What Do We Know About What to Do With Dams? How Knowledge Shapes Public Opinion About Their Removal in New Hampshire

In this brief, authors Simone Chapman, Catherine Ashcraft, Lawrence Hamilton, and Kevin Gardner report the results of an October 2018 Granite State Poll that asked 607 New Hampshire residents how much they have heard, and their thoughts, concerning the question of whether older dams on New Hampshire rivers should be removed for ecological or safety reasons, or whether the dams should be kept. Most people admitted they have not heard or read about this issue, but at the same time they agreed that dams could be removed in at least some cases. The more people heard or read about the issue of dam removal, the more likely they were to support removal in some or most cases. These survey results highlight the need for communicating sound information to the public concerning the costs and benefits of possible dam management options— whether doing nothing, repairs and maintenance, or removal

What to Do With Dams: An Assessment of Public Opinion to Inform the Debate in New Hampshire

Many of New Hampshire’s dams are reaching the end of their lifespan and require expensive maintenance or removal in order to meet safety standards. While engineers and public officials struggle with the scale of the challenge surrounding various dam management alternatives, including removal, what does the New Hampshire public think? In this brief, authors Natallia Leuchanka, Catherine Ashcraft, Kevin Gardner, and Lawrence Hamilton present results from statewide surveys in New Hampshire that explore public views about dam removal. They report that a majority of respondents in three Granite State Polls prefer to remove dams when the alternative is to keep them for maintenance of waterfront property values, preservation of industrial history, or maintenance of lake- and pond-based recreation. A majority of survey respondents prefer to keep dams when dams are for hydropower generation. Respondents’ age, gender, and party affiliation often predict their preference for dam removal. Levels of formal education do not make much difference. Younger respondents, women, and Democrats are more likely to support dam removal, although this varies somewhat depending on the tradeoffs

I’ll be dammed! Public preferences regarding dam removal in New Hampshire

Decisions about dams, like other environmental conflicts, involve complex trade-offs between different water uses with varying human and ecological impacts. Given the many upcoming dam decisions in New England, an improved understanding of public preferences is needed to steward resources. This research asks (1) What does the public want to see happen with dams? and (2) How do public preferences regarding dam removal vary with demography and politics? We address these questions using data from three random sample statewide telephone polls conducted in New Hampshire over 2018 that asked people for their preferences concerning dam removal versus maintaining dams for specific benefits—industrial history, property values, recreation, or hydropower generation. Respondent age, education, gender, and political party were tested among the possible predictors. We find that when considering industrial history or property values, the majority of respondents favor removing dams. Similarly, when faced with using dams for recreation, respondents favor removal, but to a lesser degree. A plurality prefer keeping dams, however, if they are used to generate hydropower. Respondent background characteristics and political identity affect these preferences in ways resembling those for many other environment-related issues: women, young or middle-aged individuals, and political liberals or moderates more often support removal. Education, on the other hand, has no significant effects. The results quantify levels of public support for dam removal, illustrating the use of public opinion polling to complement input from public meetings and guide decisions. More broadly, they contribute to existing scholarship on the social bases of environmental concern. This presentation was given virtually by Natallia Leuchanka Diessner at the American Association of Geographers Annual Meeting on April 8, 2021

Going Beyond Mathematics Anxiety in Primary and Middle School Students: The Role of Ego‐Resiliency in Mathematics

Previous research examined the influence of math anxiety (MA) on performance in mathematics, but few studies compared the contribution of MA to other forms of anxiety, such as test and general anxiety (GA). Unlike MA, ego‐resiliency promotes the management of challenges, and has been positively associated with mathematics performance. In this study, we investigated the specific influence of MA, test‐ and GA, and ego‐resiliency on mathematics performance after controlling for intelligence. Children from grades 5 to 8 (N =  274) were assessed with self‐report tools measuring MA, test and GA, and ego‐resiliency, and completed intelligence and mathematical tasks. The results of structural equation models showed that MA had a main negative effect on mathematics performance, over and above the effect of test‐ and GA. Ego‐resiliency had a positive effect on mathematics performance, and was negatively associated with GA. Our findings are discussed in terms of the implications for intervention programs to reduce anxiety and sustain ego‐resiliency

Interactivity Mitigates the Impact of Working Memory Depletion on Mental Arithmetic Performance

Doing long sums in the absence of complementary actions or artefacts is a multi-step procedure that quickly taxes working memory; congesting the phonological loop further handicaps performance. In the experiment reported here, participants completed long sums either with hands down?the low interactivity condition?or by moving numbered tokens?the high interactivity condition?while they repeated ?the? continuously, loading the phonological loop, or not. As expected, interactivity and articulatory suppression substantially affected performance; critically, the effect of articulatory suppression was stronger in the low than in the high interactivity condition. In addition, independent measure of mathematics anxiety predicted the impact of articulatory suppression on performance only in the low (not high) interactivity condition. These findings suggest that interactivity augmented overall or systemic working memory resources and diminished the effect of mathematics anxiety, underscoring the importance of characterizing the properties of the system as it is configured by the dynamic agent-environment coupling

Understanding and addressing mathematics anxiety using perspectives from education, psychology and neuroscience

Mathematics anxiety is a significant barrier to mathematical learning. In this article, we propose that state or on-task mathematics anxiety impacts on performance, while trait mathematics anxiety leads to the avoidance of courses and careers involving mathematics. We also demonstrate that integrating perspectives from education, psychology and neuroscience contributes to a greater understanding of mathematics anxiety in its state and trait forms. Research from cognitive psychology and neuroscience illustrates the effect of state mathematics anxiety on performance and research from cognitive, social and clinical psychology, and education can be used to conceptualise the origins of trait mathematics anxiety and its impact on avoidant behaviour. We also show that using this transdisciplinary framework to consider state and trait mathematics anxiety separately makes it possible to identify strategies to reduce the negative effects of mathematics anxiety. Implementation of these strategies among particularly vulnerable groups, such as pre-service teachers, could be beneficial

From Biology to Mathematical Models and Back: Teaching Modeling to Biology Students, and Biology to Math and Engineering Students

We describe the development of a course to teach modeling and mathematical analysis skills to students of biology and to teach biology to students with strong backgrounds in mathematics, physics, or engineering. The two groups of students have different ways of learning material and often have strong negative feelings toward the area of knowledge that they find difficult. To give students a sense of mastery in each area, several complementary approaches are used in the course: 1) a “live” textbook that allows students to explore models and mathematical processes interactively; 2) benchmark problems providing key skills on which students make continuous progress; 3) assignment of students to teams of two throughout the semester; 4) regular one-on-one interactions with instructors throughout the semester; and 5) a term project in which students reconstruct, analyze, extend, and then write in detail about a recently published biological model. Based on student evaluations and comments, an attitude survey, and the quality of the students' term papers, the course has significantly increased the ability and willingness of biology students to use mathematical concepts and modeling tools to understand biological systems, and it has significantly enhanced engineering students' appreciation of biology