A Forest in the City? Recommendations for Developing, Implementing, and Maintaining the "A Forest for Every Classroom" in Milwaukee and Chicago for the U.S. Forest Service

This study, conducted in three phases from February 2009 to April 2010, was guided by a single overarching goal: to provide the U.S. Forest Service (USFS) Urban Connections program in Region 9 and the Conservation Education Office in Washington D.C. with recommendations to develop, implement, and maintain a conservation education program based on the A Forest For Every Classroom (FFEC) model, and tailored for use in Chicago, IL and Milwaukee, WI. Urban Connections is an outreach program which operates in nine cities in the Eastern Region and which aims to increase awareness of National Forests among urban populations. FFEC is a place‐based conservation education program offering professional development for both formal and non‐formal K‐12 teachers which was originally developed in Vermont through a partnership between the USFS Green Mountain National Forest and other public‐ and private‐sector partners. The program is currently active in Vermont, New Hampshire, Texas and Montana. Participating teachers develop individual curricula that utilize their local environment and resources as a context for teaching any subject matter, with a focus on creating a sense of place and developing stewardship behavior and civic responsibility. To meet the study’s overarching goal, interviews and focus groups were conducted with 85 USFS personnel, potential external partners, FFEC ‐program representatives, teachers who have participated in FFEC (“FFEC alumni”), and teachers from Milwaukee and Chicago. Interview data was analyzed using content analysis with categorization of responses. Results were used to create recommendations specific to FFEC implementation in Milwaukee and Chicago. These recommendations fall into six categories: Getting Started, Partnerships, Program Design, Urban Adaptations, School Support and Recruitment, and In the Classroom: Curriculum Implementation.Master of ScienceNatural Resources and EnvironmentUniversity of Michiganhttp://deepblue.lib.umich.edu/bitstream/2027.42/69250/1/FinalDocument_SNRE.pd

Gene filtering strategies for machine learning guided biomarker discovery using neonatal sepsis RNA-seq data

Machine learning (ML) algorithms are powerful tools that are increasingly being used for sepsis biomarker discovery in RNA-Seq data. RNA-Seq datasets contain multiple sources and types of noise (operator, technical and non-systematic) that may bias ML classification. Normalisation and independent gene filtering approaches described in RNA-Seq workflows account for some of this variability and are typically only targeted at differential expression analysis rather than ML applications. Pre-processing normalisation steps significantly reduce the number of variables in the data and thereby increase the power of statistical testing, but can potentially discard valuable and insightful classification features. A systematic assessment of applying transcript level filtering on the robustness and stability of ML based RNA-seq classification remains to be fully explored. In this report we examine the impact of filtering out low count transcripts and those with influential outliers read counts on downstream ML analysis for sepsis biomarker discovery using elastic net regularised logistic regression, L1-reguarlised support vector machines and random forests. We demonstrate that applying a systematic objective strategy for removal of uninformative and potentially biasing biomarkers representing up to 60% of transcripts in different sample size datasets, including two illustrative neonatal sepsis cohorts, leads to substantial improvements in classification performance, higher stability of the resulting gene signatures, and better agreement with previously reported sepsis biomarkers. We also demonstrate that the performance uplift from gene filtering depends on the ML classifier chosen, with L1-regularlised support vector machines showing the greatest performance improvements with our experimental data

Preliminary acoustic and oceanographic observations from the ASIAEX 2001 South China Sea Experiment

The Asian Seas International Experiment (ASIAEX) was a very successful scientific collaboration between the United States of America (USA), the People’s Republic of China (PRC), Taiwan (ROC), the Republic of Korea (ROK), Japan, Russia, and Singapore. Preliminary field experiments associated with ASIAEX began in spring of 2000. The main experiments were performed in April-August, 2001. The scientific plan called for two major acoustics experiments, the first a bottom interaction experiment in the East China Sea (ECS) and the second a volume interaction experiment in the South China Sea (SCS). In addition to the acoustics efforts, there were also extremely strong physical oceanography and geology and geophysics components to the experiments. This report will concentrate on describing the moored component of the South China Sea portion of ASIAEX 2001 performed from the Taiwan Fisheries research vessel FR1 (Fisheries Researcher 1). Information on the environmental moorings deployed from the Taiwanese oceanographic research vessel OR1 (Oceanographic Researcher 1) will also be listed here for completeness, so that the reader can pursue later analyses of the data. This report does not pursue any data analyses per se.Funding was provided by the Office of Naval Research under Grant Numbers N00014-01-1-0772, N00014-98-1-0413 and N00014-00-1-0206

Acoustic and oceanographic observations and configuration information for the WHOI moorings from the SW06 experiment

This document describes data, sensors, and other useful information pertaining to the moorings that were deployed from the R/V Knorr from July 24th to August 4th, 2006 in support of the SW06 experiment. The SW06 experiment was a large, multi-disciplinary effort performed 100 miles east of the New Jersey coast. A total of 62 acoustic and oceanographic moorings were deployed and recovered. The moorings were deployed in a “T” geometry to create an along-shelf path along the 80 meter isobath and an across-shelf path starting at 600 meters depth and going shoreward to a depth of 60 meters. A cluster of moorings was placed at the intersection of the two paths to create a dense sensor-populated area to measure a 3-dimensional physical oceanography. Environmental moorings were deployed along both along-shelf and across-shelf paths to measure the physical oceanography along those paths. Moorings with acoustic sources were placed at the outer ends of the “T” to propagate various signals along these paths. Five single hydrophone receivers were positioned on the across shelf path and a vertical and horizontal hydrophone array was positioned at the intersection of the “T” to get receptions from all the acoustics assets that were used during SW06.Funding was provided by the Office of Naval Research under Contract No. N00014-04-1014

Systematizing Policy Learning: From Monolith to Dimensions

notes: The authors wish to express their gratitude to the Norwegian Political Science Association Annual Conference, 6 January 2010, University of Agder, Kristiansand, participants of the ‘Establishing Causality in Policy Learning’ panel at the American Political Science Association (APSA) annual meeting,2–5 September 2010,Washington DC, and the European Consortium of Political Research (ECPR) Joint Sessions, St Gallen, 12–17 April 2011, workshop 2. Dunlop and Radaelli gratefully acknowledge the support of the European Research Council, grant on Analysis of Learning in Regulatory Governance, ALREG, http://centres.exeter.ac.uk/ceg/research/ALREG/index.php.publication-status: AcceptedThe definitive version is available at www.blackwell-synergy.com and also from DOI: 10.1111/j.1467-9248.2012.00982.xThe field of policy learning is characterised by concept stretching and lack of systematic findings. To systematize them, we combine the classic Sartorian approach to classification with the more recent insights on explanatory typologies. At the outset, we classify per genus et differentiam – distinguishing between the genus and the different species within it. By drawing on the technique of explanatory typologies to introduce a basic model of policy learning, we identify four major genera in the literature. We then generate variation within each cell by using rigorous concepts drawn from adult education research. Specifically, we conceptualize learning as control over the contents and goals of knowledge. By looking at learning through the lenses of knowledge utilization, we show that the basic model can be expanded to reveal sixteen different species. These types are all conceptually possible, but are not all empirically established in the literature. Up until now the scope conditions and connections among types have not been clarified. Our reconstruction of the field sheds light on mechanisms and relations associated with alternatives operationalizations of learning and the role of actors in the process of knowledge construction and utilization. By providing a comprehensive typology, we mitigate concept stretching problems and aim to lay the foundations for the systematic comparison across and within cases of policy learning.European Research Council, grant no 230267 on Analysis of Learning in Regulatory Governance, ALREG

The ABC130 barrel module prototyping programme for the ATLAS strip tracker

For the Phase-II Upgrade of the ATLAS Detector, its Inner Detector, consisting of silicon pixel, silicon strip and transition radiation sub-detectors, will be replaced with an all new 100 % silicon tracker, composed of a pixel tracker at inner radii and a strip tracker at outer radii. The future ATLAS strip tracker will include 11,000 silicon sensor modules in the central region (barrel) and 7,000 modules in the forward region (end-caps), which are foreseen to be constructed over a period of 3.5 years. The construction of each module consists of a series of assembly and quality control steps, which were engineered to be identical for all production sites. In order to develop the tooling and procedures for assembly and testing of these modules, two series of major prototyping programs were conducted: an early program using readout chips designed using a 250 nm fabrication process (ABCN-25) and a subsequent program using a follow-up chip set made using 130 nm processing (ABC130 and HCC130 chips). This second generation of readout chips was used for an extensive prototyping program that produced around 100 barrel-type modules and contributed significantly to the development of the final module layout. This paper gives an overview of the components used in ABC130 barrel modules, their assembly procedure and findings resulting from their tests.Comment: 82 pages, 66 figure