家域面积较大,反映了海南长臂猿的栖息地质量较低。低质量的栖息地,独特的一夫二妻制的社会结构,较长的生殖间隔及较低的遗传多样性是制约海南长臂猿种群生存和发展的主要原因。加强海南长臂猿生态学、行为学及社区居民参与共管的研究将有助于海南长臂猿的保护。 相似文献
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海洋真菌分子生态学研究概况、问题与展望 总被引：1，自引：0，他引：1
作为真核生物的一个重要类群,真菌在海洋生态系统的物质循环过程中发挥关键作用。研究海洋环境中真菌多样性、生物地理分布模式及其影响因素,对于更好地认识微生物如何响应人类活动影响与全球气候变化具有重要意义。随着研究手段的发展,特别是高通量测序技术的广泛应用,近些年海洋真菌分子生态学研究取得了一些重要成果。同时,也存在一些问题与不足。随着我国科学研究向深远海发展战略的实施,我国学者近些年也开始涉足深远海真菌多样性研究,取得了不错的成绩。为系统了解海洋真菌分子多样性、群落组成以及时空分布模式的研究现状,作者针对该领域的研究概况作一综述。同时,提出目前存在的问题与未来研究展望。 相似文献
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Kenneth D. Gibbs Jr. 《FASEB BioAdvances》2022,4(4):217-224
Science policy focuses on the allocation of resources within the scientific enterprise and the downstream impacts of these investments. Here, I describe my journey from being a curious kid, to becoming a signaling biologist, to my current role as a science policy professional focusing on the areas of biomedical research training, workforce diversity, and promoting basic research. I provide insights on skills important in this career track—collaboration, diplomacy, adaptability, and resilience. Finally, I share the vision that animates my work—“science by all, science for all”—and encourage you with the career advice my mother gave: “never self-eliminate.” 相似文献
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Laura J. Schnell Gavin L. Simpson Danae M. Suchan William Quere Harold G. Weger Maria C. Davis 《Ecology and evolution》2021,11(24):17572
The COVID‐19 pandemic prompted a transition to remote delivery of courses that lack immersive hands‐on research experiences for undergraduate science students, resulting in a scientific research skills gap. In this report, we present an option for an inclusive and authentic, hands‐on research experience that all students can perform off‐campus. Biology students in a semester‐long (13 weeks) sophomore plant physiology course participated in an at‐home laboratory designed to study the impacts of nitrogen addition on growth rates and root nodulation by wild nitrogen‐fixing Rhizobia in Pisum sativum (Pea) plants. This undergraduate research experience, piloted in the fall semester of 2020 in a class with 90 students, was created to help participants learn and practice scientific research skills during the COVID‐19 pandemic. Specifically, the learning outcomes associated with this at‐home research experience were: (1) generate a testable hypothesis, (2) design an experiment to test the hypothesis, (3) explain the importance of biological replication, (4) perform meaningful statistical analyses using R, and (5) compose a research paper to effectively communicate findings to a general biology audience. Students were provided with an at‐home laboratory kit containing the required materials and reagents, which were chosen to be accessible and affordable in case students were unable to access our laboratory kit. Students were guided through all aspects of research, including hypothesis generation, data collection, and data analysis, with video tutorials and live virtual sessions. This at‐home laboratory provided students an opportunity to practice hands‐on research with the flexibility to collect and analyze their own data in a remote setting during the COVID‐19 pandemic. This, or similar laboratories, could also be used as part of distance learning biology courses. 相似文献
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For more than 30 years, the US National Science Foundation's Research Experiences for Undergraduates (REU) program has supported thousands of undergraduate researchers annually and provides many students with their first research experiences in field ecology or evolution. REUs embed students in scientific communities where they apprentice with experienced researchers, build networks with their peers, and help students understand research cultures and how to work within them. REUs are thought to provide formative experiences for developing researchers that differ from experiences in a college classrooms, laboratories, or field trips. REU assessments have improved through time but they are largely ungrounded in educational theory. Thus, evaluation of long‐term impacts of REUs remains limited and best practices for using REUs to enhance student learning are repeatedly re‐invented. We describe how one sociocultural learning framework, cultural–historical activity theory (CHAT), could be used to guide data collection to characterize the effects of REU programs on participant's learning in an educationally meaningful context. CHAT embodies a systems approach to assessment that accounts for social and cultural factors that influence learning. We illustrate how CHAT has guided assessment of the Harvard Forest Summer Research Program in Ecology (HF‐SRPE), one of the longest‐running REU sites in the United States. Characterizing HF‐SRPE using CHAT helped formalize thoughts and language for the program evaluation, reflect on potential barriers to success, identify assessment priorities, and revealed important oversights in data collection. 相似文献
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《Endocrine practice》2023,29(5):341-348
ObjectiveThis 2023 updated protocol summarizes the American Association of Clinical Endocrinology’s (AACE’s) new framework for the development of clinical practice guidelines and other guidance documents that includes changes to methodology, processes, and policies.MethodsAACE has critically reviewed its development processes for guidance documents over the last several years against the National Academy of Medicine Standards for Developing Trustworthy Clinical Practice Guidelines and the Council of Medical Specialty Societies Principles for Development of Specialty Society Clinical Guidelines to determine areas for improvement.ResultsThe new AACE framework for development of guidance documents incorporates many changes, including a revised conflicts of interest (COI) policy; strengthened commitment to collection of disclosures and management of relevant COI during development; open calls to membership for authors; new requirements for authors; new diversity, equity, and inclusion (DEI) policy; new empanelment process that incorporates consideration of DEI; and adoption of the Grading of Recommendations Assessment, Development and Evaluation (GRADE) methodology to increase the quality of evidence assessment and standardize recommendation grades and statements, among other improvements.ConclusionsAACE has revised its policies and adopted a completely new methodology for guideline development in support of the mission to elevate the practice of clinical endocrinology to improve patient care. With the use of an evidence-based medicine framework and by continually assessing and improving its processes for development of guidance, AACE strives to deliver trustworthy, unbiased, and up-to-date information that ensures clinician and patient confidence in AACE content. Further, AACE hopes that these enhancements foster a more collaborative approach to development and increase engagement with the worldwide medical community to improve global health. 相似文献
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The COVID-19 pandemic in 2020 caused many universities to rapidly transition into online learning and assessment. For many this created a marked shift in design of assessments in an attempt to counteract the lack of invigilation of examinations conducted online. While disruptive for both staff and students, this sudden change provided a much needed reconsideration of the purpose of assessment. This review considers the implications of transitioning to online assessment providing practical strategies for achieving authentic assessment of students online, while ensuring standards and accountability against professional accrediting body requirements. The case study presented demonstrates that an online multiple choice assessment provides similar rigor in assessment to invigilated examination of the same concepts in human physiology. Online assessment has the added benefit of enabling rapid and specific feedback to large cohorts of students on their personal performance, allowing students to target their weaker areas for remediation. This has implications for improving both pedagogy and efficiency in assessment of large cohorts where the default is often to assess basic recall knowledge in a multiple choice assessment. This review examines the key elements for implementation of online assessments including consideration of the role of assessment in teaching and learning, the rationale for online delivery, accessibility of the assessment from both a technical and equity perspective, academic integrity as well as the authenticity and structure of the assessment. 相似文献
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Nathan Emery Amanda Hund Romi Burks Meghan Duffy Christine Scoffoni Andrea Swei 《Ecology and evolution》2019,9(8):4316-4326
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Understanding the mechanisms that organize biodiversity is central in ecology and conservation. Beta diversity links local (alfa) and regional (gamma) diversity, giving insight into how communities organize spatially. Metacommunity ecology provides the framework to interpret regional and local processes interacting to shape communities. However, the lack of metacommunity studies for large vertebrates may limit the understanding and compromise the preservation of ecosystem functions and services. We aim to understand the mechanisms underlying differences in species composition among vertebrate scavenger communities ? which provide key ecosystem functions, e.g. carrion consumption ? within a metacommunity context. We obtained species richness and abundances at scavenger communities consuming ungulate carcasses monitored through motion‐triggered remote cameras in seven terrestrial ecosystems in Spain. We partitioned beta diversity to decompose incidence‐based (species presence/absence) and abundance‐based dissimilarities into their components (turnover/balanced variation and nestedness/abundance gradient, respectively). We identified the environmental factors explaining the observed patterns. The vertebrate scavenger metacommunity consisted of 3101 individuals from 30 species. Changes in composition among ecosystems were mostly (> 84%) due to species or individual replacement (i.e. turnover or balanced variation). Species or individual loss/gain (i.e. nestedness or abundance gradient) accounted for 13–16% of these changes. Mean carcass weight, elevation and habitat diversity were the main factors explaining species/individual replacement. Our findings suggest that local processes such as species‐sorting through habitat heterogeneity would dominate scavenger metacommunity dynamics together with stochastic forces (i.e. related to carrion unpredictability and scavenging being a widespread strategy among vertebrates). The presence of structured patterns (i.e. nestedness) in beta diversity could reflect a role of deterministic processes: mass‐effects through dispersal and defaunation. Vultures are long‐distance foragers and functionally dominant species, which would connect local assemblages within the metacommunity, supporting scavenger diversity and functions across space. These results highlight the importance of managing vertebrate scavenger assemblages within a metacommunity context. 相似文献
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Helen F Schmidt Eric G Sakowski Shannon J Williamson Shawn W Polson KEric Wommack 《The ISME journal》2014,8(1):103-114
Virioplankton have a significant role in marine ecosystems, yet we know little of the predominant biological characteristics of aquatic viruses that influence the flow of nutrients and energy through microbial communities. Family A DNA polymerases, critical to DNA replication and repair in prokaryotes, are found in many tailed bacteriophages. The essential role of DNA polymerase in viral replication makes it a useful target for connecting viral diversity with an important biological feature of viruses. Capturing the full diversity of this polymorphic gene by targeted approaches has been difficult; thus, full-length DNA polymerase genes were assembled out of virioplankton shotgun metagenomic sequence libraries (viromes). Within the viromes novel DNA polymerases were common and found in both double-stranded (ds) DNA and single-stranded (ss) DNA libraries. Finding DNA polymerase genes in ssDNA viral libraries was unexpected, as no such genes have been previously reported from ssDNA phage. Surprisingly, the most common virioplankton DNA polymerases were related to a siphovirus infecting an α-proteobacterial symbiont of a marine sponge and not the podoviral T7-like polymerases seen in many other studies. Amino acids predictive of catalytic efficiency and fidelity linked perfectly to the environmental clades, indicating that most DNA polymerase-carrying virioplankton utilize a lower efficiency, higher fidelity enzyme. Comparisons with previously reported, PCR-amplified DNA polymerase sequences indicated that the most common virioplankton metagenomic DNA polymerases formed a new group that included siphoviruses. These data indicate that slower-replicating, lytic or lysogenic phage populations rather than fast-replicating, highly lytic phages may predominate within the virioplankton. 相似文献