Training in crisis communication and volcanic eruption forecasting:Design and evaluation of an authentic role-play simulation

We present an interactive, immersive, authentic role-play simulation designed to teach tertiary geoscience students in New Zealand to forecast and mitigate a volcanic crisis. Half of the participating group (i.e., the Geoscience Team) focuses on interpreting real volcano monitoring data (e.g., seismographs, gas output etc.) while the other half of the group (i.e., the Emergency Management Team) forecasts and manages likely impacts, and communicates emergency response decisions and advice to local communities. These authentic learning experiences were aimed at enhancing upper-year undergraduate students’ transferable and geologic reasoning skills. An important goal of the simulation was specifically to improve students’ science communication through interdisciplinary team discussions, jointly prepared, and delivered media releases, and real-time, high-pressure, press conferences. By playing roles, students experienced the specific responsibilities of a professional within authentic organisational structures. A qualitative, design-based educational research study was carried out to assess the overall student experience and self-reported learning of skills. A pilot and four subsequent iterations were investigated. Results from this study indicate that students found these role-plays to be a highly challenging and engaging learning experience and reported improved skills. Data from classroom observations and interviews indicate that the students valued the authenticity and challenging nature of the role-play although personal experiences and team dynamics (within, and between the teams) varied depending on the students’ background, preparedness, and personality. During early iterations, observation and interviews from students and instructors indicate that some of the goals of the simulation were not fully achieved due to: A) lack of preparedness, B) insufficient time to respond appropriately, C) appropriateness of roles and team structure, and D) poor communication skills. Small modifications to the design of Iterations 3 and 4 showed an overall improvement in the students’ skills and goals being reached. A communication skills instrument (SPCC) was used to measure self-reported pre- and post- communication competence in the last two iterations. Results showed that this instrument recorded positive shifts in all categories of self-perceived abilities, the largest shifts seen in students who participated in press conferences. Future research will be aimed at adapting this curricula to new volcanic and earthquake scenarios

The persistence of epiphyseal scars in the adult tibia

Estimation of chronological age from skeletal material is dependent upon estimation of maturational stage observed. Following completion of epiphyseal fusion, a transverse radio-opaque line, termed "epiphyseal scar", may be observed in the region of the former growth plate. According to the literature, this line is likely to become obliterated shortly after completion of epiphyseal fusion. Consequently, presence of an epiphyseal scar has been interpreted as an indication of recent epiphyseal fusion; however, this has not been validated by quantitative research. A study was undertaken to determine persistence of the epiphyseal scars in a cross-sectional population of adults between 20 and 50 years of age. This study examined 1,216 radiographs of proximal and distal tibiae from both sexes and sides of the body. This study suggested that 98.05 % of females and 97.74 % of males retained some remnant of the epiphyseal scar at the proximal tibia whilst 92.72 % of females and 92.95 % of males retained some remnant of the epiphyseal scar at the distal tibia. General linear model (GLM) analysis determined that chronological age accounted for 2.7 % and 7.6 % of variation in persistence of the epiphyseal scar at the proximal and distal tibiae, respectively. This study suggests that obliteration of the epiphyseal scar is not as dependent on chronological age as previously thought. It is, therefore, recommended that this feature not be used as an indicator of chronological age during forensic age assessment

The Role of Alliums and Their Sulfur and Selenium Constituents in Cancer Prevention

Garlic and its sulfur and selenium-containing components are widely known for their cancer preventive activities primarily in preclinical in vitro and in vivo model systems. Most of our common foods including garlic contain very low levels of selenium compounds relative to those of sulfur. Humans consume a substantial portion of their dietary sulfur and selenium in organic forms. Selenium-enriched foods such as garlic, broccoli and wheat are more effective chemopreventive agents than the corresponding regular dietary items. Naturally occurring and synthetic organoselenium compounds are superior cancer chemopreventive agents compared to their corresponding sulfur analogs. Mechanistic studies demonstrate that sulfur and selenium compounds are capable of cell growth inhibition, cell cycle arrest, induction of apoptosis, alterations of phase I and phase II enzyme activities, and histone deacetylase (HDAC) inhibition. The fact that organosulfur and organoselenium compounds can target multiple pathways suggests that these agents can be used directly as chemopreventive and/or therapeutic agents or in combination with other medicinal compounds. The effect of these agents on the aforementioned parameters varies depending on the dose and form (structure) and whether cells are normal or transformed. Whether the protective effects observed in animals and in cell cultures can be applicable to humans remain to be determined. Thus, studies using genomic, proteomic, and metabolomic techniques in well designed small-scale clinical trials are needed to unequivocally evaluate the potential of allium vegetable constituents on biomarkers of risk for specific cancers prior to entering into long-term expensive phase III clinical chemoprevention trials