Adding Vector Data to Mapbox Studio

Welcome to the Essential ArcGIS Task Sheet Series. This series supplements the Iowa State University Geospatial Technology Training Program short course series. The task sheets are designed to provide quick, easy instructions for performing mapping tasks.https://lib.dr.iastate.edu/extension_pubs/1121/thumbnail.jp

Staff/Student Partnership to Encourage Active and Blended Learning

This poster and GASTA talk are a reflective commentary on the steps and collaboration undertaken to redevelop the VLE pages of the University of Glasgow Dental Programme. There are two primary aims of this project, the first is to improve the usability of Moodle by altering the structure and layout. The secondary aim is to facilitate creativity from academic staff by removing barriers that are present in the confines of the current platform and enabling them with a more tailored and functional Moodle. Staff will receive support in the development of more interactive teaching methods, such as interactive videos, flipped classroom, active and blended learning techniques. Moodle is currently primarily used as a repository for lecture slides and lacks a sense of cohesion as each lecturer formats their folders in different ways. Staff experience confusion over what they are responsible for and which files belong to which academic, resulting in increased clutter over many years. For some time, students – through staff/student liaison committees – and staff have complained about the difficulty of navigating and finding resources within our Moodle section. Also, as the current layout does not lend itself well to enabling staff wishing to try innovative active or use blended learning approaches only a few early adopters have tried. So, at the beginning of academic year 2018/19 a decision was made to consider a full redevelopment of programme Moodle structures with a ‘blank slate’ philosophy. Utilising Adekola et al’s (2017) framework for guiding transitions into blended and online education we identified the key factors, stakeholders, and barriers & enablers to making this scale of change. As part of engaging stakeholders, the project would initially be carried out as a collaboration between early innovator academics, technical support, and students. The Dental School already has many years of experience in engaging students in e-learning development (McKerlie et al, 2016) so could engage with the student experience through our established Technology Enhanced Learning & Teaching Partnership staff/student forum. As we also already had extensive School experience in the use of flipped classroom techniques (Crothers et al, 2017) we could use these structures and lessons learned as a starting point from which to develop templates. Using the ABC Learning Design technique (Young & Perovic, 2016) to support lecturers to build their content around the Biggs (2003) model of Constructive Alignment the aim was to utilise the Clinical Dentistry course to create Moodle pages organised both chronologically and by subject, with active and blended learning elements embedded throughout. With the development of these structures and templates we expect more lecturers will find it easier to engage with and utilise TELT techniques. This poster and session will reflect on the journey and experience of collaborating to redevelop the Clinical Dentistry section into the new model and offer insights into how to support academic staff to utilise creative approaches through online and blended learning

Staff/Student Partnership to Encourage Active and Blended Learning

This poster and GASTA talk are a reflective commentary on the steps and collaboration undertaken to redevelop the VLE pages of the University of Glasgow Dental Programme. There are two primary aims of this project, the first is to improve the usability of Moodle by altering the structure and layout. The secondary aim is to facilitate creativity from academic staff by removing barriers that are present in the confines of the current platform and enabling them with a more tailored and functional Moodle. Staff will receive support in the development of more interactive teaching methods, such as interactive videos, flipped classroom, active and blended learning techniques. Moodle is currently primarily used as a repository for lecture slides and lacks a sense of cohesion as each lecturer formats their folders in different ways. Staff experience confusion over what they are responsible for and which files belong to which academic, resulting in increased clutter over many years. For some time, students – through staff/student liaison committees – and staff have complained about the difficulty of navigating and finding resources within our Moodle section. Also, as the current layout does not lend itself well to enabling staff wishing to try innovative active or use blended learning approaches only a few early adopters have tried. So, at the beginning of academic year 2018/19 a decision was made to consider a full redevelopment of programme Moodle structures with a ‘blank slate’ philosophy. Utilising Adekola et al’s (2017) framework for guiding transitions into blended and online education we identified the key factors, stakeholders, and barriers & enablers to making this scale of change. As part of engaging stakeholders, the project would initially be carried out as a collaboration between early innovator academics, technical support, and students. The Dental School already has many years of experience in engaging students in e-learning development (McKerlie et al, 2016) so could engage with the student experience through our established Technology Enhanced Learning & Teaching Partnership staff/student forum. As we also already had extensive School experience in the use of flipped classroom techniques (Crothers et al, 2017) we could use these structures and lessons learned as a starting point from which to develop templates. Using the ABC Learning Design technique (Young & Perovic, 2016) to support lecturers to build their content around the Biggs (2003) model of Constructive Alignment the aim was to utilise the Clinical Dentistry course to create Moodle pages organised both chronologically and by subject, with active and blended learning elements embedded throughout. With the development of these structures and templates we expect more lecturers will find it easier to engage with and utilise TELT techniques. This poster and session will reflect on the journey and experience of collaborating to redevelop the Clinical Dentistry section into the new model and offer insights into how to support academic staff to utilise creative approaches through online and blended learning

Effects of two contrasting canopy manipulations on growth and water use of London plane (Platanus x acerifolia) trees

Aims: Two contrasting canopy manipulations were compared to unpruned controls on London plane trees, to determine the effects on canopy regrowth, soil and leaf water relations. Methods: ‘Canopy reduction’, was achieved by removing the outer 30 % length of all major branches and ‘canopy thinning’, by removing 30 % of lateral branches arising from major branches. Results: Total canopy leaf areas recovered within two and three years of pruning for the canopy-thinned and reduced trees respectively. Canopy reduction increased mean leaf size, nitrogen concentration, canopy leaf area density and conserved soil moisture for up to 3 years, whereas canopy thinning had no effects. Another experiment compared more severe canopy reduction to unpruned trees. This produced a similar growth response to the previous experiment, but soil moisture was conserved nearer to the trunk. Analysis of 13C and 18O signals along with leaf water relations and soil moisture data suggested that lower boundary layer conductance within the canopy-reduced trees restricted tree water use, whereas for the canopy-thinned trees the opposite occurred. Conclusions: Only canopy reduction conserved soil moisture and this was due to a combination of reduced total canopy leaf area and structural changes in canopy architecture

A Versatile, Portable Intravital Microscopy Platform for Studying Beta-cell Biology In Vivo

The pancreatic islet is a complex micro-organ containing numerous cell types, including endocrine, immune, and endothelial cells. The communication of these systems is lost upon isolation of the islets, and therefore the pathogenesis of diabetes can only be fully understood by studying this organized, multicellular environment in vivo. We have developed several adaptable tools to create a versatile platform to interrogate β-cell function in vivo. Specifically, we developed β-cell-selective virally-encoded fluorescent protein biosensors that can be rapidly and easily introduced into any mouse. We then coupled the use of these biosensors with intravital microscopy, a powerful tool that can be used to collect cellular and subcellular data from living tissues. Together, these approaches allowed the observation of in vivo β-cell-specific ROS dynamics using the Grx1-roGFP2 biosensor and calcium signaling using the GcAMP6s biosensor. Next, we utilized abdominal imaging windows (AIW) to extend our in vivo observations beyond single-point terminal measurements to collect longitudinal physiological and biosensor data through repeated imaging of the same mice over time. This platform represents a significant advancement in our ability to study β-cell structure and signaling in vivo, and its portability for use in virtually any mouse model will enable meaningful studies of β-cell physiology in the endogenous islet niche

Rofecoxib and cardiovascular adverse events in adjuvant treatment of colorectal cancer

Background Selective cyclooxygenase inhibitors may retard the progression of cancer, but they have enhanced thrombotic potential. We report on cardiovascular adverse events in patients receiving rofecoxib to reduce rates of recurrence of colorectal cancer. Methods All serious adverse events that were cardiovascular thrombotic events were reviewed in 2434 patients with stage II or III colorectal cancer participating in a randomized, placebo-controlled trial of rofecoxib, 25 mg daily, started after potentially curative tumor resection and chemotherapy or radiotherapy as indicated. The trial was terminated prematurely owing to worldwide withdrawal of rofecoxib. To examine possible persistent risks, we examined cardiovascular thrombotic events reported up to 24 months after the trial was closed. Results The median duration of active treatment was 7.4 months. The 1167 patients receiving rofecoxib and the 1160 patients receiving placebo were well matched, with a median follow-up period of 33.0 months (interquartile range, 27.6 to 40.1) and 33.4 months (27.7 to 40.4), respectively. Of the 23 confirmed cardiovascular thrombotic events, 16 occurred in the rofecoxib group during or within 14 days after the treatment period, with an estimated relative risk of 2.66 (from the Cox proportional-hazards model; 95% confidence interval [CI], 1.03 to 6.86; P = 0.04). Analysis of the Antiplatelet Trialists’ Collaboration end point (the combined incidence of death from cardiovascular, hemorrhagic, and unknown causes; of nonfatal myocardial infarction; and of nonfatal ischemic and hemorrhagic stroke) gave an unadjusted relative risk of 1.60 (95% CI, 0.57 to 4.51; P = 0.37). Fourteen more cardiovascular thrombotic events, six in the rofecoxib group, were reported within the 2 years after trial closure, with an overall unadjusted relative risk of 1.50 (95% CI, 0.76 to 2.94; P = 0.24). Four patients in the rofecoxib group and two in the placebo group died from thrombotic causes during or within 14 days after the treatment period, and during the follow-up period, one patient in the rofecoxib group and five patients in the placebo group died from cardiovascular causes. Conclusions Rofecoxib therapy was associated with an increased frequency of adverse cardiovascular events among patients with a median study treatment of 7.4 months’ duration. (Current Controlled Trials number, ISRCTN98278138.

Second order and stability analysis for optimal sparse control of the FitzHugh-Nagumo equation

Optimal sparse control problems are considered for the FitzHugh–Nagumo system including the so-called Schlögl model. The nondifferentiable objective functional of tracking type includes a quadratic Tikhonov regularization term and the L1-norm of the control that accounts for the sparsity. Though the objective functional is not differentiable, a theory of second order sufficient optimality conditions is established for Tikhonov regularization parameter ν > 0 and also for the case ν = 0. In this context, also local minima are discussed that are strong in the sense of the calculus of variations. The second order conditions are used as the main assumption for proving the stability of locally optimal solutions with respect to ν → 0 and with respect to perturbations of the desired state functions. The theory is confirmed by numerical examples that are resolved with high precision to confirm that the optimal solution obeys the system of necessary optimality conditions.This author’s research was partially supported by the Spanish Ministerio de Econom´ıa y Competitividad under project MTM2011-22711