Vaccine Myths: Setting the Record Straight

Despite their standing as one of the most remarkable public health achievements, vaccines have been surrounded by dangerous myths since the development of the smallpox vaccine in the 18th century. In recent decades, with the publication of a fraudulent article linking vaccines to autism, the involvement of celebrities in the debate, and the rise of the internet and social media as sources for information for patients, these myths have become more widespread. This paper reviews four common vaccine myths: vaccines cause autism, vaccines are not safe, too many vaccines are given too soon, and the influenza vaccine is not necessary. For each of these myths, we review the origin and spread of misinformation. The authors then present the scientific evidence against each myth. Extensive research has found no link between vaccines, and particularly the MMR vaccine or the preservative thimerosal, and autism. The U.S. and world health agencies have effective mechanisms in place to review and monitor vaccine safety. These systems have worked to detect and evaluate even rare vaccine adverse events. The recommended vaccine schedule is safe for infants’ immune systems. The flu vaccine is an essential tool in the fight against the seasonal influenza deaths. A consequence of these myths is that parents are choosing to delay or refuse recommended vaccines for themselves and their children. This has resulted in outbreaks of measles, pertussis, H. influenza type b, varicella, and pneumococcal disease in the United States. Unvaccinated and undervaccinated children risk contracting the disease themselves, and pose a risk to their community as herd immunity decreases. It is important to explore and refute the myths leading to decreased vaccination rates, so health care providers and parents can make educated decisions to protect children and ensure public health

The Effect Of Problem Based Learning On Undergraduate Oral Communication Competency

Purpose:  The aim of this study was to ascertain the effect of Problem Based Learning (PBL) on student oral communication competency gains. Methods:  Eighty students from two consecutive undergraduate Kinesiology courses (Spring semesters, 2014-15) formed into 29 small groups and were studied.  Oral communication competency was assessed using a customized rubric and digital recordings of student presentations.  Changes to oral communication competency across time were tested using a dependent t-test; a < .05. Results:  Significant inter-rater agreement was found at both time points for oral communication rating, and student groups demonstrated significant oral communication gains across time.  Conclusions:  Collaborative learning was shown to improve students’ oral communication competency. Future study is required to determine the influence of student motivation and goal orientation on oral communication competency, in relation to the various phases of knowledge creation occurring within student groups.

Running an open MOOC on learning in laboratories

CONTEXT Teaching in laboratories plays an integral role in education. This includes both proximal as well as remote laboratories. In many instances, learning activities are designed around equipment and traditional laboratory activities. Pedagogical aspects and instructional design are often not considered or are an afterthought. PURPOSE The aim of this project was to help to address this gap by designing, implementing and facilitating an open online course on the pedagogy of using laboratory experiences in the curriculum. APPROACH The MOOC for Enhancing Laboratory Learning Outcomes (MELLO) has been designed to assist educators at all levels, from schools to universities, to improve the quality of laboratory experiences in STEM (Science, Technology, Engineering, and Mathematics) education. Experienced educators seeking to review and revise current practices or beginning educators were all welcome to participate. Based on learning theory and research literature, online course has been developed that covers constructive alignment of practical activities with the wider curriculum, learning objectives, pedagogical approaches to laboratory learning, laboratory modalities and session planning. RESULTS 120 participants from Australia and around the world took part in the course. While the participants did not work on their own laboratory activity throughout the courses (as envisaged when designing the course), participants who actively took part in the course were positive about the value of the course. CONCLUSIONS The MOOC has been capable of supporting a large number of participants including university educators around the world who use laboratory experiences and will continue to do so through future iterations of the course. Moving forward, there is scope to adapt the pedagogical approach of the course to cater for the way the participants have engaged with the material

Closure statistics in interferometric data

Interferometric visibilities, reflecting the complex correlations between signals recorded at antennas in an interferometric array, carry information about the angular structure of a distant source. While unknown antenna gains in both amplitude and phase can prevent direct interpretation of these measurements, certain combinations of visibilities called closure phases and closure amplitudes are independent of antenna gains and provide a convenient set of robust observables. However, these closure quantities have subtle noise properties and are generally both linearly and statistically dependent. These complications have obstructed the proper use of closure quantities in interferometric analysis, and they have obscured the relationship between analysis with closure quantities and other analysis techniques such as self calibration. We review the statistics of closure quantities, noting common pitfalls that arise when approaching low signal-to-noise due to the nonlinear propagation of statistical errors. We then develop a strategy for isolating and fitting to the independent degrees of freedom captured by the closure quantities through explicit construction of linearly independent sets of quantities along with their noise covariance in the Gaussian limit, valid for moderate signal-to-noise, and we demonstrate that model fits have biased posteriors when this covariance is ignored. Finally, we introduce a unified procedure for fitting to both closure information and partially calibrated visibilities, and we demonstrate both analytically and numerically the direct equivalence of inference based on closure quantities to that based on self calibration of complex visibilities with unconstrained antenna gains.Comment: 31 pages, 17 figure

Processing Results of western Australian Wool

Despite a perception by some that Western Australian wool \u27processes poorly\u27, this study found that the consignments processed: 1. into longer tops suited for worsted weaving 2. into longer than predicted tops 3. with the same consistency as other Australian consignment

Understanding pathogen transmission dynamics in waterbird communities: At what scale should interactions be studied?

Pathogen transmission in animal populations is contingent on interactions between and within species. Often standard ornithological data (e.g. total counts at a wetland) are the only data available for assessing the risks of avian pathogen transmission. In this paper we ask whether these data can be used to infer fine-scale transmission patterns. We tested for non-randomness in waterbird assemblages and explored waterbird interactions using social network analysis. Certain network parameter values were then compared to a data set on avian influenza prevalence in southern Africa. Our results showed that species associations were strongly non-random, implying that most standard ornithological data sets would not provide adequate information on which to base models of pathogen spread. In both aquatic and terrestrial networks, all species regularly associated closely with other network members. The spread of pathogens through the community could thus be rapid. Network analysis together with detailed, fine-scale observations offers a promising avenue for further research and management-oriented applications

Factors Related to Average Concentric Velocity of Four Barbell Exercises at Various Loads

The resistance exercise load is the primarily determinant of the average concentric velocity (ACV) during a repetition. It is unknown whether individual factors such as training experience or anthropometrics also influence the ACV. Previous research has shown the ACV during the 1 repetition maximum (1RM) varies between exercises, but it is not clear whether ACV is different between exercises at various percentages of the 1RM. This information could provide practical guidelines for trainees using ACV to select training loads. Therefore, the purpose of this study was to determine whether training age, current training frequency, limb length, height, and relative strength are related to ACV at loads between 35 and 100% of the 1RM for the squat, bench press, deadlift, and overhead press. A secondary purpose was to compare the ACV values between the 4 lifts at each relative load. Fifty-one (18 women and 33 men) completed 2 testing sessions in which the squat, bench press, deadlift, and overhead press ACV were measured during a modified 1RM protocol. Average concentric velocity values were significantly different among the 4 lifts (p \u3c 0.05) at all relative loads between 35 and 100% 1RM except for 55% 1RM (p = 0.112). Generally, compared at the same relative loads, the overhead press exhibited the greatest ACV followed by the squat, bench press, and deadlift (in order). In addition, relative strength level was inversely related to ACV at maximal loads (≥95% 1RM) for the squat, bench press, and deadlift while height was positively related to ACV at moderate loads (55% 1RM) for all lifts (p \u3c 0.05). These results suggest that the load-velocity profile is unique for each of these exercises, and that velocity ranges used for exercise prescription should be specific to the exercise. A trainee\u27s relative strength and height may be a primary influence on the ACV

Dynamical Imaging with Interferometry

By linking widely separated radio dishes, the technique of very long baseline interferometry (VLBI) can greatly enhance angular resolution in radio astronomy. However, at any given moment, a VLBI array only sparsely samples the information necessary to form an image. Conventional imaging techniques partially overcome this limitation by making the assumption that the observed cosmic source structure does not evolve over the duration of an observation, which enables VLBI networks to accumulate information as the Earth rotates and changes the projected array geometry. Although this assumption is appropriate for nearly all VLBI, it is almost certainly violated for submillimeter observations of the Galactic Center supermassive black hole, Sagittarius A* (Sgr A*), which has a gravitational timescale of only ~20 seconds and exhibits intra-hour variability. To address this challenge, we develop several techniques to reconstruct dynamical images ("movies") from interferometric data. Our techniques are applicable to both single-epoch and multi-epoch variability studies, and they are suitable for exploring many different physical processes including flaring regions, stable images with small time-dependent perturbations, steady accretion dynamics, or kinematics of relativistic jets. Moreover, dynamical imaging can be used to estimate time-averaged images from time-variable data, eliminating many spurious image artifacts that arise when using standard imaging methods. We demonstrate the effectiveness of our techniques using synthetic observations of simulated black hole systems and 7mm Very Long Baseline Array observations of M87, and we show that dynamical imaging is feasible for Event Horizon Telescope observations of Sgr A*.Comment: 16 Pages, 12 Figures, Accepted for publication in Ap