Documenting numerical experiments in support of the Coupled Model Intercomparison Project Phase 6 (CMIP6)

Numerical simulation, and in particular simulation of the earth system, relies on contributions from diverse communities, from those who develop models to those involved in devising, executing, and analysing numerical experiments. Often these people work in different institutions and may be working with significant separation in time (particularly analysts, who may be working on data produced years earlier), and they typically communicate via published information (whether journal papers, technical notes, or websites). The complexity of the models, experiments, and methodologies, along with the diversity (and sometimes inexact nature) of information sources, can easily lead to misinterpretation of what was actually intended or done. In this paper we introduce a taxonomy of terms for more clearly defining numerical experiments, put it in the context of previous work on experimental ontologies, and describe how we have used it to document the experiments of the sixth phase for the Coupled Model Intercomparison Project (CMIP6). We describe how, through iteration with a range of CMIP6 stakeholders, we rationalized multiple sources of information and improved the clarity of experimental definitions. We demonstrate how this process has added value to CMIP6 itself by (a) helping those devising experiments to be clear about their goals and their implementation, (b) making it easier for those executing experiments to know what is intended, (c) exposing interrelationships between experiments, and (d) making it clearer for third parties (data users) to understand the CMIP6 experiments. We conclude with some lessons learnt and how these may be applied to future CMIP phases as well as other modelling campaigns

Hfq binding changes the structure of Escherichia coli small noncoding RNAs OxyS and RprA, which are involved in the riboregulation of rpoS

OxyS and RprA are two small noncoding RNAs (sRNAs) that modulate the expression of rpoS, encoding an alternative sigma factor that activates transcription of multiple Escherichia coli stress-response genes. While RprA activates rpoS for translation, OxyS down-regulates the transcript. Crucially, the RNA binding protein Hfq is required for both sRNAs to function, although the specific role played by Hfq remains unclear. We have investigated RprA and OxyS interactions with Hfq using biochemical and biophysical approaches. In particular, we have obtained the molecular envelopes of the Hfq–sRNA complexes using small-angle scattering methods, which reveal key molecular details. These data indicate that Hfq does not substantially change shape upon complex formation, whereas the sRNAs do. We link the impact of Hfq binding, and the sRNA structural changes induced, to transcript stability with respect to RNase E degradation. In light of these findings, we discuss the role of Hfq in the opposing regulatory functions played by RprA and OxyS in rpoS regulation

An Electronic Calendar for Organizing Assessments in a Large Faculty

Using data from an electronic unit of study outline system, the University of Sydney's Faculty of Science built an assessment calendar to organize assessment schedules and help first-year students transition to university life. The calendar helps students organize and understand their assessments using their preferred computers or mobile calendar applications. The calendar also helps staff in a large faculty compare and rationalize assessment dates and ensure that a variety of assessment modes are used, irrespective of a student's course choices

Embedding Core Information Skills At The Point Of Need In First Year Science

Online information literacy modules have been integrated into semester 1 units of study so that every commencing first year science student is now engaged in developing information skills as part of their disciplinary learning (Kift, 2004). A certificate of completion system has enabled these activities to be easily introduced by staff from a range of disciplines. This methodology has enabled skill development to be introduced with no duplication or overlap in the workload for students despite the range of course choices available and without core units

First year science: when information skills are someone else's business

The University of Sydney requires all graduates to possess information skills as part of their graduate attributes (http://www.itl.usyd.edu.au/graduateAttributes/policy.htm). This can only be achieved through a close working relationship between the faculties and the library; it’s always someone else’s business as well as our own. Within first year science, information skills development is challenged by: • lack of compulsory units of study • absence of a foundation unit • separate curricula for each school within the faculty • immediate commencement of subject-based learning • assumed knowledge of some skills • inadequate time spent on skills development. The Library provides integrated information skills sessions in some first year science units, but the 3000 plus student cohort may receive this content multiple times or not at all, depending on which units they choose. A creative solution was required to systematically engage with the cohort in the priority areas of academic honesty and evaluation of scholarly or non-scholarly research. Library staff partnered with concerned academic staff to implement a coordinated information skills program across first year science. Pre-existing iResearch learning objects (http://sydney.edu.au/library/elearning/index.html) were incorporated into a range of units with large enrolments, and were also trialled in conjunction with the University’s new ePortfolio system. Four schools in the Faculty of Science made the Plagiarism and Academic Honesty and Scholarly versus Non-Scholarly learning objects compulsory components of their first year assessment program. Because of large numbers of enrolments and overlap between first year science units, virtually every student completed the required online information skills content. We added certificates of completion to the learning objects as evidence of graduate attribute development. Partnerships with unit of study coordinators were essential to complete the project. The use of online learning technology was particularly effective for a large cohort, facilitating the development of information skills outside of the traditional face-to-face classroom context. The end result was a sustainable, low-cost information skills model for first year science. This model could be applied to other faculties and universities, effectively streamlining and sharing the development of information skills

Code for success: a roadmap as an organising device for the transition of first year science students and the development of academic skills

An online roadmap has been introduced to improve the standard of academic skills by embedding a semester long sequence of stimuli and resources for new students within our large, general science degrees. This device is faculty managed and links administration, curricular and support services to the just-in-time needs of the students. This institution-wide curricular and co-curricular approach extends and supports our existing workshop and mentoring activities. It answers and prompts frequently asked questions, inducts students into the broader culture of the faculty and integrates information literacy and other academic skills which will be taught, practised and assessed during their first semester at university

Developing independence in pre-transition students through hybrid learning environments

Our student-centred bridging course applies a range of pedagogical approaches and novel integration of technological tools, to help students build a deep understanding of core biological concepts and competencies while exposing them to authentic university experiences

Physical activity, burnout and quality of life in medical students : a systematic review

Background Medical students are at risk of burnout and reduced quality of life (QoL). The risk of burnout doubles from third to sixth year of medical school, and medical students have an 8%–11% lower QoL than nonmedical students. It is imperative to prevent this, as burnout and reduced QoL is independently associated with errors in practice. This systematic review aims to examine whether physical activity/exercise is associated with burnout and/or QoL in medical students. Methods Articles were identified through database searches of Embase, Medline, PsycINFO, Scopus and Web of Science. Studies were included if both physical activity/exercise and burnout or QoL were measured and limited to those focussing on medical students. Risk of bias was assessed using accredited cohort and cross-sectional checklists. A narrative synthesis was conducted due to heterogeneity in the dataset. Findings Eighteen studies were included, comprising 11,500 medical students across 13 countries. Physical activity was negatively associated with burnout and positively associated with QoL. Furthermore, the findings were suggestive of a dose–response effect of physical activity on both burnout and QoL; higher intensities and frequencies precipitated greater improvements in outcomes. Conclusions This multinational review demonstrates that physical activity is associated with reduced burnout and improved QoL in medical students. It also identifies a paucity of research into the optimal intensity, frequency, volume and mode of physical activity. Further research, building on this review, is likely to inform the long overdue development of evidence-based, well-being curricula. This could involve incorporating physical activity into medical education which may improve well-being and better prepare students for the demands of medical practice

Bostonia. Volume 4

Founded in 1900, Bostonia magazine is Boston University's main alumni publication, which covers alumni and student life, as well as university activities, events, and programs

Nobody Wants to Be Narcan\u27d: A Pilot Qualitative Analysis of Drug Users\u27 Perspectives on Naloxone

INTRODUCTION: Bystander naloxone distribution is an important component of public health initiatives to decrease opioid-related deaths. While there is evidence supporting naloxone distribution programs, the effects of increasing naloxone availability on the behavior of people who use drugs have not been adequately delineated. In this study we sought to 1) evaluate whether individuals\u27 drug use patterns have changed due to naloxone availability; and 2) explore individuals\u27 knowledge of, access to, experiences with, and perceptions of naloxone. METHODS: We conducted a pilot study of adults presenting to the emergency department whose medical history included non-medical opioid use. Semi-structured interviews were conducted with participants and thematic analysis was used to code and analyze interview transcripts. RESULTS: Ten participants completed the study. All were aware of naloxone by brand name (Narcan) and had been trained in its use, and all but one had either currently or previously possessed a kit. Barriers to naloxone administration included fear of legal repercussions, not having it available, and a desire to avoid interrupting another user\u27s high. Of the eight participants who reported being revived with naloxone at least once during their lifetime, all described experiencing a noxious physical response and expressed a desire to avoid receiving it again. Furthermore, participants did not report increasing their use of opioids when naloxone was available. CONCLUSIONS: Participants were accepting of and knowledgeable about naloxone, and were willing to administer naloxone to save a life. Participants tended to use opioids more cautiously when naloxone was present due to fears of experiencing precipitated withdrawal. This study provides preliminary evidence countering the unsubstantiated narrative that increased naloxone availability begets more high-risk opioid use and further supports increasing naloxone access