DRASTIC—INSIGHTS:querying information in a plant gene expression database

DRASTIC––Database Resource for the Analysis of Signal Transduction In Cells (http://www.drastic.org.uk/) has been created as a first step towards a data-based approach for constructing signal transduction pathways. DRASTIC is a relational database of plant expressed sequence tags and genes up- or down-regulated in response to various pathogens, chemical exposure or other treatments such as drought, salt and low temperature. More than 17700 records have been obtained from 306 treatments affecting 73 plant species from 512 peer-reviewed publications with most emphasis being placed on data from Arabidopsis thaliana. DRASTIC has been developed by the Scottish Crop Research Institute and the Abertay University and allows rapid identification of plant genes that are up- or down-regulated by multiple treatments and those that are regulated by a very limited (or perhaps a single) treatment. The INSIGHTS (INference of cell SIGnaling HypoTheseS) suite of web-based tools allows intelligent data mining and extraction of information from the DRASTIC database. Potential response pathways can be visualized and comparisons made between gene expression patterns in response to various treatments. The knowledge gained informs plant signalling pathways and systems biology investigations

Education and transfer of water competencies: An ecological dynamics approach

© The Author(s) 2020. To cope in various aquatic environments (i.e. swimming pools, lakes, rivers, oceans), learners require a wide repertoire of self-regulatory behaviours such as awareness of obstacles and water properties, floating and moving from point to point with different strokes, decision making, emotional control and breathing efficiently. By experiencing different learning situations in stable indoor pool environments, it is assumed that children strengthen aquatic competencies that should be transferable to functioning in open water environments, where prevalence of drowning is high. However, this fundamental assumption may be misleading. Here, we propose the application of a clear, related methodology and theoretical framework that could be useful to help physical education curriculum specialists (re)shape and (re)design appropriate aquatic learning situations to facilitate better transfer of learning. We discuss the need for more representativeness in a learning environment, proposing how the many different task and environmental constraints on aquatic actions may bound the emergence of functional, self-regulatory behaviours in learners. Ideas in ecological dynamics suggest that physical educators should design learning environments that offer a rich landscape of opportunities for action for learners. As illustration, three practice interventions are described for developing functional and transferrable skills in indoor aquatic environments. It is important that aquatic educators focus not just upon ‘learning to swim’, but particularly on relevant transferable skills and self-regulatory behaviours deemed necessary for functioning in dynamic, outdoor aquatic environments

Separating N2O production and consumption in intact agricultural soil cores at different moisture contents and depths

Agricultural soils are a major source of the potent greenhouse gas and ozone depleting substance, N2O. To implement management practices that minimise microbial N2O production and maximise its consumption (i.e. complete denitrification) we must understand the interplay between simultaneously occurring biological and physical processes, especially how this changes with soil depth. Meaningfully disentangling these processes is challenging and typical N2O flux measurement techniques provide little insight into subsurface mechanisms. Additionally, denitrification studies are often conducted on sieved soil in altered O2 environments which relate poorly to in situ field conditions. Here, we use a novel dual headspace system with field-relevant O2 concentrations to incubate intact sandy clay loam textured agricultural topsoil (0-10 cm) and subsoil (50-60 cm) cores for 3-4 d at 50 and 70% water filled pore space (WFPS), respectively. 15N-N2O pool dilution and an SF6 tracer were used to determine the relative diffusivity (Ds/D0) and the net N2O emission and gross N2O emission and consumption rates. The relationship between calculated fluxes from the below- and above- soil core headspaces confirmed that the system performed well. We found no difference in Ds/D0 between soil depth fractions, which was probably because of the preservation of preferential flow pathways in intact cores. Both gross N2O emissions and uptake were not different with depth but were higher in the 50% WFPS, contrary to expectation. We attribute this to aerobic denitrification and simultaneously occurring denitrification and nitrification for the gross consumption and emission of N2O, respectively. Here, we developed a novel system that allows careful control of conditions and, with a headspace below and above a soil core, a more realistic reconstruction of in situ gas dynamics. We provide further evidence of substantial N2O consumption in drier soil and without net negative N2O emissions. The results from this study are important for the future application of the 15N-N2O pool dilution method and N budgeting and modelling, as required for improving management to minimise N2O losses

Assessment of New Hub-and-spoke and Point-to-point Airline Network Configurations

This paper aims to provide new measures of airline network configuration with a view to analyse effectively the complexity of modern carriers' network design. It studies network configurations in the airline sector by taking into account both spatial and temporal dimensions. The spatial dimension is measured by using both the Gini index and the Freeman index, which originate from social science research. The temporal dimension is measured by the connectivity ratio, i.e. the share of indirect connections over the total number of connections. According to these indicators, the configuration of the largest full-service carriers and the largest low-cost carriers in Europe is investigated. The results show that the temporal dimension provides a clear distinction between full-service carriers and low-cost carriers; while the spatial dimension appears useful when identifying the peculiarities within groups

Education and transfer of water competencies: An ecological dynamics approach

© The Author(s) 2020. To cope in various aquatic environments (i.e. swimming pools, lakes, rivers, oceans), learners require a wide repertoire of self-regulatory behaviours such as awareness of obstacles and water properties, floating and moving from point to point with different strokes, decision making, emotional control and breathing efficiently. By experiencing different learning situations in stable indoor pool environments, it is assumed that children strengthen aquatic competencies that should be transferable to functioning in open water environments, where prevalence of drowning is high. However, this fundamental assumption may be misleading. Here, we propose the application of a clear, related methodology and theoretical framework that could be useful to help physical education curriculum specialists (re)shape and (re)design appropriate aquatic learning situations to facilitate better transfer of learning. We discuss the need for more representativeness in a learning environment, proposing how the many different task and environmental constraints on aquatic actions may bound the emergence of functional, self-regulatory behaviours in learners. Ideas in ecological dynamics suggest that physical educators should design learning environments that offer a rich landscape of opportunities for action for learners. As illustration, three practice interventions are described for developing functional and transferrable skills in indoor aquatic environments. It is important that aquatic educators focus not just upon ‘learning to swim’, but particularly on relevant transferable skills and self-regulatory behaviours deemed necessary for functioning in dynamic, outdoor aquatic environments

How does virtual simulation impact on nursing students’ knowledge and self-efficacy for recognising and responding to deteriorating patients? A mixed methods study.

Background: Preparing undergraduate nursing students effectively for safe clinical practice continues to present significant challenges due to the impact of the Covid-19 pandemic, global nursing shortages, greater competition for quality clinical placements, and no guarantee that nursing students will have exposure to a deteriorating patient during their clinical placements. This is a concern because early warning signs of clinical deterioration are often not detected by nurses in a timely manner, and recognition and response to deteriorating patients is recognised globally as a major safety challenge (Haddeland et al., 2018). Aim: To explore the impact of using interactive virtual simulation case studies with facilitated debriefing (Eppich and Cheng, 2015) on nursing students’ knowledge and self-efficacy for recognising and responding to early signs of clinical deterioration in patients. Design & Methods: Mixed methods study with quasi-experimental pre/post design and focus groups. A convenience sample (n=88) final year undergraduate nursing students with half the sample at each sites randomly allocated to a treatment or control group. The treatment group received a virtual simulation intervention, debriefing, and participated in a focus group. Results: The treatment group had statistically significant higher levels of clinical self-efficacy from pre to post survey scores (65.34 and 80.12) compared to the control group (62.59 and 70.73) and significantly increased levels of knowledge in recognizing and responding to the deteriorating patient scores from pre to post survey (11.30 to 13.1) in comparison to the control group (10.33 and 9.92). Conclusions: study findings demonstrated the positive impact of a the virtual simulation intervention on knowledge and confidence of undergraduate nursing students from geographically diverse areas

Using Variable-Rate Alerting to Counter Boredom in Human Supervisory Control

A low task load, long duration experiment was conducted to evaluate the impact of cyclical attention switching strategies on operator performance in supervisory domains. The impetus for such a study stems from the lack of prior work to improve human-system performance in low task load supervisory domains through the use of design interventions. In this study, a design intervention in the form of auditory alerts is introduced and the effects of the alerts are examined. The test bed consists of a video game-like simulation environment, which allows a single operator the ability to supervise multiple unmanned vehicles. Each participant in the study completed two different four hour sessions, with and without the alerts. The results suggest that the alerts can be useful for operators who are distracted for a considerable amount of time, but that the alerts may not be appropriate for operators who are able to sustain directed attention for prolonged periods.United States. Office of Naval Researc