Combining geographic information systems and ethnography to better understand and plan ocean space use

Agencies in the US with oversight for marine renewable energy development have idealistically sought space where this new use might proceed unhindered by other uses. Despite experiential evidence of spatial overlap among existing ocean uses, a lack of documentation makes the identification of potential space-use conflicts, communication among existing and potential ocean users, and the design of mitigation exceedingly challenging. We conducted a study in select communities along the US Atlantic and Pacific coasts to gather and document available spatial information on existing use through a compilation and organization of geographic information system (GIS) data. Stakeholder group meetings were used to vet the collected spatial data and ethnographic interviews were conducted to gather additional knowledge and cultural perspectives. Results show extensive overlap of existing ocean space uses and provide a visualization of the social and cultural landscape of the ocean that managers can use to determine which stakeholders to engage when considering the development of alternative uses. Marine space use is dynamic and multi-dimensional and there are important linkages within and across fisheries and other uses, communities and interests, as well as across the land-sea interface. The research reported here demonstrates the feasibility and necessity of (1) integrating ethnographic and geospatial data collection and analysis; (2) engaging stakeholders throughout the process; and (3) recognizing the unique qualities of each geographic location and user group to support sound decision-making.Keywords: Ethnography, Marine Spatial Planning, GIS, Participatory Mapping, P-GIS, Ocean Space Us

Transdisciplinary graduate education in marine resource science and management

In this article we consider the current educational needs for science and policy in marine resource management, and we propose a way to address them. The existing literature on cross-disciplinary education in response to pressing environmental problems is vast, particularly in conservation biology. However, actual changes in doctoral-level marine science programs lag behind this literature considerably. This is in part because of concerns about the time investment in cross-disciplinary education and about the job prospects offered by such programs. There is also a more fundamental divide between educational programs that focus on knowledge generation and those that focus on professional development, which can reinforce the gap in communication between scientists and marine resource managers. Ultimately, transdisciplinary graduate education programs need not only to bridge the divide between disciplines, but also between types of knowledge. Our proposed curriculum aligns well with these needs because it does not sacrifice depth for breadth, and it emphasizes collaboration and communication among diverse groups of students, in addition to development of their individual knowledge and skills.Keywords: experiential learning, transdisciplinary, professional skills, graduate educatio

Large expert-curated database for benchmarking document similarity detection in biomedical literature search

Document recommendation systems for locating relevant literature have mostly relied on methods developed a decade ago. This is largely due to the lack of a large offline gold-standard benchmark of relevant documents that cover a variety of research fields such that newly developed literature search techniques can be compared, improved and translated into practice. To overcome this bottleneck, we have established the RElevant LIterature SearcH consortium consisting of more than 1500 scientists from 84 countries, who have collectively annotated the relevance of over 180 000 PubMed-listed articles with regard to their respective seed (input) article/s. The majority of annotations were contributed by highly experienced, original authors of the seed articles. The collected data cover 76% of all unique PubMed Medical Subject Headings descriptors. No systematic biases were observed across different experience levels, research fields or time spent on annotations. More importantly, annotations of the same document pairs contributed by different scientists were highly concordant. We further show that the three representative baseline methods used to generate recommended articles for evaluation (Okapi Best Matching 25, Term Frequency-Inverse Document Frequency and PubMed Related Articles) had similar overall performances. Additionally, we found that these methods each tend to produce distinct collections of recommended articles, suggesting that a hybrid method may be required to completely capture all relevant articles. The established database server located at https://relishdb.ict.griffith.edu.au is freely available for the downloading of annotation data and the blind testing of new methods. We expect that this benchmark will be useful for stimulating the development of new powerful techniques for title and title/abstract-based search engines for relevant articles in biomedical research.Peer reviewe

Evidence of critical thinking during music listening : case studies of three high school students / by Colleen M. Conway.

viii, 85 leaves ; 28 cm.Critical thinking, a major goal of education, is an important factor in becoming an independent musician. This study explored dimensions of critical listening including: a) what do students think and audiate when they are listening, b) how do they respond to certain types of music, c) what decisions do they make while listening, and d) how does their level performance experience relate to their listening responses? A case study format was used to carefully observe the listening patterns of students. Three case members chosen from the private studio of the researcher heard a 3-5 minute musical example. The instructions to the student were to listen carefully to the example. After the first hearing students instructed that during the second hearing they were to stop the recording at any time to share what they heard. Upon the completion of the second hearing, students were interviewed about what they heard. Each listening session followed this procedure three times, once for each musical selection. Case members were video-taped while they were listening to capture any non-verbal communication that took place during listening and interviewing. The analysis of the data involved dividing the case evidence into several areas of interest for each piece. Several of the areas were identified before the study through the interview questions. Others were identified because all case members attended to those areas in some way. The results of this analysis presented several factors which seemed to affect the students’ listening responses. Responses were apparently affected by each student’s personality, verbalization ability, gender, physical reactions to music, aptitude, experience, and extramusical interests. These results provide guidelines for a model for exploring the listening patterns of high school students. They also provide the researcher and other high school teachers with qualitative information about the listening patterns of these students. Studio teachers will be able to use this information to better plan listening lessons