Framing bias : the effect of figure presentation on seismic interpretation

The authors thank all the participants in the survey, and those who helped to distribute it. We thank Prof. Christopher Jackson and co-authors for allowing the use of their published images in this experiment. Juan Alcalde is funded by NERC grant NE/M007251/1, on interpretational uncertainty.Peer reviewedPublisher PD

Health Education in the Rural Elementary Schools for Negroes in Brazos County

Health Education is receiving more attention today than many other subjects. Unless an individual is at a high standard of physical and mental efficiency, he cannot approach his work with a maximum of enthusiasm, skill, and energy. The acquisition of knowledge depends on a healthy mind and body. In the matter of health, surveys have revealed the fact that country children may suffer. Fresh air and space are not enough. To insure healthful growth, knowledge of hygiene nutrition and disease prevention and protection are just as necessary in the county as in the city. Without a realization of the needs and possibilities of childhood and conscious planning to see that there are enough environmental influences to feed these needs, country life can be as harmful as life in a slum

An Analysis of Interactions and Outcomes Associated with an Online Professional Development Course for Science Teachers

This mixed-methods study examined the interactions and learning outcomes of science teachers in an online graduate-level course on evolutionary biology intended to improve their content knowledge and science lesson planning. Discussion posts made by the teachers in this seven-week course were analyzed for cognitive presence using the Community of Inquiry framework. Compared to other studies examining cognitive presence, high levels of Integration level cognitive activity were observed (47% of total posts). This was most likely due to the design of the discussion prompts and expectations used to frame student participation. The questions were open-ended, and students were expected to use reference materials to construct their responses. During the course, 395 student posts contained statements that could be coded for scientific accuracy. Of these, 85% were coded as scientifically accurate. This reinforces reports from previous literature that the online environment is conducive to reflective and careful contributions by participants.As the course progressed, the number of faculty posts per discussion declined, while the number of student posts remained relatively constant. Student-to-student posts increased in frequency as faculty participation dropped. The number of student posts increased towards the end of each two-week discussion period, however the frequencies of posts with scientifically accurate statements and Integration level cognitive activity remained relatively constant over this same period. The increase in total posts was due to the increase in other types of communication in the discussions. Case study analysis was used to examine patterns of online behavior in three participants who achieved different course grades. A low-performing student had a pattern of intermittent activity, made low numbers of posts in each discussion, and had low percentages of posts that contained scientific statements or indicators of Integration level cognitive activity compared to classmates. A medium-performing learner posted infrequently but was efficient in making scientifically accurate posts that demonstrated Integration. Both the medium and low performer made most of their posts near the end of each two-week discussion period and had limited interaction with other learners. The high-performing learner demonstrated high levels of engagement with the course material. She posted frequently, introduced new resources to the other learners, and had high numbers of scientifically accurate and Integration level posts. An examination of teachers' views of the Nature of Science (NOS) using a pre- and post course Views of Nature of Science - C survey indicated that this group of teachers began the course with relatively informed views of many of the nature of science aspects. An exception was views about the nature of scientific theories and laws. At the start of the course 10 of 18 participants had naive views, five had partially informed views, and three had informed views. While scientific definitions of theories and laws were addressed in the course, there was no task that asked teachers to apply their understanding of this topic. When the course finished, six participants still had naive views, six held partially informed views, and six had informed views. Participants used course content to create teaching unit plans that indicated how they might use the course outcomes in their practice. Most of the learning objectives stated in the unit plans were grade-level appropriate when referenced to the Benchmarks for Science Literacy. The exception was the inclusion by some middle school teachers of detailed analyses of evolutionary relationships using genetic data. Although there was alignment of stated objectives to content from the online course and lesson activities, some of the teachers did not fully align assessments with their objectives.Based on these findings, it is suggested that designers of online instruction be mindful in the framing of learning tasks and use open-ended discussion prompts that require the use of reference materials if Integration level cognitive activity is the goal. The teachers in this course were generally able to utilize content from the course to create teaching applications, but more support for pedagogical applications could be an important addition for teachers who struggled with this task. This study reinforces previous research that indicates that online asynchronous discussions encourage reflection by learners. However, analysis of individuals who struggled in the course indicates that the online format may not suit all learners since consistent effort and the ability to communicate effectively in writing are important for success

Sextant sighting performance in measuring the angle between a stationary simulated star and a stationary blinking light

Sextant sighting performance in measuring angle between stationary simulated star and stationary blinking ligh

NASA/FAA helicopter simulator workshop

A workshop was convened by the FAA and NASA for the purpose of providing a forum at which leading designers, manufacturers, and users of helicopter simulators could initiate and participate in a development process that would facilitate the formulation of qualification standards by the regulatory agency. Formal papers were presented, special topics were discussed in breakout sessions, and a draft FAA advisory circular defining specifications for helicopter simulators was presented and discussed. A working group of volunteers was formed to work with the National Simulator Program Office to develop a final version of the circular. The workshop attracted 90 individuals from a constituency of simulator manufacturers, training organizations, the military, civil regulators, research scientists, and five foreign countries

Part 1: Executive summary

A workshop was convened by the FAA and NASA for the purpose of providing a forum at which leading designers, manufacturers, and users of helicopter simulators could initiate and participate in a development process that would facilitate the formulation of qualification standards by the regulatory agency. Formal papers were presented, special topics were discussed in breakout sessions, and a draft FAA advisory circular defining specifications for helicopter simulators was presented and discussed. A working group of volunteers was formed to work with the National Simulator Program Office to develop a final version of the circular. The workshop attracted 90 individuals from a constituency of simulator manufacturers, training organizations, the military, civil regulators, research scientists, and five foreign countries. A great amount of information was generated and recorded verbatim. This information is presented herein within the limits of accuracy inherent in recording, transcribing, and editing spoken technical material

Defective erythropoiesis in a mouse model of reduced Fbxo7 expression due to decreased p27 expression.

During the final stages of erythropoiesis, lineage-restricted progenitors mature over three to five cell divisions, culminating with withdrawal from the cell cycle and the loss of most organelles, including mitochondria and nuclei. Recent genome-wide association studies in human populations have associated several SNPs near or within FBXO7 with erythrocyte phenotypes. Fbxo7 encodes a multi-functional F-box protein known to bind p27 and participate in selective mitophagy. One SNP causes an amino acid substitution (Met115Ile) and is associated with smaller erythrocytes. We find that the less common IIe115 allele of Fbxo7 binds less efficiently to p27, and cells expressing this allele proliferate faster than cells expressing Met115. We show that an erythroleukaemic cell line with reduced Fbxo7 expression fails to stabilize p27 levels, exit the cell cycle, and produce haemoglobin. In addition, mice deficient in Fbxo7 expression are anaemic due to a reduction in erythrocyte numbers, and this is associated with lower p27 levels, increased numbers of late-stage erythroblasts with greater than 2N DNA content, and delayed mitophagy during terminal differentiation. Collectively, these data support an important physiological, cell cycle regulatory role for Fbxo7 during erythropoiesis.This work was supported by the BBSRC (BB/J007846/1), and the Cambridge Fund for the Prevention of Disease.This is the final version of the article. It first appeared from Wiley at http://dx.doi.org/10.1002/path.457

Uncertainty in geological interpretations : Effectiveness of expert elicitations

We would like to thank all those who took part in our elicitations, as well as all those who helped in their facilitation. This work was undertaken while C.H. Randle held a joint University of Aberdeen, College of Physical Science Ph.D. Award and British Geological Survey University Funding Initiative (BUFI) Ph.D. Studentship at Aberdeen University, through Natural Environment Research Council (NERC). The contributions by C.H. Randle, R.M. Lark, and A.A. Monaghan are published with the permission of the Executive Director of BGS (NERC). The authors would like to thank Hazel Gibson and an anonymous reviewer for their comments on the manuscript and confirm that all views expressed are the opinions of the authors.Peer reviewedPublisher PD

Can uncertainty in geological cross-section interpretations be quantified and predicted?

This work was undertaken while C.H. Randle held a joint British Geological Survey University Funding Initiative (BUFI) and University of Aberdeen, College of Physical Sciences Ph.D. Studentship at Aberdeen University. The contributions by C.H. Randle, R.M. Lark, and A.A. Monaghan are published with the permission of the Executive Director of the British Geological Survey Natural Environment Research Council. We would also like to thank all those who took part in both experiments as well as the many people who have given input on our results.Peer reviewedPublisher PD