Morning concurrent track 2: Creation and correction of myths about global warming

MORNING CONCURRENT TRACK 2: CREATION AND CORRECTION OF MYTHS ABOUT GLOBAL WARMING Moderator Robert Futrell Student Union Room 211 Matthew Lachniet – Global Warming Misconceptions and Myths: Barriers and Opportunities for Communicating Climate Change Science to a Non-scientific Audience Abstract: Opinions on an anthropogenic influence in global warming abound. Within the non-scientific public, the strength of one’s opinion commonly seems to be in inverse proportion to their knowledge of climate science. One reason for this disconnect between reality and opinion is the persistence of many climate change myths in popular knowledge of global warming. These myths are regularly propagated in popular media and internet blogs, some of which appear to be driven more by ideology than a quest for truth about Nature. In the past, the desire to provide balance in media coverage of global warming at the expense of scientific accuracy has handed the soapbox to many with minority viewpoints that are not supported by all of the available scientific evidence. However, many of these myths contain an element of but have been misunderstood (at best) by the general public and misappropriated (at worst) by interest groups on all sides of ideological spectrum. This presentation will outline some of the common myths on global warming and how they can be used as opportunities in a teaching environment to enhance students’ understanding of global warming and climate science. Gale Sinatra, CarolAnne Kardash, Gita Taasoobshirazi, Doug Lombardi – College Students’ Understanding of and Reactions to Global Warming Abstract: The principles underlying global climate change involve a complex interconnection between many scientific concepts that are difficult for students to understand. This study examined whether persuasive texts would impact readers’ willingness to take mitigative action to reduce the impacts of human-induced climate change. College students participating in the study were randomly assigned to read a persuasive text about global warming or the same text accompanied by a persuasive image. Both groups showed statistically significant increases in their knowledge about global warming and their willingness to take action to reduce its effects. This research demonstrates that persuasive text can produce not only change in students’ thinking about a controversial topic like global climate change, but may also promote a willingness to take action. This is significant because in the case of this topic, a change in students’ knowledge may not be a sufficient criterion for successful learning. It may be as important to promote willingness in future generations to take efforts to reduce their individual impact on the environment. E. Michael Nussbaum – Global Warming and Middle School: An Argument-Based Intervention Abstract: As part of a semester-long intervention to teach middle school students to critically evaluate arguments, 60 sixth- and seventh- graders from a Las Vegas charter school in the Clark County School District discussed issues surrounding global climate change. The presentation will first describe the argument-based intervention used with the students and its effect on attitude change. Most students became accepting of the existence of global climate change and the need to develop alternative modes of transportation. The intervention also provided students with some opportunity to learn about science, political, geography, and economics in an integrated way, as well as an opportunity to develop critical and creative thinking. Second, the overall findings of the research study will be presented, concluding that the skill of “weighing values” may be a productive one to teach to middle school students. Third, some misconceptions that students retained will be described so that future instructional efforts may address them. Doug Lombardi – Students’ Perceptions about the Plausibility of Human Induced Climate Change Abstract: Students can develop robust misconceptions when encountering complex phenomena such as global climate change. For example, students cite short0term and local weather events as evidence to support or refute long‐term changes, and thereby display a fundamental misunderstanding about the distinctions between weather and climate. This confusion may impact perceptions of plausibility about scientific statements that implicate humans in worldwide increases in global temperatures and widespread melting of snow and ice. Additionally, the confusion between weather and climate may be related to a fundamental lack of understanding about deep time, a concept that spans several scientific content areas. This presentation will describe an ongoing study involving undergraduate students enrolled in introductory geoscience and geography courses. Currently, students are completing three surveys examining the relationships between student understanding of deep time and their confusion about the distinctions between weather and climate, as well as how these levels of understanding influence perceptions about the plausibility of human‐induced global climate change. This presentation will highlight preliminary results

Evaluating a Modeling Curriculum by Using Heuristics for Productive Disciplinary Engagement

The BIO2010 report provided a compelling argument for the need to create learning experiences for undergraduate biology students that are more authentic to modern science. The report acknowledged the need for research that could help practitioners successfully create and reform biology curricula with this goal in mind. Our objective in this article was to explore how a set of six design heuristics could be used to evaluate the potential of curricula to support productive learning experiences for science students. We drew on data collected during a long-term study of an undergraduate traineeship that introduced students to mathematical modeling in the context of modern biological problems. We present illustrative examples from this curriculum that highlight the ways in which three heuristics—instructor role-modeling, holding students to scientific norms, and providing students with opportunities to practice these norms—consistently supported learning across the curriculum. We present a more detailed comparison of two different curricular modules and explain how differences in student authority, problem structure, and access to resources contributed to differences in productive engagement by students in these modules. We hope that our analysis will help practitioners think in more concrete terms about how to achieve the goals set forth by BIO2010

Engaging Undergraduates in Science Research: Not Just About Faculty Willingness.

Despite the many benefits of involving undergraduates in research and the growing number of undergraduate research programs, few scholars have investigated the factors that affect faculty members' decisions to involve undergraduates in their research projects. We investigated the individual factors and institutional contexts that predict faculty members' likelihood of engaging undergraduates in their research project(s). Using data from the Higher Education Research Institute's 2007-2008 Faculty Survey, we employ hierarchical generalized linear modeling to analyze data from 4,832 science, technology, engineering, and mathematics (STEM) faculty across 194 institutions to examine how organizational citizenship behavior theory and social exchange theory relate to mentoring students in research. Key findings show that faculty who work in the life sciences and those who receive government funding for their research are more likely to involve undergraduates in their research project(s). In addition, faculty at liberal arts or historically Black colleges are significantly more likely to involve undergraduate students in research. Implications for advancing undergraduate research opportunities are discussed

Some Aspects of the Development of a Service for the Recognition of Diseases of Agricultural Crops

В современном мире проблема болезней растений является одной из самых актуальных задач в сельском хозяйстве. Каждый год миллионы тонн урожая теряются из-за заболеваний растений, что приводит к экономическим потерям и ухудшению качества жизни населения. Решением этой проблемы может стать применение современных технологий искусственного интеллекта, которые могут помочь в раннем выявлении и предотвращении распространения заболеваний. В данной статье представлен проект разработки сервиса по распознаванию болезней сельскохозяйственных культур, который может значительно улучшить эффективность контроля за здоровьем растений и повысить урожайность.In the modern world, the problem of plant diseases is one of the most urgent tasks in agriculture. Every year millions of tons of crops are lost due to plant diseases, which leads to economic losses and deterioration of the quality of life of the population. The solution to this problem can be the use of modern artificial intelligence technologies that can help in early detection and prevention of the spread of diseases. In this article, we present a project for the development of a service for the recognition of diseases of crops, which can significantly improve the effectiveness of plant health control and increase yields

Lysyl oxidase drives tumour progression by trapping EGF receptors at the cell surface

Lysyl oxidase (LOX) remodels the tumour microenvironment by cross-linking the extracellular matrix. LOX overexpression is associated with poor cancer outcomes. Here, we find that LOX regulates the epidermal growth factor receptor (EGFR) to drive tumour progression. We show that LOX regulates EGFR by suppressing TGFβ1 signalling through the secreted protease HTRA1. This increases the expression of Matrilin2 (MATN2), an EGF-like domain-containing protein that traps EGFR at the cell surface to facilitate its activation by EGF. We describe a pharmacological inhibitor of LOX, CCT365623, which disrupts EGFR cell surface retention and delays the growth of primary and metastatic tumour cells in vivo. Thus, we show that LOX regulates EGFR cell surface retention to drive tumour progression, and we validate the therapeutic potential of inhibiting this pathway with the small molecule inhibitor CCT365623

Temporal and structural genetic variation in reindeer (Rangifer tarandus) associated with the pastoral transition in Northwestern Siberia

Funding Information NordForsk. Grant Number: 76915 ERC Advanced Grant. Grant Numbers: 295458, ESRC ES/, M011054/1 JPI HUMANOR ERC Starting GrantPeer reviewedPublisher PD

The Undergraduate–Postgraduate–Faculty Triad: Unique Functions and Tensions Associated with Undergraduate Research Experiences at Research Universities

We present an exploratory study of how undergraduates' involvement in research influences postgraduates (i.e., graduate and postdoctoral researchers) and faculty. We used a qualitative approach to examine the relationships among undergraduates, postgraduates, and the faculty head in a research group. In this group, undergraduates viewed postgraduates as more approachable than the faculty head both literally and figuratively. Mentorship by postgraduates presented unique challenges for undergraduates, including unrealistic expectations and varying abilities to mentor. The postgraduates and faculty head concurred that undergraduates contributed to the group's success and served as a source of frustration. Postgraduates appreciated the opportunity to observe multiple approaches to mentoring as they saw the faculty head and other postgraduates interact with undergraduates. The faculty head viewed undergraduate research as important for propagating the research community and for gaining insights into undergraduates and their postgraduate mentors. These results highlight how the involvement of undergraduates and postgraduates in research can limit and enhance the research experiences of members of the undergraduate–postgraduate–faculty triad. A number of tensions emerge that we hypothesize are intrinsic to undergraduate research experiences at research universities. Future studies can focus on determining the generalizability of these findings to other groups and disciplines

An apicobasal gradient of Rac activity determines protrusion form and position

Each cell within a polarised epithelial sheet must align and correctly position a wide range of subcellular structures, including actin-based dynamic protrusions. Using in vivo inducible transgenes that can sense or modify Rac activity, we demonstrate an apicobasal gradient of Rac activity that is required to correctly form and position distinct classes of dynamic protrusion along the apicobasal axis of the cell. We show that we can modify the Rac activity gradient in genetic mutants for specific polarity proteins, with consequent changes in protrusion form and position and additionally show, using photoactivatable Rac transgenes, that it is the level of Rac activity that determines protrusion form. Thus, we demonstrate a mechanism by which polarity proteins can spatially regulate Rac activity and the actin cytoskeleton to ensure correct epithelial cell shape and prevent epithelial-to-mesenchymal transitions