Distinguishing offshore bird hunting from beach scavenging in archaeological contexts: the value of modern beach surveys

Determining whether seabirds recovered from coastal shell middens were obtained via active hunting or scavenging of beached carcasses is a challenge for archaeologists. Traditional methods have included analyzing skeletal part frequencies, abundance, age profiles, and contextual evidence. The assumption has been made, based on limited biological data, that an assemblage of carcasses scavenged from the beach will have more wing elements, and fewer legs and heads. Few studies, however, have embraced modern beaching data to verify this assumption and assess the potential faunal resources available for scavenging. We analyze the skeletal part representation of modern beached birds observed by the Coastal Observation and Seabird Survey Team (COASST), comparing the COASST dataset to two idealized hypotheses used by archaeologists: the human scavenging hypothesis (wings only are recovered, while heads and legs are absent) and the human hunting hypothesis (all body parts are found in equal proportions). Finally, we apply these results to analysis of the bird remains from the Minard site (45-GH-15), a late Holocene coastal site in Grays Harbor, Washington. We find that contemporary beached bird data are closer to replicating the human hunting hypothesis as compared to the human scavenging hypothesis, as \u3e75% of the 19,599 carcasses in the COASST dataset had a combination of head, wings and legs. This result, and the similarity in taxonomic distribution between our contemporary beached bird data and Minard assemblage, suggests that indigenous peoples may have used scavenging as a viable means of resource acquisition in the past. Use of contemporaneous beached bird data may provide zooarchaeology with a statistically defensible baseline of information on the phenology, abundance and condition of bird carcasses

Making the Move: Transition Strategies at California Schools with High Graduation Rates

How do we make sure students graduate from high school and are ready for college and career?This report, produced by the California Comprehensive Center at WestEd, American Institutes for Research, and the California Department of Education, looks at high schools with successful graduation rates for answers.The report reveals the strategies these schools use, the challenges they face in achieving high graduation rates, and how they help middle grades students transition to high school.Researchers found that to support students transitioning between middle and high school, successful schools:Create opportunities for staff across school levels to jointly plan and collaboratePrepare students to participate in the high school campus and culture prior to enrollmentEnsure all students feel connected to the schoolIdentify students who are struggling prior to transition and prepare timely and individualized supports for those studentsTo promote graduation, the schools:Enable collaboration among teachers within the schoolProvide students with multiple opportunities for academic support and credit recoveryConnect all students through programs, activities, and caring staffInstitute a strong, individually focused counseling programHave high expectations for all student

Neural Responses to Peer Rejection in Anxious Adolescents: Contributions from the Amygdala-Hippocampal Complex

Peer rejection powerfully predicts adolescent anxiety. While cognitive differences influence anxious responses to social feedback, little is known about neural contributions. Twelve anxious and 12 age-, gender- and IQ-matched, psychiatrically-healthy adolescents received ‘not interested’ and ‘interested’ feedback from unknown peers during a Chatroom task administered in a neuroimaging scanner. No group differences emerged in subjective ratings to peer feedback, but all participants reported more negative emotion at being rejected (than accepted) by peers to whom they had assigned high desirability ratings. Further highlighting the salience of such feedback, all adolescents, independent of anxiety levels, manifested elevated responses in the amygdala-hippocampal complex bilaterally, during the anticipation of feedback. However, anxious adolescents differed from healthy adolescents in their patterns of persistent amygdala-hippocampal activation following rejection. These data carry interesting implications for using neuroimaging data to inform psychotherapeutic approaches to social anxiety

Evaluating Native American Bird Use and Bird Assemblage Variability along the Oregon Coast

Native American use of birds on the Oregon coast is not well known and has never been synthesized to present a regional understanding. We rectify this by analyzing data from 26 zooarchaeological assemblages, including three previously unpublished bird assemblages: Umpqua/Eden (35DO83), Whale Cove (35LNC60), and the Dunes Site (35CLT27). We employ a series of non-parametric randomization tests to directly evaluate patterns of taxonomic diversity, correlations with nearby breeding colonies, and broader procurement strategies discussed in ethnohistorical accounts. We compare the assemblages to contemporary surveys of naturally beached birds as observed by COASST (Coastal Observation Seabird Survey Team) and evaluate whether archaeological specimens were scavenged from the beach. While 71% of the identified bird remains belong to just three families (Anatidae, Alcidae, and Procellariidae), closer analysis reveals the incredible diversity of birds used by Oregon coast Native Americans. The assemblages vary considerably in terms of taxonomic diversity and composition, leading us to conclude that people used birds opportunistically, likely incorporating multiple strategies, including hunting, collecting beached carcasses and targeting cormorant colonies. We hope that the methods and approaches employed here will inspire other archaeologists to devote more attention to bird assemblages, and how their study can inform conservation efforts

Responses to Conflict and Cooperation in Adolescents with Anxiety and Mood Disorders

This study examined patterns of behavioral and emotional responses to conflict and cooperation in adolescents with anxiety/mood disorders and healthy peers. We compared performance on and emotional responses to the Prisoner’s Dilemma (PD) game, an economic exchange task involving conflict and cooperation, between adolescents with anxiety/depressive disorders (A/D) (N=21) and healthy comparisons (n=29). Participants were deceived to believe their co-player (a pre-programmed computer algorithm) was another study participant. A/D adolescents differed significantly from comparisons in patterns of play and emotional response to the game. Specifically, A/D participants responded more cooperatively to cooperative overtures from their co-players; A/D girls also reported more anger toward co-players than did comparison girls. Our findings indicate that A/D adolescents, particularly females, respond distinctively to stressful social interchanges. These findings offer a first step toward elucidating the mechanisms underlying social impairment in youth with internalizing disorders

Abnormal Attention Modulation of Fear Circuit Function in Pediatric Generalized Anxiety Disorder

1. Context. Considerable work implicates abnormal neural activation and disrupted attention to facial-threat cues in adult anxiety disorders. However, in pediatric anxiety, no research has examined attention modulation of neural response to threat cues. 2. Objective. To determine whether attention modulates amygdala and cortical responses to facial threat cues differentially in adolescents with generalized anxiety disorder (GAD) and healthy adolescents. 3. Design. Case-control study. 4. Setting. Government clinical research institute. 5. Participants. Adolescent volunteers, 15 with GAD and 20 diagnosis-free. 6. Main Outcome Measure(s). Blood oxygenation level-dependent (BOLD) signal, as measured via functional magnetic resonance imaging (fMRI). During fMRI scans, participants completed a face-emotion rating task that systematically manipulated attention. 7. Results. While attending to their own subjective fear, patients, but not controls, showed greater activation to fearful than to happy faces (small volume corrected p’s \u3c .05) in a distributed network including the amygdala, ventral PFC (vPFC), and anterior cingulate cortex (ACC). Right amygdala findings appeared particularly strong. Functional connectivity analyses demonstrated positive correlations among the amygdala, vPFC, and cingulate. 8. Conclusions. Findings provide the first evidence in juveniles that GAD-associated patterns of pathological fear-circuit activation are particularly evident during certain attention states. Specifically, fear-circuit hyperactivation occurred in an attention state involving focus on subjectively-experienced fear. These findings underscore the importance of attention and its interaction with emotion in shaping function of the adolescent human fear circuit

Mixed Chamber Ensembles, Spring 2018

This Mixed Chamber Ensembles performance features students performing a variety of chamber works for various groupings of instruments.https://digitalcommons.kennesaw.edu/musicprograms/2047/thumbnail.jp

Amygdala and Ventrolateral Prefrontal Cortex Function during Anticipated Peer Evaluation in Pediatric Social Anxiety

1. Context. Amygdala and ventrolateral prefrontal cortex dysfunction manifests in adolescents with anxiety disorders when they view negatively-valenced stimuli in threatening contexts. Such fear-circuitry dysfunction may also manifest when anticipated social evaluation leads socially anxious adolescents to misperceive peers as threatening. 2. Objective. To determine whether photographs of negatively-evaluated smiling peers, viewed during anticipated evaluation, engage the amygdala and ventrolateral prefrontal cortex differentially in adolescents with and without social anxiety. 3. Design. Case-control study. 4. Setting. Government clinical research institute. 5. Participants. Fourteen adolescents with anxiety disorders associated with marked social concerns and 14 diagnosis-free adolescents, matched on sex, age, IQ, and socio-economic status. 6. Main Outcome Measure(s). Blood oxygenation level-dependent signal measured with event-related functional magnetic resonance imaging. Before and during neuroimaging scans, participants anticipating social evaluation completed peer- and self-appraisals. Event-related analyses were tailored to participants’ ratings of specific peers. 7. Results. Participants classified 40 pictures of same-age peers as ones they wanted to engage or not engage with for a social interaction. Anxious adolescents showed greater amygdala activation than healthy adolescents when anticipating evaluation from peers rated as undesired for an interaction. Viewing undesired peers engaged stronger positive amygdala-ventrolateral-prefrontal-cortex connectivity in anxious vs. healthy adolescents. 8. Conclusions. Anticipating social evaluation from negatively-perceived peers modulates amygdala and ventrolateral prefrontal cortex engagement differentially in anxious and healthy 3 adolescents. Amygdala and ventrolateral prefrontal cortex abnormalities in adolescent anxiety disorders are heightened in specific contexts of potential peer evaluation

Modulation of Host Learning in Aedes aegypti Mosquitoes

How mosquitoes determine which individuals to bite has important epidemiological consequences. This choice is not random; most mosquitoes specialize in one or a few vertebrate host species, and some individuals in a host population are preferred over others. Mosquitoes will also blood feed from other hosts when their preferred is no longer abundant, but the mechanisms mediating these shifts between hosts, and preferences for certain individuals within a host species, remain unclear. Here, we show that olfactory learning may contribute to Aedes aegypti mosquito biting preferences and host shifts. Training and testing to scents of humans and other host species showed that mosquitoes can aversively learn the scent of specific humans and single odorants and learn to avoid the scent of rats (but not chickens). Using pharmacological interventions, RNAi, and CRISPR gene editing, we found that modification of the dopamine-1 receptor suppressed their learning abilities. We further show through combined electrophysiological and behavioral recordings from tethered flying mosquitoes that these odors evoke changes in both behavior and antennal lobe (AL) neuronal responses and that dopamine strongly modulates odor-evoked responses in AL neurons. Not only do these results provide direct experimental evidence that olfactory learning in mosquitoes can play an epidemiological role, but collectively, they also provide neuroanatomical and functional demonstration of the role of dopamine in mediating this learning-induced plasticity, for the first time in a disease vector insect

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ABSTRACT. Objective. To implement a rheumatology department education retreat to systematically identify and address the key factors necessary to improve medical education in our division in preparation for developing a rheumatology academy. Methods. The Hospital for Special Surgery organized a retreat for the Rheumatology Department aimed at (1) providing formal didactics and (2) assessing participants' self-reported skills and interest in education with the goal of directing this information toward formalizing improvement. In a mixed-methods study design, faculty and fellows in the Division of Rheumatology were surveyed online pre-and post-retreat regarding various aspects of the current education program, their teaching abilities, interest and time spent in teaching, divisional resources allocated, and how education is valued. Results. Enthusiasm for teaching was high before and rose further after the retreat. Confidence in abilities was higher than expected before but fell afterward. Many noted that the lack of specific feedback on teaching skills and useful metrics to assess performance prevented the achievement of educational excellence. Most responding felt lack of time, knowledge of how to teach well, and resources prevented them from making greater commitments to educational endeavors and participating fully and effectively in the department's teaching activities. Conclusion. While most rheumatology faculty members want to improve as teachers, they know neither where their educational strengths and weaknesses lie nor where or how to begin to change their teaching abilities. The key elements for an academy would thus be an educational environment that elevates the quality of teaching throughout the division and promotes teaching careers and education research, and raises the importance and quality of teaching to equivalence with clinical care and research. (J Rheumatol First Release April 15 2012