Resolving spatial and temporal patterns of coral bleaching risk using image analysis: an active learning experience to improve climate change literacy in college students

Recent studies indicate poor understanding of the causes and consequences of climate change among college students. In an effort to improve climate change literacy, we have developed an authentic research experience for upper level undergraduate students focused on resolving spatial and temporal patterns of coral reef bleaching, an ecologically and economically important consequence of climate warming. In the research, students use a public archive of maps generated by the United States National Oceanographic and Atmospheric Association (NOAA) that use coloration to depict ocean areas experiencing above-average surface temperatures and where corals are at an increased risk of bleaching. Students are required to quantify the total area of coloration on individual maps using open-source image analysis software called Image J. By quantifying coloration (ie bleaching risk) over a large number of maps in a chronological sequence, students can test hypotheses regarding the relationship between ongoing climate warming and coral bleaching risk. Students are required to summarise their findings in a scientific journal-style report that incorporates graphical representations and statistical tests of their coral bleaching risk data. The research activity is cost-effective, repeatable, requires little specialised knowledge and addresses common programmatic learning outcomes that target scientific communication, quantitative reasoning and sustainability.     

Fun with Learning and Recall

When students conduct their own scientific research, they gain a better understanding of inquiry and the work that scientists do than they do from merely reading a book or performing a contrived experiment. Conducting weather studies is exciting and relatively simple research for students to perform. By collecting and analyzing data, students gain an accurate view of the scientific process in addition to real-world experience, as they face challenging setbacks and make unexpected discoveries along the way.     

The effect of weather on mood,productivity, and frequency of emotional crisis in a temperate continental climate

A group of 62 mostly university student subjects kept structured diaries of their feelings and their productivity for six weeks in Illinois in early autumn. During the same period, daily frequency of telephone calls to a crisis intervention service in the same community was monitored, and complete daily weather data for the vicinity were provided by a local meteorological research facility. Major findings are as follows. The weather appears to influence mood and productivity, but only to a smallextent compared with the aggregate of all other controlling factors. Males show a relatively stronger effect than females. Psychologically troubled people generally appear to be more affected by weather than university students. The students and the crisis intervention service clients with “mild” problems tend to be stressed more when the weather is unstable, cloudy, warm and humid, and least stressed during sunny, dry, cool weather with rising barometric pressure. The crisis service clients with “severe” problems react oppositely to these two weather types. The meaning of these and other results and the strengths and weaknesses of this study's design are discussed.     

Detangling spaghetti: Tracking deep ocean currents in the Gulf of Mexico

Creation of physical models can help students learn science by enabling them to be more involved in the scientific process of discovery and to use multiple senses during investigations. This activity achieves these goals by having students model ocean currents in the Gulf of Mexico. In general, oceans play a key role in influencing weather patterns and climate. Water movement also affects fisheries through transport of various fish and invertebrate species as well as their predators and prey. Currents also impact the dispersion of pollutants, as in after an oil spill such as the catastrophe of the Deepwater Horizon oil rig in 2010. Currents exist deep in the ocean, and they do not always travel in the same direction as currents at the surface. This concept of the existence of ocean currents below the surface can be hard to explain, but we provide methodology for sharing this information in a way that is accessible to K–12 students, including the visually impaired. In addition to the NGSS standards and Ocean Literacy principles addressed, this activity has larger implications related to socioeconomics and international law.     

Virtual Fire: A web-based GIS platform for forest fire control

Α web-based Geographic Information Systems (GIS) platform – named Virtual Fire – for forest fire control has been developed to easily, validly and promptly share and utilize information and tools among firefighting forces. This state-of-the-art system enables fire management professionals to take advantage of GIS capabilities without needing to locally install complex software components. Fire management professionals can locate fire service vehicles and other resources online and in real-time. Fire patrol aircrafts and vehicles may use tracking devices to send their coordinates directly to the platform. Cameras can augment these data by transmitting images of high-risk areas into the graphical interface of the system. Furthermore, the system provides the geographical representation of fire ignition probability and identifies high-risk areas at different local regions daily, based on a high performance computing (HPC) pilot application that runs on Windows HPC Server. Real-time data from remote automatic weather stations and weather maps based on a weather forecasting system provide vital weather data needed for fire prevention and early warning. By using these methods and a variety of fire management information and tools, the end-users are given the ability to design an operational plan to encompass the forest fire, choosing the best ways to put the fire out within the proper recourses and time.     

Along Came a Spider: Using Live Arthropods in a Predator–Prey Activity

We developed a predator–prey activity with eighth-grade students in which they used wolf spiders (Lycosa carolinensis), house crickets (Acheta domestica), and abiotic factors to address how (1) adaptations in predators and prey shape their interaction and (2) abiotic factors modify the interaction between predators and prey. We tested student understanding with pre- and postquizzes, written observations, and interpretations of graphical results.     

Graphical aid for determining power of clinical trials involving two groups.

Physicians need to evaluate clinical research critically, and determining the power of a study is an essential component of research evaluation. This report presents a graphical aid that permits rapid power determination for clinical trials with two groups. Power curves were developed for dichotomous outcomes by setting two tail alpha at 0.05 and varying the sample size, the control group response rate, and the clinically important difference between control and experimental groups as defined by the user. Use of the graphical aid was demonstrated to a group of 18 medical students, residents, fellows, and faculty in a 15 minute session. Evaluation of the trainees'' application of the aid showed a small average bias of -0.0003 and an average variance of 0.006. Ninety percent of power estimates were within 0.05 of the true value determined by formula. This graphical aid is recommended as a rapid and accurate method for determining power in the critical appraisal of clinical research.     

Sterilization the Sane “Pesticide”

Unpacking, an effective lesson-planning technique, can help students use scientific inquiry to understand the power behind hurricanes. Teachers identify a concept and then guide students to "unpack" it and look for new discoveries. The activity provides a means for students to develop the abilities to do scientific inquiry, demonstrate how it is applied, and develop understanding about the method. Additionally, students demonstrate abilities of technological design and understanding about science and technology. This activity promotes students' knowledge of the Earth's constant change, pattern recognition to enable prediction, statistical analysis and graphical display to reveal patterns in data, and the science behind hurricane rotation.     

Timing of nocturnal autumn migratory departures in juvenile European robins (Erithacus rubecula) and endogenous and external factors

Many passerine medium distance nocturnal migrants take off from stopover sites not only at the beginning of the night, but also in the middle and at the end of the night. In this paper, we tested two explanations for this phenomenon: (1) that departure time is governed by fuel stores, and (2) that departure time is influenced by the weather. The relationship of temporal distribution of migratory nocturnal departures with body condition and weather factors was studied in juvenile European robins (Erithacus rubecula) during autumn migration. The study was done on the Courish Spit on the Baltic Sea in 1997–2003 by retrapping 74 ringed birds in high mist nets during nocturnal migratory departure. Departure time was not related to fuel stores at arrival and departure, stopover duration, fuel deposition rate or progress of the season. Nor did the local weather at departure influence departure time. A possible reason was a large variation in the behaviour of the birds. European robins which made 1-day stopovers arrived and departed during better weather conditions than birds that stopped over for longer periods. In the former cohort, a significant model with four predictors explained 55% of variation in departure time. It is assumed that weather at the night of departure and during the previous night influenced the time of take-offs in these birds. In robins which made long stopovers, departure time is probably governed by their individual endogenous circadian rhythms of activity, which are related to the environment in a complex way.     

Disulfide bond formation and its impact on the biological activity and stability of recombinant therapeutic proteins produced by Escherichia coli expression system

Therapeutic proteins require correct disulfide bond formation for biological activity and stability. This makes their manufacturing and storage inherently challenging since disulfide bonds can be aberrantly formed and/or undergo significant structural changes. In this paper the mechanisms of disulfide bond formation and scrambling are reviewed, with a focus on their impact on the biological activity and storage stability of recombinant proteins. After assessing the research progress in detecting disulfide bond scrambling, strategies for preventing this phenomenon are proposed.     

A fitness screening model for increasing fitness assessment and research experiences in undergraduate exercise science students

When students analyze and present original data they have collected, and hence have a cultivated sense of curiosity about the data, student learning is enhanced. It is often difficult to provide students an opportunity to practice their skills, use their knowledge, and gain research experiences during a typical course laboratory. This article describes a model of an out-of-classroom experience during which undergraduate exercise science students provide a free health and fitness screening to the campus community. Although some evidence of the effectiveness of this experience is presented, this is not a detailed evaluation of either the service or learning benefits of the fitness screening. Working in small learning groups in the classroom, students develop hypotheses about the health and fitness of the population to be screened. Then, as part of the health and fitness screening, participants are evaluated for muscular strength, aerobic fitness, body composition, blood pressure, physical activity, and blood cholesterol levels. Students then analyze the data collected during the screening, accept or reject their hypotheses based on statistical analyses of the data, and make in-class presentations of their findings. This learning experience has been used successfully to illustrate the levels of obesity, hypercholesterolemia, and lack of physical fitness in the campus community as well as provide an opportunity for students to use statistical procedures to analyze data. It has also provided students with an opportunity to practice fitness assessment and interpersonal skills that will enhance their future careers.     

Traumatic vasospastic disease in chain-saw operators.

Raynaud''s phenomenon is commonly induced in chain-saw operators by vibration; the hand guiding the tool is the more severely affected. The condition tends to persist after use of the chain-saw is stopped but compensation is rarely sought. Among 17 cases of Raynaud''s phenomenon in lumberjacks the condition was found to be related to use of the chain-saw in 14, 10 of whom had to give up their work in colder weather because the disease was so disabling. Two criteria essential to establish the condition as vibration-induced Raynaud''s phenomenon are the presence of symptoms for at least 2 years and a history of at least 1 year''s constant use of the chain-saw. Careful physical examination and simple tests of vascular function will provide objective evidence of permanent damage by which the patients may be classified and compensated.     

The use of mini-projects in preparing students for independent open-ended investigative labwork

Undergraduate research project work is very demanding — of students, of tutors and of resources — and many students find the transition from traditional practical work difficult. In particular, they have unrealistic expectations of what can be achieved. In order to prepare students for their project work, some second-year courses include mini-projects. This paper reports on a case study of one such mini-project: it was effective in preparing students for their project work but most students were unaware of this and as a result, many felt demoralised by their experience. A number of factors which might improve the effectiveness of mini-projects and reduce the students’ negative feelings were identified including: making the aims and objectives unambiguous, achievable and explicit; recognising the nature and difficulty of the demands which are being made of students; and providing sufficient time, support and guidance for students. It is not possible for one lecturer to provide the high level of support which this requires. Demonstrators should also be available.     

How to Use the Science of Snow to Engage Middle School Students in an Interdisciplinary Experience

In this interdisciplinary and field-based activity, grade 5 to 9 students engage in a comprehensive scientific study of snow. Through a series of in-class and out-of-class structured interdisciplinary and team-teaching lesson progressions, students will collect data to be able to analyze and apply knowledge about weather, the physical properties of snow, and the structure of matter that will increase understanding about the nature of science.     

Students use of the PSOE model to understand weather and climate

One tried-and-true way to hook students' attention and promote long-lasting understanding is to sequence science instruction in an explore-before-explain instructional sequence. In these lessons for the second through sixth grade band, elementary students investigate the interaction between “cold” and “hot” substances and density to understand how fluids interact in air (some weather phenomenon) and water (ocean currents). The student-based activities are suited to a research-based strategy called the PSOE (predict, share, observe, and explain) sequence of instruction.     

PBL与图表相结合的教学法在《基础生物化学》课程教学中的初步实践

针对生物化学课程的特点,以改革当前传统的课堂讲授式教学模式作为突破口,采用基于问题学习（PBL）与图表结合的教学模式在《基础生物化学》中进行教学尝试。初步教学实践表明,通过PBL与图表教学法的互补结合,基本能克服《基础生物化学》教学活动中存在的两类矛盾,使传统的以＂教＂为主的教学模式,转变为以＂学＂与＂教＂相互平衡和促进的教学模式,使学生在掌握所学课程核心内容的同时又能获得学习方法、提高学习兴趣和学习主动性。     

The Batrachian Barf Bowl: An authentic research experience using ecological data from frog diets

Authentic research experiences (AREs) are a powerful strategy for inspiring and retaining students in science, technology, engineering, and math (STEM) fields. However, recent demand for virtual learning has emphasized the need for remote AREs that also foster a sense of community and interpersonal connections among participants. Here, we describe an ARE activity that leverages digitized diet data from natural history collections to provide students with collaborative research experience across any learning environment. Using magnified photographs of frog stomach contents collected in the Peruvian Amazon, we designed an open‐source “bowl game” competition that challenges students to identify, measure, and compare diet items across vouchered frog specimens (“Batrachian Barf Bowl”). To demonstrate learning outcomes, we ran this activity with 39 herpetology class students from the University of Notre Dame and the University of Michigan. We used pre‐ and post‐activity assessments to evaluate effectiveness, scientific accuracy of results, and impact on student well‐being. With minimal preparation and training in invertebrate identification, students were successful in identifying hundreds of frog diet items to taxonomic order, although accuracy varied among clades (global accuracy ~70%). While we found no difference in science identity, community, or self‐efficacy between the two institutions at either time point (pre‐ and post‐activity), we found that well‐being was significantly higher for both sets of students after the activity. Overall, this approach offers a model for combining active learning with museum collections to provide experiential research opportunities that highlight the power of scientific collaboration.     

Bullying of Medical Students in Pakistan: A Cross-Sectional Questionnaire Survey

Background

Several studies from other countries have shown that bullying, harassment, abuse or belittlement are a regular phenomenon faced not only by medical students, but also junior doctors, doctors undertaking research and other healthcare professionals. While research has been carried out on bullying experienced by psychiatrists and psychiatry trainees in Pakistan no such research has been conducted on medical students in this country.

Methodology/Principal Findings

We conducted a cross-sectional questionnaire survey on final year medical students in six medical colleges of Pakistan. The response rate was 63%. Fifty-two percent of respondents reported that they had faced bullying or harassment during their medical education, about 28% of them experiencing it once a month or even more frequently. The overwhelming form of bullying had been verbal abuse (57%), while consultants were the most frequent (46%) perpetrators. Students who were slightly older, males, those who reported that their medical college did not have a policy on bullying or harassment, and those who felt that adequate support was not in place at their medical college for bullied individuals, were significantly more likely to have experienced bullying.

Conclusion

Bullying or harassment is faced by quite a large proportion of medical students in Pakistan. The most frequent perpetrators of this bullying are consultants. Adoption of a policy against bullying and harassment by medical colleges, and providing avenues of support for students who have been bullied may help reduce this phenomenon, as the presence of these two was associated with decreased likelihood of students reporting having being bullied.