Distress in Animals: Its Recognition and a Hypothesis for its Assessment

This essay deals with the recognition of non-painful emotional experiences in animals, how they relate to animal wellbeing and animal welfare, and how they can be assessed, monitored and mitigated. While it is written often from a mammalian perspective, the general principles will apply to all animals that are sentient

Insect physiology: The emerging story of ecdysis

AbstractThe discovery of a new insect peptide hormone that triggers ecdysis —  shedding of an old cuticle —  has revealed hidden layers of intricacy about an insect behavior previously thought to be mediated by a single neuropeptide

Exploring the Interaction of Drosophila TDP-43 and the Type II Voltage-Gated Calcium Channel, Cacophony, in Regulating Motor Function and Behavior

Amyotrophic lateral sclerosis (ALS) is the most common adult onset motor neurodegenerative disease. The cause of the disease remains obscure, and as such there is no effective treatment or cure. Amyotrophic lateral sclerosis and other neurodegenerative diseases are frequently characterized by dysfunction of the RNA-binding protein, TDP-43. Using model systems to understand the mechanisms underlying TDP-43 dysfunction should accelerate identification of therapeutic targets. A recent report has shown that motor defects caused by the deletion of the Drosophila TDP-43 ortholog, tbph, are not driven by changes in the physiology at the neuromuscular junction. Rather, defective motor burst rhythmicity and coordination, displayed by tbph mutants, are rescued by genetically restoring a voltage-gated calcium channel to either motor neurons or just a single pair of neurons in the brain. If these effects are mirrored in human TDP-43 proteinopathies, these observations could open new avenues to investigate alternative therapeutic targets for these neurodegenerative diseases

Analytical Assessment of the Reciprocating Feed System

A preliminary analysis tool has been created in Microsoft Excel to determine deliverable payload mass, total system mass, and performance of spacecraft systems using various types of propellant feed systems. These mass estimates are conducted by inserting into the user interface the basic mission parameters (e.g., thrust, burn time, specific impulse, mixture ratio, etc.), system architecture (e.g., propulsion system type and characteristics, propellants, pressurization system type, etc.), and design properties (e.g., material properties, safety factors, etc.). Different propellant feed and pressurization systems are available for comparison in the program. This gives the user the ability to compare conventional pressure fed, reciprocating feed system (RFS), autogenous pressurization thrust augmentation (APTA RFS), and turbopump systems with the deliverable payload, inert mass, and total system mass being the primary comparison metrics. Analyses of several types of missions and spacecraft were conducted and it was found that the RFS offers a performance improvement, especially in terms of delivered payload, over conventional pressure fed systems. Furthermore, it is competitive with a turbopump system at low to moderate chamber pressures, up to approximately 1,500 psi. Various example cases estimating the system mass and deliverable payload of several types of spacecraft are presented that illustrate the potential system performance advantages of the RFS. In addition, a reliability assessment of the RFS was conducted, comparing it to simplified conventional pressure fed and turbopump systems, based on MIL-STD 756B; these results showed that the RFS offers higher reliability, and thus substantially longer periods between system refurbishment, than turbopump systems, and is competitive with conventional pressure fed systems. This is primarily the result of the intrinsic RFS fail-operational capability with three run tanks, since the system can operate with just two run tanks

Observations of X-rays and Thermal Dust Emission from the Supernova Remnant Kes 75

We present Spitzer Space Telescope and Chandra X-ray Observatory observations of the composite Galactic supernova remnant Kes 75 (G29.7-0.3). We use the detected flux at 24 microns and hot gas parameters from fitting spectra from new, deep X-ray observations to constrain models of dust emission, obtaining a dust-to-gas mass ratio M_dust/M_gas ~0.001. We find that a two-component thermal model, nominally representing shocked swept-up interstellar or circumstellar material and reverse-shocked ejecta, adequately fits the X-ray spectrum, albeit with somewhat high implied densities for both components. We surmise that this model implies a Wolf-Rayet progenitor for the remnant. We also present infrared flux upper limits for the central pulsar wind nebula.Comment: 7 pages, 2 tables, 4 figures, uses emulateapj. Accepted for publication in Ap

Forum 2: The migrant climate: resilience, adaptation and the ontopolitics of mobility in the Anthropocene

While modernist or ‘top-down’, ‘command-and-control’ approaches to climate and migration worked at the surface or ontic level of the redistribution of entities in time and space, resilience approaches call for a different approach to mobility (for an extensive discussion of resilience as a distinctive governance regime see, for example, Grove, 2018; Chandler, 2014). These discourses construct mobilities that are more transformative, in fact, ones that question traditional liberal modernist notions of time and space and of entities with fixed essences. These mobilities do not concern moving entities in space but rethinking mobility in relation to space. Mobility then becomes more a matter of changing the understandings and practices relating to spaces and entities than of moving things from one place to another. Becoming ‘mobile’ thus would apply to the development of capabilities or ‘response-abilities’ (Haraway, 2016: 2) to sense, adapt, recompose, repurpose and reimagine problems and possibilities; taking responses to crises beyond the static and binary conceptions of mobility and space epitomised by The Clash lyrics in the epigraph

Harmonising the definition of refinement

Russell and Burch's Three Rs (replacement, reduction and refinement) remain the cornerstone for principles guiding humane experimental research. However, the concept of refinement has evolved considerably since its first inception and there have been numerous interpretations, some of which are regressive from the original definition. In this paper we examine the interpretations of refinement, and propose a harmonised progressive definition that is in line with changes in animal ethics and animal welfare science. Our definition should be applied to all aspects of refinement: those related to housing, husbandry and care, techniques used in scientific procedures, periprocedural care, health and welfare monitoring, and experimental design. We argue not only that the concept should include the avoidance or minimisation of adverse effects experienced at any time during the life of an animal destined for use in a laboratory, but also that it should be applied to the founder animals. Furthermore, we take a proactive stance and argue that refinement should include enhancing well-being through environmental enrichment. The acceptance and application of this new definition by legislative authorities and in guidelines would represent a significant step forward for animal welfare

Work in Progress: Rigorously Assessing the Anecdotal Evidence of Increased Student Persistence in an Active, Blended, and Collaborative Mechanical Engineering Environment

This work in progress describes an ongoing study of an active, blended, and collaborative (ABC) course environment used in a core mechanical engineering course. This course has built on the growing body of literature citing active learning (Freeman et al., 2014), blended structures (Bowen & Ithaka, 2012), and collaborative engagement (Jeong & Chi, 2007) as positive influences on college and university science, technology, engineering, and math (STEM) outcomes. For the last six years, “Dynamics”, a core mechanical engineering course at a large public university, has utilized in-class activities, frequently-watched problem-solving videos, and a collaborative blog space to realize an ABC environment. On one key metric of course success, the rate of students who drop, fail, or withdraw from (DFW), the course has experienced near-constant improvements since the ABC structures were introduced. In this study, the authors utilize rigorous longitudinal methods to determine whether this drop in DFW rates can be directly attributed to increased implementation of ABC features. The authors hypothesize that as instructors become accustomed to the ABC environment and increase the level of in-class activity, use of blended resources, and collaboration, the likelihood of DFW in each subsequent year would drop. However, in the same time period, each subsequent class entered with higher levels of performance on proxy measures for prior knowledge. We therefore build a logistic regression model to predict individual-level DFW and determine whether the anecdotal drops in DFW that we observe can be attributed to the expansion of the ABC environment. More specifically, we predict likelihood of DFW based on students’ prior knowledge (grade in the preceding course, SAT math score), key demographics (gender, race/ethnicity), the semester and year they took Dynamics, their instructor, their year in school, and their major. We test for year fixed effects {year_t, t = 1, 2, ..., 7} to determine whether odds ratios for DFW consistently and significantly decrease over time. We also test for instructor effects, in particular for differences between the instructors who were involved in the design and development of the ABC environment and more independent instructors who only partially implemented the ABC course components. We anticipate results that will provide more rigorous, less biased, and efficient estimates for the individual- and class-level components that explain variance in DFW rates. These results would provide immediate implications for the next phase of our work, as we assess the next on-term implementation of the course in 2016. Our findings would also have long-term significance for other classes in mechanical engineering and related disciplines and for classes at other institutions that are considering implementing a comprehensive ABC learning environment

Transforming a Dynamics Course to an Active, Blended, and Collaborative Format: Focus on the Faculty

Mechanical engineering programs are increasingly applying educational research by transforming courses to be more interactive and to use a blend of online and face-to-face materials. However, the process of an existing course adopting these new practices is not well studied, and even less is understood about the faculty experience from on-boarding to delivery of a new curriculum or pedagogy. In this study, we follow the translation of an active, blended, and collaborative (ABC) curriculum for a core dynamics course from a large public university (where the ABC curriculum was developed) to a small private university. We use interpretive phenomenology to focus on the lived experience of the instructor newly implementing these course materials, format, and pedagogical approach. Specifically, we address the following research questions: (1) What is the lived experience of a mechanical engineering instructor at a different institution as she adopts and adapts the provided materials and format? (2) How does the experience of this instructor evolve throughout the semester? We use rich qualitative data to understand the experience of the instructor, who taught this course in its prior format and, in Fall 2015, taught the “off-term” core dynamics course via the new ABC structure. Through weekly reflection prompts, pre- and post-semester interviews, and supplementary process data (e.g., notes of weekly meetings between the new implementer and ABC team at the large public university), we describe and characterize the multi-faceted instructor experience. This includes her experience learning about the curriculum and online tools, implementing the class and adjusting her teaching practices, and assessing her students’ engagement with the course and understanding of dynamics concepts. Our findings suggest further areas of inquiry for studies of faculty practices around curriculum adoption, including probing opportunities for cross-institutional collaborations to share materials and transform courses, interrogating variation in mechanical engineering department and student cultures, and studying sources of faculty development and support throughout the course transformation process