Topographic Drivers of Flight Altitude Over Large Spatial and Temporal Scales

Bird movements vary spatially and temporally, but the primary drivers that explain such variation can be difficult to identify. For example, it is well known that the availability of updraft influences soaring flight and that topography interacts with weather to produce these updrafts. However, the influences of topography on flight are not well understood. We determined how topographic characteristics influenced flight altitude above ground level (AGL) of a large soaring bird, the Golden Eagle (Aquila chrysaetos), over several regions within the State of California, USA. Primary drivers of flight AGL, those to which eagles showed the same response at all spatial scales, were topographic roughness, ground elevation and the east-west component of aspect (eastness). Each of these is related to formation of thermal updrafts. Secondary drivers, those to which eagles showed region-specific patterns, included topographic position, percent slope, and the north-south component of aspect (northness). In contrast to primary drivers, these secondary drivers were related to formation of both thermal and orographic updrafts. Overall, drivers of flight altitudes that were related to thermal updrafts showed different levels of complexity due to spatial and temporal variation of those drivers than did flight altitudes related to orographic updrafts

Moving Toward the User-Centered Library: Learning Behaviors and Their Impact on Library Planning

Hege Library at Guilford College has been engaged in a set of planning activities funded by an LSTA grant from the State Library of North Carolina. Through these planning activities, the library hired a consultant to administer a learning behaviors survey to help align library services with the College’s upcoming Strategic Long Range Plan for 2011-2015. This presentation will discuss how the library administered a “Learning Behaviors Survey” for Guilford College with the goal of better understanding the existing learning geography of its campus and the place of the library in that geography. The Learning Behaviors Survey looked at 12 learning behaviors taken from the National Survey for Student Engagement (NSSE) and studied the cross-section of the types of learning behaviors that Guilford College students value and asked the question of where on campus are these learning behaviors taking place. By taking this approach, the library was able to take an initial planning process that was geared towards planning for space allocation and expand its scope to look at what types of learning environments users value most highly and if the library is providing that type of environment. I will discuss how the survey was administered, the results, and how data on user behavior can influence a variety of planning activities including space planning, information literacy, non-traditional library services such as ePortfolio support, library discovery tools, and strategic long-range planning. The objective of this session will be to generate discussion on what types of user data are being collected by libraries, how it is being used to affect short- and long-term planning for libraries, and what this means for both assessment and determining the value of library services. Audience participants will be asked to share their experiences in collecting user data and how it is currently being applied to short and long-term planning processes in their libraries. Attendees will benefit by discussing the changing nature of statistics and data on users and user behavior and its applicability in the current assessment and planning environment for libraries

Trends in Midwinter Counts of Bald Eagles in the Conterminous United States, 1986-2005

Each January, several hundred individuals count eagles along standard, non-overlapping survey routes as part of a nationwide Midwinter Bald Eagle survey. Nationwide counts of eagles were coordinated by the National Wildlife Federation from 1979 until 1992, when the Bureau of Land Management’s Raptor Research and Technical Assistance Center assumed responsibility for overseeing the count. Responsibility for count coordination shifted to the National Biological Survey (1993-1996) and later to the U.S. Geological Survey (USGS), Forest and Rangeland Ecosystem Science Center, Snake River Field Station. Initial objectives of the survey were to establish an index to the total wintering Bald Eagle population in the lower 48 states, to determine eagle distribution during a standardized survey period, and to identify previously unrecognized areas of important winter habitat. Millsap (1986) reported results of the midwinter survey from 1979 through 1986. Beginning in 1984, National Wildlife Federation officials asked participants to count eagles along standard routes to provide data on count trends. Steenhof et al. (2002) published an analysis of count trends from 1986-2000. This report presents results of a follow-up evaluation of using data from 5 additional years. This 20-year analysis used the same methods used in the 15-year trend analysis (Steenhof et al. 2002)

Arachnophobia (and other concerns): A Study of Student Mental Health at the University of Richmond

Capstone presentation for the University of Richmond SSIR (Sophomore Scholars in Residence) Program.https://scholarship.richmond.edu/ssir-presentations-2017/1001/thumbnail.jp

Reconciliation and Architectures of Commitment: Sequencing peace in Bougainville

Following a bloody civil war, peace consolidated slowly and sequentially in Bougainville. That sequence was of both a top-down architecture of credible commitment in a formal peace process and layer upon layer of bottom-up reconciliation. Reconciliation was based on indigenous traditions of peacemaking. It also drew on Christian traditions of reconciliation, on training in restorative justice principles and on innovation in womens’ peacebuilding. Peacekeepers opened safe spaces for reconciliation, but it was locals who shaped and owned the peace. There is much to learn from this distinctively indigenous peace architecture. It is a far cry from the norms of a ‘liberal peace’ or a ‘realist peace’. The authors describe it as a hybrid ‘restorative peace’ in which ‘mothers of the land’ and then male combatants linked arms in creative ways. A danger to Bougainville’s peace is weakness of international commitment to honour the result of a forthcoming independence referendum that is one central plank of the peace deal

Metacognition of First Year Occupational Therapy Students: A Comparison of Entry-Level Degrees

The purpose of this study was to compare the metacognitive awareness among first year students in entry-level occupational therapy programs. The study investigated the similarities and differences in awareness of cognition and strategies used to regulate cognition in occupational therapy assistant (OTA), Master of Occupational Therapy (MOT), and Occupational Therapy Doctorate (OTD) programs to inform teaching practices for the different educational demands and expected outcomes of each program. Thirty occupational therapy students (11 OTA, 10 MOT, and 9 OTD) completed the Metacognitive Awareness Inventory (MAI) during their first semester of occupational therapy courses at two universities. Overall, the results indicated the student reported use of metacognitive strategies was more similar than dissimilar among the three entry-level programs. Additionally, MAI responses were not predictive of course grades. Instructors can design educational experiences to tap into the metacognition of the student, promoting effective and efficient learning to meet the high educational standards required for our profession. Students who are effective and efficient learners will be more prepared to meet the demands of a complex healthcare environment in their respective practitioner roles

Transforming Through Reflection: Use of Student-Led Reflections in the Development of Intercultural Competence during a Short-Term International Immersion Experience

ABSTRACT Purpose: Curricular integration designed to include cultural competence standards for health care professionals is paramount to preparing students to meet the needs of a growing diverse population in the U.S. The purpose of this research is to examine the cultural competency development of occupational therapy students, and to report on their reflections and perspectives during a two-week immersive and service-learning experience in Guatemala. Methods: As intercultural competence is a highly personal trait, the study used a descriptive qualitative research design gaining participants’ perspectives of the short-term international immersion experience through student-led reflective focus groups, using an open discussion format, during the immersion experience. Results: Data analysis yielded three themes: Do, Experience, Understand; Change Factor; and Future Action that represent the student perspective in a cultural immersion experience. The first theme: Do, Experience, Understand encompassed participants’ discussion of how fully engaging in a culture different than their own was necessary to understand differences and commonalities. The second theme: Change Factor included expressions of dissonance in level of physical, emotional, and mental comfort that prompted a transformation within the student. The final theme: Future Action, described a tangible outcome from the immersion experience. By engaging with a different culture, participants experienced a transformation, leading to sharing of their desire to continue their advocacy efforts on behalf of others. Conclusion: Reflection became a key element in the transformative nature of the learning experience. It became obvious that a safe environment in which to share dreams, doubts, cultural missteps and successful moments was necessary for coping with feelings of dissonance. The safe sharing environment added to the cohesiveness of the group, lowered anxiety and provided opportunities for learning. Participants’ verbalized descriptions of transformative learning necessary in the development of intercultural competency during an international cultural immersion experience. By participating in a cultural immersion experience integrated into their curricular program, students began to articulate cultural competencies required to consider multiples lenses, perspectives and backgrounds of their future clients

Implications for Occupational Therapy Student Stress, Well-Being, and Coping: A Scoping Review

Scholarly literature and non-scholarly news sources have highlighted stressors in higher education. The rigor of occupational therapy education can compound student stress. Although the profession recognizes these stressors, insufficient literature exists regarding strategies to cope with and manage these sources of stress. This scoping review explored the literature examining stress and the implications for occupational therapy student well-being and coping, and also identified strategies for faculty to support student well-being. Using PRISMA Scoping Review guidelines, a systematic, multi-phase process was used to identify relevant literature. Databases searched included PubMed, CINAHL, PsycInfo, MEDLINE Complete, Web of Science, ERIC, and Education Database. Key search terms included components of well-being and coping. We discuss our scoping review approach to the literature search, data extraction, charting, and analysis. A sample of 15 articles met the inclusion criteria, with 1 article retracted during the analysis phase. The final sample of articles provided information about various components of stress, well-being, and coping. Analysis of these articles revealed the following themes: (1) well-being, (2) personal traits and skills, (3) stress, and (4) supportive pedagogy. Occupational therapy education is rigorous and demanding to ensure students are prepared to provide evidence-based care to their future clients. Although this demanding education may add to student stress, the profession must maintain high standards for patient safety. Results suggest there is an opportunity to support student wellness and learning within content delivery methods. By adjusting pedagogical approaches, instructors can support student wellness and impact learning

Reconciliation and Architectures of Commitment: Sequencing peace in Bougainville

Following a bloody civil war, peace consolidated slowly and sequentially in Bougainville. That sequence was of both a top-down architecture of credible commitment in a formal peace process and layer upon layer of bottom-up reconciliation. Reconciliation was based on indigenous traditions of peacemaking. It also drew on Christian traditions of reconciliation, on training in restorative justice principles and on innovation in womens’ peacebuilding. Peacekeepers opened safe spaces for reconciliation, but it was locals who shaped and owned the peace. There is much to learn from this distinctively indigenous peace architecture. It is a far cry from the norms of a ‘liberal peace’ or a ‘realist peace’. The authors describe it as a hybrid ‘restorative peace’ in which ‘mothers of the land’ and then male combatants linked arms in creative ways. A danger to Bougainville’s peace is weakness of international commitment to honour the result of a forthcoming independence referendum that is one central plank of the peace deal