Training Graduate Students in Multiple Genres of Public and Academic Science Writing: An Assessment Using an Adaptable, Interdisciplinary Rubric

There is an urgent need for scientists to improve their communication skills with the public, especially for those involved in applying science to solve conservation or human health problems. However, little research has assessed the effectiveness of science communication training for applied scientists. We responded to this gap by developing a new, interdisciplinary training model, “SciWrite,” based on three central tenets from scholarship in writing and rhetoric: 1) habitual writing, 2) multiple genres for multiple audiences, and 3) frequent review and created an interdisciplinary rubric based on these tenets to evaluate a variety of writing products across genres. We used this rubric to assess three different genres written by 12 SciWrite-trained graduate science students and 74 non-SciWrite-trained graduate science students at the same institution. We found that written work from SciWrite students scored higher than those from non-SciWrite students in all three genres, and most notably thesis/dissertation proposals were higher quality. The rubric results also suggest that the variation in writing quality was best explained by the ability of graduate students to grasp higher-order writing skills (e.g., thinking about audience needs and expectations, clearly describing research goals, and making an argument for the significance of their research). Future programs would benefit from adopting similar training activities and goals as well as assessment tools that take a rhetorically informed approach

A low-investment, high-impact approach for training stronger and more confident graduate student science writers

Scientists in applied fields, including conservation biology, face increasing expectations to communicate their research across multiple audiences. As environmental issues become more complex, the need for scientists to clearly communicate with other scientists, managers, stakeholders, tribes, the public, and policy makers becomes ever critical. Despite this need, students in graduate science programs receive limited direct instruction in writing and little training in writing for audiences outside of academia or in different genres. To that end, we developed an interdisciplinary program that incorporates rhetorical theory and writing intensive pedagogy to train graduate science students to write more effectively across genres. During the pilot testing in the first year of this broader, multiyear program, we evaluated changes in the writing practices and confidence of participants as writers and scientists who completed a low-investment, two-workshop sequence that highlighted habitual writing, peer review, and writing for multiple audiences and multiple genres. In just six contact hours, we documented significant increases in students\u27 reporting maintaining a more consistent writing routine and writing environment, revising multiple drafts for writing projects, and being willing to have work reviewed by peers or mentors. Upon completion of both workshops, students reported an increase in their confidence as writers. The development of comprehensive graduate writing programs can be costly and time intensive, but our evaluation demonstrates that significant gains in writing capacity and confidence as writers were made by graduate science students with even a low level of investment. We urge graduate science faculty in all Science Technology Engineering Math disciplines to consider how they might offer this two-workshop sequence or similar low-investment interventions that will build writing capacity and confidence as writers and scientists in graduate students

Supporting Older People to Live Safely at Home – Findings from Thirteen Case Studies on Integrated Care Across Europe

Introduction: While many different factors can undermine older people’s ability to live safely at home, safety as an explicit aspect of integrated care for older people living at home is an underexplored topic in research. In the context of a European project on integrated care, this study aims to improve our understanding of how safety is addressed in integrated care practices across Europe. Methods: This multiple case study included thirteen integrated care sites from seven European countries. The Framework Method guided content analyses of the case study reports. Activities were clustered into activities aimed at identifying and managing risks, or activities addressing specific risks related to older people’s functioning, behaviour, social environment, physical environment and health and social care receipt. Results: Case studies included a broad range of activities addressing older people’s safety. Although care providers felt they sufficiently addressed safety issues, older people were often concerned and insecure about their safety. Attention to the practical and social aspects of safety was often insufficient. Conclusions and discussion: Integrated care services across Europe address older people’s safety in many ways. Further integration of health and social care solutions is necessary to enhance older people’s perceptions of safety

The Axial Organ and the Pharynx Are Sites of Hematopoiesis in the Sea Urchin

Background: The location of coelomocyte proliferation in adult sea urchins is unknown and speculations since the early 1800s have been based on microanatomy and tracer uptake studies. In adult sea urchins (Strongylocentrotus purpuratus) with down-regulated immune systems, coelomocyte numbers increase in response to immune challenge, and whether some or all of these cells are newly proliferated is not known. The gene regulatory network that encodes transcription factors that control hematopoiesis in embryonic and larval sea urchins has not been investigated in adults. Hence, to identify the hematopoietic tissue in adult sea urchins, cell proliferation, expression of phagocyte specific genes, and expression of genes encoding transcription factors that function in the conserved regulatory network that controls hematopoiesis in embryonic and larval sea urchins were investigated for several tissues.Results: Cell proliferation was induced in adult sea urchins either by immune challenge through injection of heat-killed Vibrio diazotrophicus or by cell depletion through aspiration of coelomic fluid. In response to either of these stimuli, newly proliferated coelomocytes constitute only about 10% of the cells in the coelomic fluid. In tissues, newly proliferated cells and cells that express SpTransformer proteins (formerly Sp185/333) that are markers for phagocytes are present in the axial organ, gonad, pharynx, esophagus, and gut with no differences among tissues. The expression level of genes encoding transcription factors that regulate hematopoiesis show that both the axial organ and the pharynx have elevated expression compared to coelomocytes, esophagus, gut, and gonad. Similarly, an RNAseq dataset shows similar results for the axial organ and pharynx, but also suggests that the axial organ may be a site for removal and recycling of cells in the coelomic cavity.Conclusions: Results presented here are consistent with previous speculations that the axial organ may be a site of coelomocyte proliferation and that it may also be a center for cellular removal and recycling. A second site, the pharynx, may also have hematopoietic activity, a tissue that has been assumed to function only as part of the intestinal tract

Defining a Flexible Notion of “Good” STEM Writing Across Contexts: Lessons Learned From a Cross-Institutional Conversation

We respond to a surging interest in science communication training for graduate scientists by advocating for a focus on rhetorically informed approaches to STEM writing and its assessment. We argue that STEM communication initiatives would benefit by shifting from a strategic focus on products to a flexible understanding of writing as a practice worthy of attention and study. To do that, we use our experience across two universities and two distinct programmatic contexts to train STEM graduate students in writing and communication. We draw from cross-disciplinary conversations to identify four facets of “good” STEM writing: (1) connecting to the big picture; (2) explaining science; (3) adhering to genre conventions; and (4) choosing context-appropriate language. We then describe our ongoing conversations across contexts to develop and implement flexible rubrics that capture and foster conversations around “good” writing. In doing so, we argue for a notion of writing rubrics as boundary objects, capable of fostering cross-disciplinary, integrative conversations and collaborations that strengthen student writing, shift STEM students toward a rhetorically informed sense of “good” writing, and offer that kinds of assessment data that make for persuasive evidence of the power of writing-centric approaches for STEM administrators and funders

Exile Vol. XXXI No. 1

Drawing by Chris Bradley 1 How Goes the Wombat, Prithee by Jennie Benford 3 Holy Shit (for Mary) by Stephanie Athey 4-5 ..... blues by Britton R. Creelman 6 Photograph (anonymous) 7 Prose by Leigh Walton 9-12 San Jacinto by Petersen S. Thomas 13 Rebuttal by Betsy Oster 15 Running Alone by Ann Townsend McMullen 16 Windows in Florence by Michael Parr 17 Rangers by Caroline Palmer 19 Salamapo by Mary Deborah Clark 20-21 Funeral by J. K. Rand 22 Deeds Give No Title by Douglas Jones 23 Be Careful, There\u27s a Straight Bar Next Door by Karen J. Hall 25 The Rivers of Saigon by Alex Dickson 26 2 Sketches by Alfred Sturla Bodvarsson 27 Upon the Occasion of Reading 236 sonnets at One Sitting by Jeff Masten 28 I just believe in Me by Rob Jackson 29 Close by Stephanie Athey 31 Teller by Katherine Fox Reynolds 32 Woman in Greece by Michael Parr 33 Part of the Job by Joan DeWitt 35-44 Contributor Notes 46 Editorial decision is shared equally among the seven member editorial board. -title page Polymorphous: Cover Lithograph by Aimee Creelman - title pag

Using Real-World Data to Guide Ustekinumab Dosing Strategies for Psoriasis: A Prospective Pharmacokinetic-Pharmacodynamic Study.

Variation in response to biologic therapy for inflammatory diseases, such as psoriasis, is partly driven by variation in drug exposure. Real-world psoriasis data were used to develop a pharmacokinetic/pharmacodynamic (PK/PD) model for the first-line therapeutic antibody ustekinumab. The impact of differing dosing strategies on response was explored. Data were collected from a UK prospective multicenter observational cohort (491 patients on ustekinumab monotherapy, drug levels, and anti-drug antibody measurements on 797 serum samples, 1,590 measurements of Psoriasis Area Severity Index (PASI)). Ustekinumab PKs were described with a linear one-compartment model. A maximum effect (Emax ) model inhibited progression of psoriatic skin lesions in the turnover PD mechanism describing PASI evolution while on treatment. A mixture model on half-maximal effective concentration identified a potential nonresponder group, with simulations suggesting that, in future, the model could be incorporated into a Bayesian therapeutic drug monitoring "dashboard" to individualize dosing and improve treatment outcomes

Gene and environmental risk factors: interplay between CNR1 genetic variants cannabis use, childhood trauma and psychosis [abstract only]

Background: Cannabis use and childhood trauma have been proposed as environmental risk factors for psychosis and its known that gene-environment (G×E) interactions increase the risk of psychosis [1]. In particular, a recent finding suggests a link between genetic variants in the cannabinoid receptor type 1 (CNR1) gene, which encodes CB1 receptors and is expressed widely in the central and peripheral systems, and cannabis playing a role in the multifactorial pathogenesis of psychosis [2]. However, how the genetic variants interact with lifetime cannabis use and other environmental risk factors, such as childhood trauma, underlying psychosis remains challenging. Objective: To investigate whether there are associations of gene and environmental factors with psychosis, as well as G×E interactions in the relationship between lifetime cannabis use, childhood trauma, and single nucleotide variants (SNVs) of CNR1 and psychosis in a Brazilian sample. Methods: In a population-based case-control study nested in an incident study (STREAM, Brazil) [3], part of the WP2 EU-GEI consortium, 143 first-episode psychosis patients (FEPp) and 286 community-based controls of both sexes, aged between 16 and 64 years, were included over a period of three years. Thirteen SNVs of CNR1 gene (rs806380, rs806379, rs1049353, rs6454674, rs1535255, rs2023239, rs12720071, rs6928499, rs806374, rs7766029, rs806378, rs10485170, rs9450898), were genotyped from peripheral blood DNA using a custom Illumina HumanCoreExome-24 BeadChip genotyping arrays (GWAS Cardiff chip). Environmental adversities were evaluated using the Cannabis Experience and the Childhood Trauma Questionnaires. Data were analysed using a binary logistic regression model (Adj OR, 95% CI), including a binary outcome (community-based controls and FEPp), adjusted by sex, age, skin colour, years of education and tobacco smoking. Genotype frequencies were analysed under the dominant model (homozygous ancestral x heterozygous + homozygous variant). The significance level was set at α≤0.05. Results: Lifetime cannabis use and childhood trauma increased the risk for psychosis (OR=3.7; 2.6-6.195% CI, p<0.001; OR=3.0; 1.9-4.7 95% CI, p<0.001, respectively). We also showed that the presence of CNR1 rs12720071-T-allele moderated the association between lifetime cannabis use and psychosis (OR=6.0; 2.0-17.5 95% CI; p=0.001). Moreover, the combination of CNR1 rs12720071-T-allele carriers with childhood trauma also suggests a change in the risk of psychosis (OR=3.6; 1.4-9.0 95% CI; p=0.006). No significant associations between the environmental factors and other SNVs were found. Conclusions: We demonstrated a significant interaction between CNR1 rs12720071 SNV and two important environmental risk factors in their association with psychosis. T allele carriers of CNR1 rs12720071 had a higher risk of psychosis when lifetime cannabis use or childhood trauma were present. Our results suggest a G×E interaction involving the CNR1 gene, trauma and cannabis in psychosis. We will explore the associations between genetic and epigenetic markers of the CNR1 gene with environmental factors in larger and longer follow-up cohorts to better understand the mechanisms of endocannabinoid system dysfunction in the etiology of psychosis