18 research outputs found
Using role-play to improve students’ confidence and perceptions of communication in a simulated volcanic crisis
Traditional teaching of volcanic science typically emphasises scientific
principles and tends to omit the key roles, responsibilities, protocols, and
communication needs that accompany volcanic crises. This chapter
provides a foundation in instructional communication, education, and risk
and crisis communication research that identifies the need for authentic
challenges in higher education to challenge learners and provide
opportunities to practice crisis communication in real-time. We present
an authentic, immersive role-play called the Volcanic Hazards Simulation
that is an example of a teaching resource designed to match professional
competencies. The role-play engages students in volcanic crisis concepts
while simultaneously improving their confidence and perceptions of
communicating science. During the role-play, students assume authentic
roles and responsibilities of professionals and communicate through
interdisciplinary team discussions, media releases, and press conferences.
We characterised and measured the students’ confidence and perceptions
of volcanic crisis communication using a mixed methods research design
to determine if the role-play was effective at improving these qualities.
Results showed that there was a statistically significant improvement in
both communication confidence and perceptions of science communication.
The exercise was most effective in transforming low-confidence and
low-perception students, with some negative changes measured for our
higher-learners. Additionally, students reported a comprehensive and
diverse set of best practices but focussed primarily on the mechanics of
science communication delivery. This curriculum is a successful example
of how to improve students’ communication confidence and perceptions
Training in crisis communication and volcanic eruption forecasting:Design and evaluation of an authentic role-play simulation
We present an interactive, immersive, authentic role-play simulation designed to teach tertiary geoscience students
in New Zealand to forecast and mitigate a volcanic crisis. Half of the participating group (i.e., the Geoscience Team)
focuses on interpreting real volcano monitoring data (e.g., seismographs, gas output etc.) while the other half of the
group (i.e., the Emergency Management Team) forecasts and manages likely impacts, and communicates emergency
response decisions and advice to local communities. These authentic learning experiences were aimed at enhancing
upper-year undergraduate students’ transferable and geologic reasoning skills. An important goal of the simulation was
specifically to improve students’ science communication through interdisciplinary team discussions, jointly prepared,
and delivered media releases, and real-time, high-pressure, press conferences.
By playing roles, students experienced the specific responsibilities of a professional within authentic organisational
structures. A qualitative, design-based educational research study was carried out to assess the overall student experience
and self-reported learning of skills. A pilot and four subsequent iterations were investigated.
Results from this study indicate that students found these role-plays to be a highly challenging and engaging learning
experience and reported improved skills. Data from classroom observations and interviews indicate that the students
valued the authenticity and challenging nature of the role-play although personal experiences and team dynamics
(within, and between the teams) varied depending on the students’ background, preparedness, and personality.
During early iterations, observation and interviews from students and instructors indicate that some of the goals of the
simulation were not fully achieved due to: A) lack of preparedness, B) insufficient time to respond appropriately, C)
appropriateness of roles and team structure, and D) poor communication skills. Small modifications to the design of
Iterations 3 and 4 showed an overall improvement in the students’ skills and goals being reached.
A communication skills instrument (SPCC) was used to measure self-reported pre- and post- communication competence
in the last two iterations. Results showed that this instrument recorded positive shifts in all categories of self-perceived
abilities, the largest shifts seen in students who participated in press conferences. Future research will be aimed
at adapting this curricula to new volcanic and earthquake scenarios
PLANT CELL MORPHOGENESIS: Plasma Membrane Interactions with the Cytoskeleton and Cell Wall
Depletion of the Adaptor Protein NCK Increases UV-Induced p53 Phosphorylation and Promotes Apoptosis
A mobile genetic element profoundly increases heat resistance of bacterial spores
Bacterial endospores are among the most resilient forms of life on earth and are intrinsically resistant to extreme environments and antimicrobial treatments. Their resilience is explained by unique cellular structures formed by a complex developmental process often initiated in response to nutrient deprivation. Although the macromolecular structures of spores from different bacterial species are similar, their resistance to environmental insults differs widely. It is not known which of the factors attributed to spore resistance confer very high-level heat resistance. Here, we provide conclusive evidence that in Bacillus subtilis, this is due to the presence of a mobile genetic element (Tn1546-like) carrying five predicted operons, one of which contains genes that encode homologs of SpoVAC, SpoVAD and SpoVAEb and four other genes encoding proteins with unknown functions. This operon, named spoVA(2mob), confers high-level heat resistance to spores. Deletion of spoVA(2mob) in a B. subtilis strain carrying Tn1546 renders heat-sensitive spores while transfer of spoVA(2mob) into B. subtilis 168 yields highly heat-resistant spores. On the basis of the genetic conservation of different spoVA operons among spore-forming species of Bacillaceae, we propose an evolutionary scenario for the emergence of extremely heat-resistant spores in B. subtilis, B. licheniformis and B. amyloliquefaciens. This discovery opens up avenues for improved detection and control of spore-forming bacteria able to produce highly heat-resistant spores.The ISME Journal advance online publication, 22 April 2016; doi:10.1038/ismej.2016.59