Discovery of a single male Aedes aegypti (L.) in Merseyside, England

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Dynamics of the head of gravity currents

The present work experimentally investigates the dynamics of unsteady gravity currents produced by lock-release of a saline mixture into a fresh water tank. Seven different experimental runs were performed by varying the density of the saline mixture in the lock and the bed roughness. Experiments were conducted in a Perspex flume, of horizontal bed and rectangular cross section, and recorded with a CCD camera. An image analysis technique was applied to visualize and characterize the current allowing thus the understanding of its general dynamics and, more specifically, of the current head dynamics. The temporal evolution of both head length and mass shows repeated stretching and breaking cycles: during the stretching phase, the head length and mass grow until reaching a limit, then the head becomes unstable and breaks. In the instants of break, the head aspect ratio shows a limit of 0.2 and the mass of the head is of the order of the initial mass in the lock. The average period of the herein called breaking events is seen to increase with bed roughness and the spatial periodicity of these events is seen to be approximately constant between runs. The rate of growth of the mass at the head is taken as a measure to assess entrainment and it is observed to occur at all stages of the current development. Entrainment rate at the head decreases in time suggesting this as a phenomenon ruled by local buoyancy and the similarity between runs shows independence from the initial reduced gravity and bed roughness. © 2013 Springer Science+Business Media Dordrecht

From Gatekeeping to Engagement: A Multicontextual, Mixed Method Study of Student Academic Engagement in Introductory STEM Courses

The lack of academic engagement in introductory science courses is considered by some to be a primary reason why students switch out of science majors. This study employed a sequential, explanatory mixed methods approach to provide a richer understanding of the relationship between student engagement and introductory science instruction. Quantitative survey data were drawn from 2,873 students within 73 introductory science, technology, engineering, and mathematics (STEM) courses across 15 colleges and universities, and qualitative data were collected from 41 student focus groups at eight of these institutions. The findings indicate that students tended to be more engaged in courses where the instructor consistently signaled an openness to student questions and recognizes her/his role in helping students succeed. Likewise, students who reported feeling comfortable asking questions in class, seeking out tutoring, attending supplemental instruction sessions, and collaborating with other students in the course were also more likely to be engaged. Instructional implications for improving students’ levels of academic engagement are discussed