Asthma in Vermont Dairy Farmers

Introduction. Although 5.4% of the Vermont population participates in agriculture as an occupation, little data exists on the prevalence of asthma in Vermont dairy farmers, due to inadequate sample sizes. Previous studies have shown dairy farmers are at risk of respiratory illness due to unique exposures intrinsic to their occupation. We conducted a study to assess the prevalence of asthma in dairy farmers in Vermont, to understand rates among this population and potential occupational risks.Methods. We distributed a paper survey modeled after previously-validated surveys, such as the BRFSS, to farmers at Vermont Farmer Bureau meetings, farmers markets, and individual farmers through Cabot Creamery. Out of 309 distributed surveys, we received 176 completed surveys for a response rate of 57%.Results. Self-reported asthma rate in dairy farmers was 21% (22% in dairy only farmers), with 90% of these cases reported as confirmed by a doctor. Of non-dairy farmers, 11% self-reported experiencing asthma. Farming activities associated with exacerbation of asthma symptoms were milking, prepping or cleaning bedding, and haying. 31% of dairy-only farmers reported symptom exacerbations due to these occupational triggers.Conclusions. The prevalence of asthma in Vermont dairy farmers is one of the highest reported rates in any Vermont occupation. Our data suggest that certain occupational exposures may increase risk of asthma and warrant further study; certain farming practices were associated with exacerbation of respiratory symptoms in farmers diagnosed with asthma. These findings and further research can assist in development of health care and preventive health measures for farmers.https://scholarworks.uvm.edu/comphp_gallery/1238/thumbnail.jp

From teaching physics to teaching children : beginning teachers learning from pupils

This paper discusses the development of beginning physics teachers' pedagogical content knowledge (PCK) in the context of teaching basic electricity during a one-year Professional Graduate Diploma in Education course (PGDE) and beyond. This longitudinal study used repeated semi-structured interviews over a period of four-and-a-half years. The interview schedule followed a line of development through the secondary school electrical syllabus in Scotland. Fifteen student teachers were interviewed during the PGDE year. Six of them were followed up at the end of the Induction Year (their first year as a newly qualified teacher), and again two-and-a-half years later. Thematic analysis of the interviews showed that before the beginning teachers had taught any classes, their initial focus was on how to transform their own subject matter knowledge (SMK) about electricity into forms that were accessible to pupils. As the beginning teachers gained experience working with classes, they gave vivid descriptions of interacting with particular pupils when teaching electricity which showed the development of their pedagogical knowledge. This played a significant role in the teachers' change of focus from teaching physics to teaching children as they transformed their SMK into forms that were accessible to pupils and developed their general pedagogical knowledge

Learning physics in context: a study of student learning about electricity and magnetism

This paper re-centres the discussion of student learning in physics to focus on context. In order to do so, a theoretically-motivated understanding of context is developed. Given a well-defined notion of context, data from a novel university class in electricity and magnetism are analyzed to demonstrate the central and inextricable role of context in student learning. This work sits within a broader effort to create and analyze environments which support student learning in the sciencesComment: 36 pages, 4 Figure

Developing reading-writing connections; the impact of explicit instruction of literary devices on the quality of children's narrative writing

The purpose of this collaborative schools-university study was to investigate how the explicit instruction of literary devices during designated literacy sessions could improve the quality of children's narrative writing. A guiding question for the study was: Can children's writing can be enhanced by teachers drawing attention to the literary devices used by professional writers or “mentor authors”? The study was conducted with 18 teachers, working as research partners in nine elementary schools over one school year. The research group explored ways of developing children as reflective authors, able to draft and redraft writing in response to peer and teacher feedback. Daily literacy sessions were complemented by weekly writing workshops where students engaged in authorial activity and experienced writers' perspectives and readers' demands (Harwayne, 1992; May, 2004). Methods for data collection included video recording of peer-peer and teacher-led group discussions and audio recording of teacher-child conferences. Samples of children's narrative writing were collected and a comparison was made between the quality of their independent writing at the beginning and end of the research period. The research group documented the importance of peer-peer and teacher-student discourse in the development of children's metalanguage and awareness of audience. The study suggests that reading, discussing, and evaluating mentor texts can have a positive impact on the quality of children's independent writing

Spatial evolution of short pulses under coherent population trapping

Spatial and temporal evolution is studied of two powerful short laser pulses having different wavelengths and interacting with a dense three-level Lambda-type optical medium under coherent population trapping. A general case of unequal oscillator strengths of the transitions is considered. Durations of the probe pulse and the coupling pulse $T_{1,2}$ ($T_2>T_1$) are assumed to be shorter than any of the relevant atomic relaxation times. We propose analytical and numerical solutions of a self-consistent set of coupled Schr\"{o}dinger equations and reduced wave equations in the adiabatic limit with the account of the first non-adiabatic correction. The adiabaticity criterion is also discussed with the account of the pulse propagation. The dynamics of propagation is found to be strongly dependent on the ratio of the transition oscillator strengths. It is shown that envelopes of the pulses slightly change throughout the medium length at the initial stage of propagation. This distance can be large compared to the one-photon resonant absorption length. Eventually, the probe pulse is completely reemitted into the coupling pulse during propagation. The effect of localization of the atomic coherence has been observed similar to the one predicted by Fleischhauer and Lukin (PRL, {\bf 84}, 5094 (2000).Comment: 16 pages revtex style, 7 EPS figures, accepted to Physical Review

Denitrification and total nitrate uptake in streams of a tropical landscape

Author Posting. © Ecological Society of America, 2010. This article is posted here by permission of Ecological Society of America for personal use, not for redistribution. The definitive version was published in Ecological Applications 20 (2010): 2104-2115, doi:10.1890/09-1110.1.Rapid increases in nitrogen (N) loading are occurring in many tropical watersheds, but the fate of N in tropical streams is not well documented. Rates of nitrate uptake and denitrification were measured in nine tropical low-order streams with contrasting land use as part of the Lotic Intersite Nitrogen eXperiment II (LINX II) in Puerto Rico using short term (24-hour) additions of K15NO3 and NaBr. Background nitrate concentrations ranged from 105 to 997 μg N/L, and stream nitrate uptake lengths were long, varying from 315 to 8480 m (median of 1200 m). Other indices of nitrate uptake (mass transfer coefficient, Vf [cm/s], and whole-stream nitrate uptake rate, U [μg N·m−2·s−1]) were low in comparison to other regions and were related to chemical, biological, and physical parameters. Denitrification rates were highly variable (0–133 μg N·m−2·min−1; median = 15 μg N·m−2·min−1), were dominated by the end product N2 (rather than N2O), and were best predicted by whole-stream respiration rates and stream NO3 concentration. Denitrification accounted for 1–97% of nitrate uptake with five of nine streams having 35% or more of nitrate uptake via denitrification, showing that denitrification is a substantial sink for nitrate in tropical streams. Whole-stream nitrate uptake and denitrification in our study streams closely followed first-order uptake kinetics, indicating that NO3 uptake is limited by delivery of substrate (NO3) to the organisms involved in uptake or denitrification. In the context of whole-catchment nitrogen budgets, our finding that in-stream denitrification results in lower proportional production of N2O than terrestrial denitrification suggests that small streams can be viewed as the preferred site of denitrification in a watershed in order to minimize greenhouse gas N2O emissions. Conservation of small streams is thus critical in tropical ecosystem management.This research was part of the Lotic Intersite Nitrogen eXperiment II (LINX II) funded by the National Science Foundation (DEB-0111410). Additional support was provided by the National Science Foundation to the Institute of Terrestrial Ecology at the University of Puerto Rico and the International Institute of Tropical Forestry (DEB-0218039 and DEB-0620919) through the Luquillo Long Term Ecological Research (LUQ LTER) program

Using Interviews in CER Projects: Options, Considerations, and Limitations

Interviews can be a powerful chemistry education research tool. Different from an assessment score or Likert-scale survey number, interviews can provide the researcher with a way to examine and describe what we cannot see, aspects such as feelings, thoughts, or explanations of thinking or behavior. Most people have no doubt seen countless interviews on TV news and talk shows. These sessions might convey interviewing as a spontaneous, easy, and straightforward process. However, using interviews as a meaningful research tool requires considerable thought, preparation, and practice. This chapter provides a general introduction to the use of interviews as a tool within a chemistry education research context. The chapter provides a general introduction to the use of interviews as a research tool including how to plan, conduct, and analyze interviews. It highlights important considerations for designing and conducting fruitful interviews, provides examples of different ways in which interviews have been used effectively in chemistry education research, and supplies additional references for the reader who wants to delve more deeply into particular topics

Community-Based Field Experiences in Teacher Education: Possibilities for a pedagogical third space

This is the author's final draft. The published version may be found at: http://dx.doi.org/10.1080/10476210.2011.641528The present article discusses the importance of community-based field experiences as a feature of teacher education programs. Through a qualitative case study, prospective teachers’ work with homeless youth in an after-school initiative is presented. Framing community-based field experiences in teacher education through “third space” theory, the article discusses the value that such experiences have for prospective teachers’ learning. The goals of the article align with the commitment to preparing a future teaching force for the diverse educational settings that they will encounter in the twenty-first century

Agile mechanisms for open data process innovation in public sector organizations: Towards theory building

Process innovation in public organizations is widely documented and has increasingly been the subject of empirical scrutiny. However, no study has attempted to investigate process innovation in open data organizations in public sector. Guided by the Dynamic Capability Theory and based on the detailed study of four open data organizations, we synthesize a theoretical model and a process model for open data process innovation in public sector organizations. Specifically, the study sought to understand how open data process agility is achieved in these organizations. The results highlight the specific agile mechanisms that enable and improve open data process innovation in public sector organizations. The results also provide perspectives on how open data organizations in public sector can change data processes to transform the way they respond to changing demands and external environment