Shell growth and ecology of recent brachiopods from Scotland and New Zealand

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Student staff partnership to create an interdisciplinary science skills course in a research intensive university

This paper reflects upon the development of a multidisciplinary lesson plan aimed at developing science skills for Physics and Astronomy, Geographical and Earth Sciences, and Chemistry students at a research intensive Scottish university. The lesson plan was co-developed with a small group of staff and undergraduate students from these disciplinary areas. The authors discuss the rationale and process for developing the course, drawing upon literature relating to students and staff co-creating curricula in higher education. The authors conclude by offering suggestions for the academic development community about ways in which this kind of collaboration can be supported at local and institutional levels

Impact of ocean stratification on submarine melting of a major Greenland outlet glacier

Submarine melting is an important balance term for tidewater glaciers1,2 and recent observations point to a change in the submarine melt rate as a potential trigger for the widespread acceleration of outlet glaciers in Greenland3-5. Our understanding of the dynamics involved, and hence our ability to interpret past and predict future variability of the Greenland Ice Sheet, however, is severely impeded by the lack of measurements at the ice/ocean interface. To fill this gap, attempts to quantify the submarine melt rate and its variability have relied on a paradigm developed for tidewater glaciers terminating in fjords with shallow sills. In this case, the fjords’ waters are mostly homogeneous and the heat transport to the terminus, and hence the melt rate, is controlled by a single overturning cell in which glacially modified water upwells at the ice edge, driving an inflow at depth and a fresh outflow at the surface1. Greenland’s fjords, however, have deep sills which allow both cold, fresh Arctic and warm, salty Atlantic waters, circulating around Greenland, to reach the ice sheet margin3,6,7. Thus, Greenland’s glaciers flow into strongly stratified fjords and the generic tidewater glacier paradigm is not applicable. Here, using new summer data collected at the margins of Helheim Glacier, East Greenland, we show that melting is driven by both Atlantic and Arctic waters and that the circulation at the ice edge is organized in multiple, overturning cells that arise from their different properties. Multiple cells with different characteristics are also observed in winter, when glacial run off is at a minimum and there is little surface outflow. These results indicate that stratification in the fjord waters has a profound impact on the melting dynamics and suggest that the shape and stability of Greenland’s glaciers are strongly influenced by layering and variability in the Arctic and Atlantic waters. 

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The Mg/Ca–temperature relationship in brachiopod shells: calibrating a potential palaeoseasonality proxy

Brachiopods are long-lived, long-ranging, extant organisms, of which some groups precipitate a relatively diagenetically stable low magnesium calcite shell. Previous work has suggested that the incorporation of Mg into brachiopod calcite may be controlled by temperature (Brand et al., 2013). Here we build upon this work by using laser ablation sampling to define the intra-shell variations in two modern brachiopod species,Terebratulina retusa (Linnaeus, 1758) and Liothyrella neozelanica (Thomson, 1918). We studied three T. retusa shells collected live from the Firth of Lorne, Scotland, which witnessed annual temperature variations on the order of 7 °C, in addition to four L. neozelanica shells, which were dredged from a water depth transect (168–1488 m) off the north coast of New Zealand. The comparison of intra-shell Mg/Ca profiles with shell δ<sup>18</sup>O confirms a temperature control on brachiopod Mg/Ca and supports the use of brachiopod Mg/Ca as a palaeoseasonality indicator. Our preliminary temperature calibrations are Mg/Ca = 1.76 ± 0.27 e<sup>(0.16 ± 0.03)T</sup>, R<sup>2</sup> = 0.75, for T. retusa and Mg/Ca = 0.49 ± 1.27 e<sup>(0.2 ± 0.11)T</sup>, R<sup>2</sup> = 0.32, for L. neozelanica (errors are 95% confidence intervals)

Enhancing Employability Through a Multi-Disciplinary Approach to Graduate Attributes: Embedding Engagement and Developing Self-Efficacy in Pre-Honours Undergraduates

There is increasing emphasis on the importance of making Graduate Attributes (GAs) explicit to students as part of their degree programme and the role of students themselves in proactively developing GAs (HEA 2015). However, it can be challenging to engage students in non-core activities in large pre-honours classes, and the success of employability activities are also subject to efficacy beliefs and personal qualities (Yorke & Knight, 2007). A further issue is how we embed employability whilst accounting for the specific needs of the subject discipline and linkages with university careers services (O’Leary 2016). The aim of the present project was to work in partnership with careers professionals and students in reflecting on how curricular and extra-curricular activities can develop graduate attributes throughout the degree programme (Daniels & Brooker, 2014). To this end we extended our work with psychology undergraduates (Swingler et al., 2016), by developing and evaluating short-self-reflection in class exercises for pre-honours psychology, earth sciences, and business school undergraduates, which asked students to reflect on their curricular and extra-curricular activities and how the practical skills gained from these activities are linked to graduate attributes. Class activities were followed by discipline specific careers workshops and alumni events, focused on gaining confidence in communicating graduate attributes in an interview context, and the benefits of engaging with professional networking sites. Analysis of our quantitative and qualitative data will focus on: 1) students’ levels of self-efficacy in specific GAs before and after the in-class exercises; 2) Contrasting self-efficacy in specific GAs between subject disciplines; 3) the relationship between self-efficacy in specific GAs and academic self-efficacy (Yorke & Knight, 2007) and self-esteem (Rosenberg, 1965). 4) Student intentions to further develop their GAs after attending the careers workshops and alumni events. The findings will inform participants about the benefits and challenges of embedding GAs and employability in the pre-honours curriculum and include perspectives from students and staff

Rock Around the University - Transplanted Rock Exposures for On-campus Geoscience field Skills Training

Rock Around the University (RAU) is a teaching resource made up of 16 large (~2.5m) blocks of “local” Scottish rock which have been transplanted and orientated into carefully planned locations and elevations between the buildings of the University of Glasgow to look like natural exposures. RAU mimics a real-life fieldwork experience, on-campus, with the aim of enhancing the learning experience of undergraduate geoscience students. RAU allows progressive, reflective, and effective on-campus outdoor training of a wide-range of geological field skills and concepts, including: the description, analysis and measurements of rock features and structures; geological mapping; the use of structure contours to predict geological boundaries in terrains lacking abundant exposures; construction of cross-sections; and, the interpretation and reconstruction of 3D structure and geological history. Students visit the RAU exposures both during timetabled supervised ‘lab’ sessions and in their own time, providing an authentic fieldwork experience in a controlled location where key geological skills can be developed at the optimal rate for individual students. Being located on the campus means that there are no travel or expenses for students, fewer timetabling issues, and fewer general logistical complications and natural complexities than in remote fieldwork locations. In addition, students benefit from receiving ‘instant’ on-site feedback from staff on the challenges, problems and pedagogic issues that they encounter. RAU allows us to introduce rigorous field-based teaching at an early stage in geoscience courses and to stimulate and encourage reflective learning. Students locate, analyse and synthesise information in the field to provide effective solutions to problems and use RAU as a self-directed learning experience where they build confidence while working independently in a familiar environment. Hence the students reinforce their field skills before experiencing independent work in remote areas. In effect RAU uses the campus as a sustainable geoscience teaching resource. Experiences with all levels of undergraduate students over the eight years since RAU was established at the University of Glasgow have demonstrated that this on-campus resource is an ideal complement to the traditional programme of fieldwork classes. Students are much better prepared for their first major residential fieldwork having completed the RAU programme, and are much more confident in their field skills. RAU has allowed us to address more effectively the disconnect between laboratory and fieldwork skills, and remote fieldwork classes are now more focussed on the application, rather than the development, of field skills. RAU has also had the effect of enhancing the awareness of geoscience among the entire University community, due to the presence of students carrying out fieldwork on campus. Rock around the University is also used in recruitment and outreach, and is open to schools, amateur geoscientists, and anyone interested in Earth history. Printed leaflets are available and more information is available at https://www.gla.ac.uk/schools/ges/community/rockaround/

The Pentameric Vertex Proteins Are Necessary for the Icosahedral Carboxysome Shell to Function as a CO\u3csub\u3e2\u3c/sub\u3e Leakage Barrier

Background Carboxysomes are polyhedral protein microcompartments found in many autotrophic bacteria; they encapsulate the CO2 fixing enzyme, ribulose-1,5-bisphosphate carboxylase/oxygenase (RubisCO) within a thin protein shell and provide an environment that enhances the catalytic capabilities of the enzyme. Two types of shell protein constituents are common to carboxysomes and related microcompartments of heterotrophic bacteria, and the genes for these proteins are found in a large variety of bacteria. Methodology/Principal Findings We have created a Halothiobacillus neapolitanus knockout mutant that does not produce the two paralogous CsoS4 proteins thought to occupy the vertices of the icosahedral carboxysomes and related microcompartments. Biochemical and ultrastructural analyses indicated that the mutant predominantly forms carboxysomes of normal appearance, in addition to some elongated microcompartments. Despite their normal shape, purified mutant carboxysomes are functionally impaired, although the activities of the encapsulated enzymes are not negatively affected. Conclusions/Significance In the absence of the CsoS4 proteins the carboxysome shell loses its limited permeability to CO2 and is no longer able to provide the catalytic advantage RubisCO derives from microcompartmentalization. This study presents direct evidence that the diffusion barrier property of the carboxysome shell contributes significantly to the biological function of the carboxysome

Where am I now and where do I want to be? Developing awareness of graduate attributes in pre-honours students.

There is increasing emphasis on the importance of making Graduate Attributes (GAs) explicit to students as part of their degree programme and the role of students themselves in proactively developing GAs. The aim of the present project was to encourage students to actively develop and reflect upon curricular and extra-curricular attributes at an earlier stage in their degree programme. To this end we developed and evaluated short-self-reflection exercises in second year (pre-honours) psychology practical classes which asked students to reflect on their curricular and extra-curricular activities and on how the practical skills gained from these activities are linked to graduate attributes.  Activities were followed by careers workshops focused on gaining confidence in communicating graduate attributes in an interview context, and the benefits of engaging with professional networking sites. We evaluated the impact of these activities on: 1) students’ levels of self-efficacy in specific GAs before and after the in-class exercises; 2) students' confidence in presenting their GAs in an interview situation; 3) student awareness of professional networking sites.  The activities resulted in increased self- efficacy ratings after the GAS reflection, increased confidence in presenting their GAs after the careers workshops, and an increased awareness of professional networking sites. The effectiveness of these activities as a method to increase student engagement in developing their GAs will be discussed in the wider context of embedding GAs and employability in pre-honours programmes across STEM disciplines. Keywords: Graduate attributes, employability, self-efficacy, pre-honours, professional networkin

Changes in patient activation following cardiac rehabilitation using the Active+me digital healthcare platform during the COVID-19 pandemic: a cohort evaluation.

BACKGROUND: Restrictions on face-to-face contact, due to COVID-19, led to a rapid adoption of technology to remotely deliver cardiac rehabilitation (CR). Some technologies, including Active+me, were used without knowing their benefits. We assessed changes in patient activation measure (PAM) in patients participating in routine CR, using Active+me. We also investigated changes in PAM among low, moderate, and high risk patients, changes in cardiovascular risk factors, and explored patient and healthcare professional experiences of using Active+me. METHODS: Patients received standard CR education and an exercise prescription. Active+me was used to monitor patient health, progress towards goals, and provide additional lifestyle support. Patients accessed Active+me through a smart-device application which synchronised to telemetry enabled scales, blood pressure monitors, pulse oximeter, and activity trackers. Changes in PAM score following CR were calculated. Sub-group analysis was conducted on patients at high, moderate, and low risk of exercise induced cardiovascular events. Qualitative interviews explored the acceptability of Active+me. RESULTS: Forty-six patients were recruited (Age: 60.4 ± 10.9 years; BMI: 27.9 ± 5.0 kg.m2; 78.3% male). PAM scores increased from 65.5 (range: 51.0 to 100.0) to 70.2 (range: 40.7 to 100.0; P = 0.039). PAM scores of high risk patients increased from 61.9 (range: 53.0 to 91.0) to 75.0 (range: 58.1 to 100.0; P = 0.044). The PAM scores of moderate and low risk patients did not change. Resting systolic blood pressure decreased from 125 mmHg (95% CI: 120 to 130 mmHg) to 119 mmHg (95% CI: 115 to 122 mmHg; P = 0.023) and waist circumference measurements decreased from 92.8 cm (95% CI: 82.6 to 102.9 cm) to 85.3 cm (95% CI 79.1 to 96.2 cm; P = 0.026). Self-reported physical activity levels increased from 1557.5 MET-minutes (range: 245.0 to 5355.0 MET-minutes) to 3363.2 MET-minutes (range: 105.0 to 12,360.0 MET-minutes; P < 0.001). Active+me was acceptable to patients and healthcare professionals. CONCLUSION: Participation in standard CR, with Active+me, is associated with increased patient skill, knowledge, and confidence to manage their condition. Active+me may be an appropriate platform to support CR delivery when patients cannot be seen face-to-face. TRIAL REGISTRATION: As this was not a clinical trial, the study was not registered in a trial registry

Artic-North Atlantic interactions and multidecadal variability of the thermohaline circulation

Analyses of a 500-yr control integration with the non-flux-adjusted coupled atmosphere–sea ice–ocean model ECHAM5/Max-Planck-Institute Ocean Model (MPI-OM) show pronounced multidecadal fluctuations of the Atlantic overturning circulation and the associated meridional heat transport. The period of the oscillations is about 70–80 yr. The low-frequency variability of the meridional overturning circulation (MOC) contributes substantially to sea surface temperature and sea ice fluctuations in the North Atlantic. The strength of the overturning circulation is related to the convective activity in the deep-water formation regions, most notably the Labrador Sea, and the time-varying control on the freshwater export from the Arctic to the convection sites modulates the overturning circulation. The variability is sustained by an interplay between the storage and release of freshwater from the central Arctic and circulation changes in the Nordic Seas that are caused by variations in the Atlantic heat and salt transport. The relatively high resolution in the deep-water formation region and the Arctic Ocean suggests that a better representation of convective and frontal processes not only leads to an improvement in the mean state but also introduces new mechanisms determining multidecadal variability in large-scale ocean circulation