Understanding U.S. Coins to Spend and Save (1st grade)

This unit was designed for first grade to teach the value and relationships of U.S. coins. Students will be using their knowledge about coins to count money and make decisions about spending and saving

Using Economic Instruments to Develop Effective Management of Invasive Species: Insights From a Bioeconomic Model

Economic growth is recognized as an important factor associated with species invasions. Consequently, there is increasing need to develop solutions that combine economics and ecology to inform invasive species management. We developed a model combining economic, ecological, and sociological factors to assess the degree to which economic policies can be used to control invasive plants. Because invasive plants often spread across numerous properties, we explored whether property owners should manage invaders cooperatively as a group by incorporating the negative effects of invader spread in management decisions (collective management) or independently, whereby the negative effects of invasive plant spread are ignored (independent management). Our modeling approach used a dynamic optimization framework, and we applied the model to invader spread using Linaria vulgaris. Model simulations allowed us to determine the optimal management strategy based on net benefits for a range of invader densities. We found that optimal management strategies varied as a function of initial plant densities. At low densities, net benefits were high for both collective and independent management to eradicate the invader, suggesting the importance of early detection and eradication. At moderate densities, collective management led to faster and more frequent invader eradication compared to independent management. When we used a financial penalty to ensure that independent properties were managed collectively, we found that the penalty would be most feasible when levied on a property\u27s perimeter boundary to control spread among properties. At the highest densities, the optimal management strategy was “do nothing” because the economic costs of removal were too high relative to the benefits of removal. Spatial variation in L. vulgaris densities resulted in different optimal management strategies for neighboring properties, making a formal economic policy to encourage invasive species removal critical. To accomplish the management and enforcement of these economic policies, we discuss modification of existing agencies and infrastructure. Finally, a sensitivity analysis revealed that lowering the economic cost of invader removal would strongly increase the probability of invader eradication. Taken together, our results provide quantitative insight into management decisions and economic policy instruments that can encourage invasive species removal across a social landscape

Navigating Identity: The Intersection of Social and Biological Identity from the WWII Battle of Tarawa

The 1943 Battle of Tarawa resulted in the loss of approximately 1000 U.S. service members on or around Betio Island, Tarawa Atoll, Republic of Kiribati. Nearly half the casualties were accounted for following the battle. The Defense POW/MIA Accounting Agency (DPAA) has worked to identify the remaining ~510 unaccounted-for service members, with successful identification of ~160 service members to date. Demographic data pulled from historical documentation of the U.S. losses indicate a relatively homogeneous population (99% White, 81% between the ages of 17 to 23 years, and only two individuals documented with a religious preference other than Protestant or Catholic). Using this demographic data as a framework, three case studies are presented to demonstrate how a holistic biosocial approach to identity building could facilitate forensic identifications. The temporal and sociocultural contextualization of analyses enables anthropologists to navigate the inconsistencies between 21st century and historical (1940s) social identity concepts and overcome challenges to identification. The case studies demonstrate how biological evidence, genetic evidence, and material culture (material evidence) differently contribute to the social identity of an individual and can impact identification efforts when analytical conclusions are incongruent with historical documentation. The first case examines how morphometric biological affinity assessments are biased by the fluidity of social identity concepts when complex morphological and metric indicators of biological affinity are not represented in the historical race categories for the U.S. Battle of Tarawa casualties. The second case demonstrates how biogeographic genetic affinity predictions, through a discussion of the G2a4 haplogroup, need to be examined holistically in the context of other lines of evidence. The third case highlights how material evidence can further define social identity beyond physicality, genetic structure, and race. The challenges of interpreting identity from human remains, as highlighted through these examples, are common among anthropologists working in disaster victim identification and other humanitarian contexts. Thus, it is imperative for anthropologists to be self-aware of implicit biases toward the current prevailing definitions of biological and social identity and to consider historical perceptions of identity when working in these contexts

Using Economic Instruments to Develop Effective Management of Invasive Species: Insights From a Bioeconomic Model

Economic growth is recognized as an important factor associated with species invasions. Consequently, there is increasing need to develop solutions that combine economics and ecology to inform invasive species management. We developed a model combining economic, ecological, and sociological factors to assess the degree to which economic policies can be used to control invasive plants. Because invasive plants often spread across numerous properties, we explored whether property owners should manage invaders cooperatively as a group by incorporating the negative effects of invader spread in management decisions (collective management) or independently, whereby the negative effects of invasive plant spread are ignored (independent management). Our modeling approach used a dynamic optimization framework, and we applied the model to invader spread using Linaria vulgaris. Model simulations allowed us to determine the optimal management strategy based on net benefits for a range of invader densities. We found that optimal management strategies varied as a function of initial plant densities. At low densities, net benefits were high for both collective and independent management to eradicate the invader, suggesting the importance of early detection and eradication. At moderate densities, collective management led to faster and more frequent invader eradication compared to independent management. When we used a financial penalty to ensure that independent properties were managed collectively, we found that the penalty would be most feasible when levied on a property\u27s perimeter boundary to control spread among properties. At the highest densities, the optimal management strategy was do nothing because the economic costs of removal were too high relative to the benefits of removal. Spatial variation in L. vulgaris densities resulted in different optimal management strategies for neighboring properties, making a formal economic policy to encourage invasive species removal critical. To accomplish the management and enforcement of these economic policies, we discuss modification of existing agencies and infrastructure. Finally, a sensitivity analysis revealed that lowering the economic cost of invader removal would strongly increase the probability of invader eradication. Taken together, our results provide quantitative insight into management decisions and economic policy instruments that can encourage invasive species removal across a social landscape

The influence of taphonomy on histological and isotopic analyses of treated and untreated buried modern human bone

The chemical (e.g., preservation/embalming) treatment of skeletal remains can reduce overall DNA quality and quantity. The histological and stable isotope examination of treated and untreated human remains improves our understanding of how chemical preservatives impact bone diagenesis and will determine if chemical treatment adversely affects stable isotope ratio analysis of collagen. Fidelity in the application(s) of stable isotope interpretations requires that the isotope delta (δ) values have not been altered postmortem. Re-associated antimeres and refits of chemically treated and untreated rib and long bones from eight casualties [thin-sectioned human bone (n = 43) and collagen extraction/stable isotope analysis (n = 42)] from the World War II Battle of Tarawa were examined to compare skeletal elements from the same individual that had different taphonomic histories. Histological analyses included scoring upon the Oxford Histological Index (OHI) and Birefringence scale, recording microbial invasion, and general observations. The collected data were analyzed via simple descriptive statistics and paired samples t-tests. Treated remains scored higher on the OHI and for Birefringence, indicating that bone quality was good to excellent. The untreated samples scored lower on the OHI and Birefringence scales suggesting poorer preservation than the treated remains. Histology results were supported by the isotope sample preparation results: the collagen % yield was higher for treated bone than untreated bone. Additionally, chemical preservation had no meaningful impact on isotope δ values of treated and untreated remains from the same element or pair-matched elements. Overall, treated remains exhibited good preservation while untreated remains exhibit poorer preservation with significant microfocal destruction to the extent that little histological analyses can be applied. Stable isotope ratio analysis is viable for both treated and untreated remains indicating this testing modality likely can be used for most treated remains, regardless of origin

An Electronic Calendar for Organizing Assessments in a Large Faculty

Using data from an electronic unit of study outline system, the University of Sydney's Faculty of Science built an assessment calendar to organize assessment schedules and help first-year students transition to university life. The calendar helps students organize and understand their assessments using their preferred computers or mobile calendar applications. The calendar also helps staff in a large faculty compare and rationalize assessment dates and ensure that a variety of assessment modes are used, irrespective of a student's course choices

Embedding Core Information Skills At The Point Of Need In First Year Science

Online information literacy modules have been integrated into semester 1 units of study so that every commencing first year science student is now engaged in developing information skills as part of their disciplinary learning (Kift, 2004). A certificate of completion system has enabled these activities to be easily introduced by staff from a range of disciplines. This methodology has enabled skill development to be introduced with no duplication or overlap in the workload for students despite the range of course choices available and without core units

Managing Multiple Vital Rates To Maximize Greater Sage Grouse Population Growth

Despite decades of greater sage grouse (Centrocercus urophasianus) field research, the resulting range-wide demographic data has yet to be synthesized into sensitivity analyses to guide management actions. We summarized range-wide demographic rates from 71 studies from 1938-2008 to better understand greater sage-grouse population dynamics. We used data from 38 of these studies with suitable data to parameterize a two-stage, female-based population matrix model. We conducted analytical sensitivity, elasticity, and variancestabilized sensitivity analyses to identify the contribution of each vital rate to population growth rate (?) and life-stage simulation analysis (LSA) to determine the proportion of variation in ? accounted for by each vital rate. Greater sage grouse showed marked annual and geographic variation in multiple vital rates. Sensitivity analyses suggest that, in contrast to most other North American galliforms, female survival is as important for population growth as chick survival and more important than nest success. In lieu of quantitative data on factors driving local populations, we recommend that management efforts for sage grouse focus on increasing juvenile, yearling, and adult female survival by restoring intact sagebrush landscapes, reducing persistent sources of mortality, and eliminating anthropogenic habitat features that subsidize predators. Our analysis also supports efforts to increase chick survival and nest success by managing shrub, forb, and grass cover and height to meet published brood-rearing and nesting habitat guidelines, but not at the expense of reducing shrub cover and height below that required for survival in fall and winter

First year science: when information skills are someone else's business

The University of Sydney requires all graduates to possess information skills as part of their graduate attributes (http://www.itl.usyd.edu.au/graduateAttributes/policy.htm). This can only be achieved through a close working relationship between the faculties and the library; it’s always someone else’s business as well as our own. Within first year science, information skills development is challenged by: • lack of compulsory units of study • absence of a foundation unit • separate curricula for each school within the faculty • immediate commencement of subject-based learning • assumed knowledge of some skills • inadequate time spent on skills development. The Library provides integrated information skills sessions in some first year science units, but the 3000 plus student cohort may receive this content multiple times or not at all, depending on which units they choose. A creative solution was required to systematically engage with the cohort in the priority areas of academic honesty and evaluation of scholarly or non-scholarly research. Library staff partnered with concerned academic staff to implement a coordinated information skills program across first year science. Pre-existing iResearch learning objects (http://sydney.edu.au/library/elearning/index.html) were incorporated into a range of units with large enrolments, and were also trialled in conjunction with the University’s new ePortfolio system. Four schools in the Faculty of Science made the Plagiarism and Academic Honesty and Scholarly versus Non-Scholarly learning objects compulsory components of their first year assessment program. Because of large numbers of enrolments and overlap between first year science units, virtually every student completed the required online information skills content. We added certificates of completion to the learning objects as evidence of graduate attribute development. Partnerships with unit of study coordinators were essential to complete the project. The use of online learning technology was particularly effective for a large cohort, facilitating the development of information skills outside of the traditional face-to-face classroom context. The end result was a sustainable, low-cost information skills model for first year science. This model could be applied to other faculties and universities, effectively streamlining and sharing the development of information skills

Code for success: a roadmap as an organising device for the transition of first year science students and the development of academic skills

An online roadmap has been introduced to improve the standard of academic skills by embedding a semester long sequence of stimuli and resources for new students within our large, general science degrees. This device is faculty managed and links administration, curricular and support services to the just-in-time needs of the students. This institution-wide curricular and co-curricular approach extends and supports our existing workshop and mentoring activities. It answers and prompts frequently asked questions, inducts students into the broader culture of the faculty and integrates information literacy and other academic skills which will be taught, practised and assessed during their first semester at university