What evidence exists on the effects of anthropogenic noise on acoustic communication in animals? A systematic map protocol

Background: Noise pollution is an intense, widespread anthropogenic disturbance that can have highly detrimental impacts on natural populations, communities, and ecosystems across the globe. One major way through which noise can affect wildlife is by masking acoustic signals that animals rely on and, in doing so, hindering inter- and intraspecific communication among individuals. In response, many animals change their vocal behavior in an attempt to overcome the signal- and cue-masking effects of noisy environments. This can be done by changing the amplitude of the vocal output, shifting its frequency, or changing its temporal structure. However, to date, we still know very little about the ecological contexts of signal modifications in animals or their fitness consequences. We present a protocol for a systematic map aiming to collect and characterize all research done on animals' signal modification in response to anthropogenic noise. The map will increase our understanding of the consequences of noise pollution on animal communication and may guide the development of new mitigation tools to alleviate any negative effects. The map will also allow us to identify gaps in the literature and highlight possible future research areas. Methods: We will collect information about different types of acoustic modifications in response to noise as well as information about the noise's source and properties. The map will also include the ecological context of the signal modification and the fitness consequences of the modification, if measured. We will search both commercially published literature and grey literature, and conduct the searches in academic journal databases, online search engines, and specialist websites. Articles will be screened for inclusion at title, abstract and full-text levels and will then be critically appraised for study robustness and validity. Data will then be extracted and coded according to categories informed by consultation with stakeholders. Data will be summarized in a quantitative manner, accompanied with a narrative review that will map our knowledge on how animals change their vocalizations in response to noise pollution as a function of their taxa, geographic location, noise pollution source, and vocalization type.Peer reviewe

The Grizzly, October 13, 1989

Berman Opening Draws Near • Sculptor Chadwick Visits UC • Frats Angered • Letters: Grizzly, Get on the Ball!; Shape up!; Dump Starkist! • Michener Opens Museum • Swarthmore, Hopkins Defeated • V-Ball Wins • Hockey Squad Beats Nationally Ranked Teams • 1989 Candidates for Homecoming Queen • Soccer Looks to Future • Wagner Runs Wild • Athletes of the Week • Control Pledging Power Abuses • The Wismer Beastieshttps://digitalcommons.ursinus.edu/grizzlynews/1243/thumbnail.jp

Prospectus, February 26, 1986

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The Grizzly, September 15, 1989

Greek Golden Age Growing Dark • U.C. Slasher Case Finally Closed • Letters: Physics Major Majorly Miffed; Wismer Eggs on Disgusted Diner • SAO Makes Room for Zimmer • Go Abroad: It\u27s Worth It • Mann\u27s Soda Can Hit with Crowd • Bears Upset Hoyas in Season Opener • Grizzlies Take Tourney with Defense • V-ball: Victors! • Endurance is Key • Athletes of the Week • Pledging: Git! • Myrin Booking • Lucas Heads Frosh Seminar • Dumas: Cook of Monte Cristo • Smith Donation • Freshmen Make Necessary Adjustmentshttps://digitalcommons.ursinus.edu/grizzlynews/1240/thumbnail.jp

The Grizzly, September 8, 1989

Hudson Gets $ Flowing • Earth Day Seed Planted • French Studies Papa\u27s Notes • Lopez Lures Listeners • Kruse Spot to Dawleys House • Presidential Candidates • Victory at GB Classic • Captains Lead Attack • Gros Sets Goals • Quest Continues • V-ball: Ichiban! • Coaches Added • Optimistic Lady Bears Start Season • Beaches No Bumshttps://digitalcommons.ursinus.edu/grizzlynews/1239/thumbnail.jp

The Lantern Vol. 58, No. 2, Summer 1991

• We All Fall Up • Clerical Nightmares • The Brass Bed • Mon Amour • The Lady of J. Alfred Prufrock • Forbidden Places • Edge of the Dance • Crystal World • Saturday, July 12, 1978, 4:59 pm • Of You I Think • Just Another Statistic • A $16 Word in a$4.99 Trashcan • Souvenir • The Jester • Against a Rock • I Wish I Were a Fish • Too Small, Too Weak • Somewheres in N.Y.C. • Stuck Up • Patterns • I Should Tell You Now • Me, Tommy, and Miss May • Two Hands • All-Natural, Organically Grown Macadamia Butter • Irony of a Suburban Deathhttps://digitalcommons.ursinus.edu/lantern/1138/thumbnail.jp

The Lantern Vol. 59, No. 2, Summer 1992

• Mr. Foley\u27s Toboggan • I Close the Door to the Bathroom • Insomniac Scribbles • And Then There Were Four • Goodbye, Ace • Silicone\u27s a Manmade Matter • The Nineteenth Hole • Upon Visiting Manor Care • Little Boys • Obsessed • Life • Shakespearean Shakedown • Violets and Morning Glories • Mr. Cope Takes His Secretary to Lunch • Winter Eyes • Triptych • These Hot, Humid Nights • The Car\u27s Place in His Heart • Saturday Night • The Windows of a Clean House • An Harmonious Thunk • Nomads • My Watch at Mass • Dave\u27s Fine Print • K.P. Duty • Serendipityhttps://digitalcommons.ursinus.edu/lantern/1141/thumbnail.jp

Correction to: The Edinburgh Consensus: preparing for the advent of disease-modifying therapies for Alzheimer's disease.

Since the publication of this article [1], it has come to the attention of the authors that information for one of the authors was not included in the competing interests section. Craig Richie has declared potential competing interests with the following companies; Janssen, Eisai, Pfizer, Eli Lilly, Roche Diagnostics, Boeringher Ingleheim, Novartis, AC Immune, Ixico, Aridhia, Amgen, Berry Consultants, Lundbeck, Sanofi, Quintiles (IQVIA) and Takeda. The full competing interests section for this article can be found below

Learning to Teach About Ideas and Evidence in Science : The Student Teacher as Change Agent

A collaborative curriculum development project was set up to address the lack of good examples of teaching about ideas and evidence and the nature of science encountered by student teachers training to teach in the age range 11-16 in schools in England. Student and teacher-mentor pairs devised, taught and evaluated novel lessons and approaches. The project design required increasing levels of critique through cycles of teaching, evaluation and revision of lessons. Data were gathered from interviews and students' reports to assess the impact of the project on student teachers and to what extent any influences survived when they gained their first teaching posts. A significant outcome was the perception of teaching shifting from the delivery of standard lessons in prescribed ways to endeavours demanding creativity and decision-making. Although school-based factors limited newly qualified teachers' chances to use new lessons and approaches and therefore act as change-agents in schools, the ability to critique curriculum materials and the recognition of the need to create space for professional dialogue were durable gains