Investigation of Early Development and Importance of Sediment Choice in the Hatchery Production of Razor Clams, Ensis Directus

Ensis directus, commonly known as the razor clam, is a bivalve species that lives in temperate sub-polar regions of the Atlantic Ocean. It is an infaunal species found in shallow, subtidal, sedimentary habitats. A recent increase in the market value for razor clams has resulted in heightened interest in the culture of this species. The experimental hatchery at the University of Maine’s Darling Marine Center began work in 2012 to develop improved hatchery and grow-out techniques for this species. For my thesis, razor clam embryos from both spontaneous and controlled spawns were observed via video and still imagery to document the timing of early development. I obtained additional footage and images of clams during the larval phase through metamorphosis to determine morphological features that are associated with the onset of settlement in this species. I conducted experiments investigating the sediment preference of razor clam larvae and tested methods for improving the settlement rate and early post-settlement survival. Lastly, I determined the burrowing rates of juvenile razor clams to help identify appropriate sediments for nursery phase culture. The results of my research will aid in the development of razor clam aquaculture techniques that can be used by Maine’s shellfish culture industry

Where Do We Go Next? Youth Insights on the High School Experience During a Year of Historic Upheaval

Where Do We Go Next? presents findings from a national survey focused on understanding the experiences, assets, and conditions that have shaped young people's high school experiences during the COVID-19 pandemic. Where Do We Go Next? aims to characterize young people's school-based experiences (in-person or remote) over the past year to inform youth-centered policy, practice, and recovery efforts moving forward.America's Promise Alliance partnered with Research for Action (RFA) to conduct a national survey (n=2,439) of young people as part of its GradNation campaign. The survey was designed to assess young people's experiences during an unprecedented school year that was shaped by the COVID-19 pandemic and a swelling movement for racial justice. Specifically, the present study sought to take a holistic approach to better understanding young people's high school experiences over the past year, all amidst an uncertain economic, social, and educational landscape. This study, thus, serves two related purposes. First, it adds to a growing knowledge base on high schoolers' learning experiences over the past year. And second, it explores a diverse set of young people's schoolbased and out-of-school experiences in an effort to better understand how the past year has impacted learning and development, specifically students' overall wellbeing, access to opportunities to learn about — and act upon — social issues like race and racism, and postsecondary readiness for life after high school.Survey respondents included young people ages 13-19 years who were enrolled in high school in the United States during the 2020-2021 school year. The survey was administered over a six-week period in March and April 2021 using a multi-pronged sampling strategy that included an online panel, targeted recruitment through supporting organizations, and youth-oriented social media advertisements. A non-probability quota sampling strategy was used to approximate the U.S. population distributions of high school students along dimensions of education level, gender, ethnicity, and race. Parameter estimates were referenced according to the most recently available national education statistics published by the National Center for Educational Statistics, the U.S. Census Bureau, and the U.S. Department of Education's Office for Civil Rights. The resulting 2,439 survey responses were weighted by grade-level, race, ethnicity, and gender to account for differences between the study sample and the overall national population

Exercise professional education, qualifications, and certifications: A content analysis of job postings in the United States

Introduction: Growth in the field of clinical exercise science and the potential impacts on overall health and wellbeing have driven the need for qualified, clinically trained, exercise professionals. And yet, it is not well understood what specific credentials employers are seeking when hiring exercise professionals. Purpose: The purpose of the study was to examine the qualification requirements for professionals seeking employment in exercise science, exercise physiology, kinesiology or equivalent fields. Methods: Search platforms Indeed.com and USAJobs.gov were examined within a two week period in 2022. Search terms included “Exercise Physiology”, “Exercise Science”, “Exercise Professional”, “Exercise Prescription”, “Exercise Specialist”, and “Kinesiology”. Results: A total of n = 739 jobs were retrieved and n = 615 jobs were included: Exercise Science (n = 227), Kinesiology (n = 210), Exercise Physiology (n = 91), Exercise specialist (n = 53), and Exercise prescription (n = 32). Over 70% of the jobs analyzed required a bachelor\u27s degree with the remainder requiring various levels of education. The primary certification required was personal trainer (n = 94), followed by strength and conditioning specialist (n = 33), clinical exercise physiologist (n = 26), group exercise (n = 17), exercise specialist (n = 10), and exercise physiologist (n = 5). Four job focus areas were determined: academic teaching and research, general fitness and worksite wellness, athletic performance and rehabilitation, clinical exercise specialist all with varying levels of degree and certification requirements. Discussion: Job postings related to exercise related professions are varied across the United States with wide-ranging education, credentialing and certification requirements. These findings indicate the timely need for outreach to employers to highlight changing credentialing requirements due to evolving accreditation standards

2017-2018 Dean\u27s Showcase No. 2

https://spiral.lynn.edu/conservatory_deansshowcase/1065/thumbnail.jp