Vegetation database of Great Britain: Countryside Survey

This paper describes the vegetation database created as part of the Countryside Survey (CS) of Great Britain (GIVD ID EU-GB-003) which was established to monitor ecological and land use change in 1978 (http://www.countrysidesurvey.org.uk). The sample design is based on a series of stratified, randomly selected 1 km squares, which numbered 256 in the 1978 survey, 500 in the 1990 survey, 569 in the 1998 survey and 591 in the 2007 survey. Stratification of sample squares was based on predefined strata (called land classes) which have been derived from a classification of all 1 km squares in Britain based on their topographic, climatic and geological attributes obtained from published maps. A series of vegetation plots were located within each 1 km square using a restricted randomisation procedure designed to reduce aggregation. Linear features (road verges, watercourse banks, hedges, arable margins and field boundaries) and areal features (fields, unenclosed land and small semi-natural biotope patches) were sampled. Linear plots were 1 x 10 m laid out along a feature whilst unenclosed land and small biotopes were sampled using 2 m x 2 m plots. Larger randomly-placed plots were nested 14 m² plots with an inner nest of 2 m x 2 m. Within each 1 km Countryside Survey sample square the land cover and all landscape features were mapped and each parcel of land (and vegetation plot) has been assigned to a Broad Habitat/EUNIS habitat type. This database of vegetation plots is a very useful resource. The data is freely available from the website, however, there are restrictions on the release of the spatial location of the plots. There is now a considerable time-series of plots within the database going back to 1978 representing different habitat types and landscape features that can be analysed to determine changes in vegetation metrics (e.g. Ellenberg scores) and individual species. Vegetation changes can be linked to environmental drivers and the spatial scale (across GB) is sufficiently large to analyse gradients in most driving variables

Reflections on Teaching with a Standards-Based Curriculum: A Conversation Among Mathematics Educators

Many teachers and researchers have written about the challenges inherent in adopting new teaching practices in mathematics classrooms (e.g., Chazan, 2000; Clarke, 1997; Heaton, 2000). The authors of this article, all with secondary mathematics teaching experience, are convinced by research suggesting that Standards-based mathematics curricula are beneficial for student learning.1 However, the first three authors had not used such curriculum materials in their own classrooms, and we desired experience using a Standards-based mathematics curriculum with secondary students. To this end, we taught a week-long summer course with a focus on linear functions to high school students who had previously struggled with algebra and volunteered to participate

Complications from IV Alteplase in Mild Stroke Patients in a Multi-state Health System

https://digitalcommons.psjhealth.org/other_pubs/1071/thumbnail.jp

Impact of Early Mobilization on 90-Day Outcomes in Thrombectomy Patients

Introduction: Early mobilization of ischemic stroke patients receiving IV alteplase (tPA) did not worsen 90-day outcome at two urban stroke centers in a prior study, but there are no studies evaluating outcomes of early mobilization after thrombectomy. The mobility protocol used in the previous study was also utilized to mobilize stroke patients receiving thrombectomy treatment at these two centers, once minimum number of hours for groin precautions was complete and the groin puncture site was stable. The objective of this study was to determine for post-thrombectomy patients mobilized within 24 hours, whether earlier mobilization worsened outcomes. Methods: Medical records of ischemic stroke patients receiving thrombectomy at two urban stroke centers between May 2013 and December 2017 were reviewed for early mobilization (within 24 hours of groin puncture). Patients who did not expire in hospital and had complete data were included in the analysis. Ordinal regression was used to determine if, with each hour delay in time first up, patients’ functional outcomes worsened at 90 days using the modified Rankin scale (mRS), adjusting for pre-symptom onset mRS, admission NIHSS, age, sex, and post-treatment thrombolysis in cerebral infarction (TICI) grade. The mRS at 90 days was categorized as no symptoms or no significant disability (0 - 1), mild or moderate disability (2 - 3), and severe disability or death (4 - 6). Results: Of 147 patients mobilized within 24 hours, 91 patients were included in the analysis. Overall, 51% (n=46) were female, 74% (n=67) had no disability prior to their stroke, mean age was 68.0 (±14.1), mean admission NIHSS was 15.9 (±6.7), and 85% (n=78) had a post treatment TICI score of 2b or greater. Median time first mobilized was 14.1 hours [interquartile range: 9.4, 19.1]. Ordinal regression showed no evidence that earlier mobilization had an effect on patient outcomes at 90 days, patients were neither worse or better by time first mobilized within the first 24 hours (p=.706). Conclusions: Ischemic stroke patients receiving thrombectomy were mobilized within 24 hours of groin puncture by the early mobility protocol. Patients experienced no impact on outcomes at 90 days by time first mobilized. This result may have been limited by small sample size.https://digitalcommons.psjhealth.org/other_pubs/1070/thumbnail.jp

Qualitative impact assessment of land management interventions on ecosystem services (“QEIA”). Report-3 theme-5C: biodiversity - semi-natural habitats

This project assessed the impacts of 741 potential land management actions, suitable for agricultural land in England, on the Farming & Countryside Programme’s Environmental Objectives (and therefore Environment Act targets and climate commitments) through 53 relevant environmental and cultural service indicators. The project used a combination of expert opinion and rapid evidence reviews, which included 1000+ pages of evidence in 10 separate reports with reference to over 2400 published studies, and an Integrated Assessment comprising expert-derived qualitative impact scores. The project has ensured that ELM schemes are evidence-based, offer good value for money, and contribute to SoS priorities for farming

Voice Onset Time as a Clinical Indicator of Hypofunctional Voice Disorders.

The purpose of this study was to measure and compare the voice onset times (VOTs) of healthy individuals using a normal and breathy voice in an effort to determine if VOT can be used as a noninvasive clinical indicator of laryngeal function. Recordings were made of 20 adults between the ages of 20-48 with normal laryngeal function, each using a normal (Group 1) and breathy voice (Group 2). The participants’ productions were designed and collected in such a manner to control for speaking rate, vowel context, pitch, and loudness; all of which have been shown to influence VOT. A mixed analyses of variance showed that hypofunctional productions demonstrated longer VOTs across all stop consonants when compared to normal productions. Within the stops, a significant difference between the voiced and voiceless stops was noted, although no gender differences were found. It was concluded that VOT can be used as an indirect clinical indicator of laryngeal function

What do first-year university students in Ontario, Canada, know about First Nations, Métis, and Inuit peoples and topics?

We disseminated the Awareness Questionnaire to the first-year cohorts at 10 Ontario universities in 2014. Co-designed with over 200 First Nations, Métis, and Inuit educators and community members across Ontario, the survey investigated how students are learning to think about colonialism and its relationship to Indigenous peoples and Canadian society. Statistical analysis of 2,899 student responses reveals that first-year universitystudents who graduated from Ontario high schools are substantially unaware of Indigenous presence and vitality. The majority of students do not understand the fundamental laws structuring conditions of life for First Nations, Métis, and Inuit people or the contributions Indigenous peoples make to all aspects of Canadian society. Although they know slightly more about what is happening with regard to Indigenous peoples today,students have little sense of the historical circumstances and forces that shape current events. Arguably, students are this ignorant because the Ontario K–12 curriculum, which remains deeply inadequate, is the primary source of information for most students. However, when students have opportunities to engage with Indigenous perspectives and topics, it can make a difference to what students know and think. These results indicate that curricular reform is key to eradicating mass ignorance but cannot occur in isolation. Teacher education programs must play a central role in enacting the promise of new curricular emphases.Nous avons diffusé le questionnaire sur la sensibilisation au corps étudiant de première année de 10 universités ontariennes en 2014. Élaboré en collaboration avec plus de 200 éducateurs et membres des communautés des Premières Nations, Métis et Inuits à travers l’Ontario, ce sondage a examiné ce que les étudiants pensent du colonialisme et de son rapport avec les peuples autochtones et la société canadienne. L’analyse statistique de 2 899 réponses d’étudiants révèle que les étudiants universitaires de première année ayant gradué des écoles secondaires ontariennes ignorent substantiellement la présence des autochtones et leurs activités. La majorité des étudiants ne comprennent pas les lois fondamentales qui régissent les conditions de vie des membres des communautés des Premières nations, Métis et Inuits, ni la contribution qu’apportent les peuples autochtonesà tous les aspects de la société canadienne. Bien qu’ils en sachent un peu plus sur ce qui se passe actuellement à l’égard des peuples autochtones, les étudiants n’ont que peu de connaissances sur les circonstances et contraintes passées qui façonnent les événements actuels. Les étudiants sont sans doute ignorants parce que le programme d’études ontarien de la maternelle à la 12e année, qui demeure très insuffisant, demeure pour la plupart leur principale source d’information. Cependant, offrir aux étudiants l’occasion de se familiariser avec les points de vue et la culture des autochtones peut avoir un impact sur ce qu’ils connaissent et pensent. Ces résultats indiquent que la réforme des programmes d’études est essentielle pour éradiquer l’ignorance généralisée, mais qu’elle ne peut à elle seule y arriver. Les programmes de formation des enseignants doivent jouer un rôle primordial afin de mettre en place de nouveaux programmes d’enseignement scolaire