77 research outputs found

    I’m fine with collecting data: Engagement profiles differ depending on scientific activities in an online community of a citizen science project

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    Digital technologies facilitate collaboration between citizens and scientists in citizen science (CS) projects. Besides the facilitation of data transmission and access, digital technologies promote novel formats for education in CS by including citizens in the process of collecting, analyzing, and discussing data. It is usually assumed that citizens profit more from CS the more they participate in the different steps of the scientific process. However, it has so far not been analyzed whether citizens actually engage in these steps. Therefore, we investigated citizens’ actual engagement in different scientific steps online (i.e., data collection and data analysis) in two field studies of a CS project. We then compared them with other CS projects. We analyzed behavioral engagement patterns of N = 273 participants with activity logs and cluster analyses. Opportunities to engage in different steps of the scientific process increased participants’ overall commitment compared to contributory CS projects. Yet, despite their increased commitment, participants’ engagement was only more active for data collection but not for data analysis. We discuss how participants’ perceived role as data collectors influenced their actual engagement in the scientific steps. To conclude, citizens may need support to change their role from data collectors to data inquirers

    Sexual Risk Behavior in HIV-Uninfected Pregnant Women in Western Uganda

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    Our aim was to identify sexual risk behavior among HIV-negative pregnant women in Kabarole District, Uganda, by conducting a cross-sectional study among 1610 women within three healthcare settings. One in six women engaged in HIV-specific risk behaviors including multiple sexual partners or alcohol abuse; 80% of the pregnant women reported to generally abstain from using condoms. In multivariate analysis, predictors of sexual risk behavior included being a client of the public health facilities as compared to the private facility (AOR 3.6 and 4.8, p < 0.001), being single, widowed or divorced or not cohabiting with the partner (AOR 4.7 and 2.3, p < 0.001), as well as higher household wealth (AOR 1.8, p < 0.001) and lack of partner status knowledge (AOR 1.6, p = 0.008). Self-estimated risk perception was linked with engagement in HIV-related risk behaviors except for alcohol abuse. Our findings indicate that reducing risky behaviors in pregnancy in order to prevent HIV should be a high-priority public health concern

    Trace metal distributions in sulfide scales of the seawater-dominated Reykjanes geothermal system: Constraints on sub-seafloor hydrothermal mineralizing processes and metal fluxes

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    Highlights • Predictable trace element enrichments and depletions in the Reykjanes system. • Boiling exerts a major influence on the enrichment of metals. • High concentrations of Au and Ag and Pb indicate accumulation in reservoir fluids. • Three quarters of the metal budget is deposited at depth or in the upflow zone. Abstract Mineral precipitation in the seawater-dominated Reykjanes geothermal system on the Mid-Atlantic Ridge, Iceland is caused by abrupt, artificially induced, pressure and temperature changes as deep high-temperature liquids are drawn from reservoir rocks up through the geothermal wells. Sulfide scales within these wells represent a complete profile of mineral precipitation through a seafloor hydrothermal system, from the deep reservoir to the low-temperature silica-rich surface discharge. Mineral scales have formed under a range of conditions from high pressures and temperatures at depth (>2 km) to boiling conditions in the upflow zone and at the surface. Consistent trace element enrichments, similar to those in black smoker chimneys, are documented: Cu, Zn, Cd, Co, Te, V, Ni, Mo, W, Sn, Fe and S are enriched at higher pressures and temperatures in the deepest scales, Zn and Cu, Bi, Pb, Ag, As, Sb, Ga, Hg, Tl, U, and Th are enriched at lower temperatures and pressures nearer to the surface. A number of elements (e.g., Co, Se, Cd, Zn, Cu, and Au) are deposited in both high- and low-pressure scales, but are hosted by distinctly different minerals. Other trace elements, such as Pb, Ag, and Ga, are strongly partitioned into low-temperature minerals, such as galena (Pb, Ag) and clays (Ga). Boiling and destabilization of metal-bearing aqueous complexes are the dominant control on the deposition of most metals (particularly Au). Other metals (e.g., Cu and Se) may also have been transported in the vapor phase. Very large enrichments of Au, Ag and Pb in the scales (e.g., 948 ppm Au, 23,200 ppm Ag, and 18.8 wt.% Pb) versus average concentrations in black smoker chimneys likely reflect that some elements are preferentially deposited in boiling systems. A mass accumulation of 5.7 t/yr of massive sulfide was calculated for one high-temperature production well, equating to metal fluxes of 1.7 t/yr Zn, 0.3 t/yr Cu, 23 kg/yr Pb, 4.1 kg/yr Ag, and 0.5 kg/yr Au. At least three quarters of the major and trace element load is precipitated within the well before reaching the surface. We suggest that a similar proportion of metals may be deposited below the seafloor in submarine hydrothermal systems where significant boiling has occurred. Mass accumulation estimations over the lifetime of the Reykjanes system may indicate significant enrichment of Zn, Pb, Au, and Ag relative to both modern and ancient mafic-dominated seafloor massive sulfide deposits, and highlights the potential for metal enrichment and accumulation in the deep parts of geothermal systems

    Scientific reasoning skills predict topic-specific knowledge after participation in a citizen science project on urban wildlife ecology

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    In citizen science (CS) projects, citizens who are not professional scientists participate in scientific research. Besides serving research purposes, CS projects provide participants opportunities for inquiry-based learning to promote their topic-specific knowledge and scientific reasoning skills. Previous research suggests that participants need scientific reasoning skills to engage in scientific activities and to learn from inquiry in CS projects. Participants' scientific reasoning skills, therefore, might enhance the resulting topic-specific knowledge at the end of a CS project. On the other hand, scientific reasoning skills themselves are a learning outcome of CS projects. Hence, they might play a double role in CS projects: as a learning outcome and as a prerequisite for acquiring knowledge. In the informal education context of CS, it has not yet been investigated whether scientific reasoning skills predict topic-specific knowledge or vice versa. To address this question, the research presented here used a cross-lagged panel design in two longitudinal field studies of a CS project on urban wildlife ecology (N = 144 participants). The results indicated that participants' scientific reasoning skills positively influenced their topic-specific knowledge at the end of the project, but not vice versa. Extending previous research on individual learning outcomes of CS projects, the results showed that inquiry-based learning in CS projects depends on certain prerequisites, such as participants' proficiency in scientific reasoning. We discuss the implications for future research on inquiry-based learning in CS projects and for further training of CS participants in acquiring scientific reasoning skills

    Improving attitudes and knowledge in a citizen science project about urban bat ecology

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    In order to deal with the current, dramatic decline in biodiversity, the public at large needs to be aware of and participate in biodiversity research activities. One way to do this is citizen science projects, in which researchers collaborate with volunteering citizens in scientific research. However, it remains unclear whether engaging in such projects has an impact on the learning outcomes of volunteers. Previous research has so far presented mixed results on the improvement of citizens’ attitudes and knowledge, mostly because such research has focused only on single aspects of citizen science projects in case studies. To address these limitations, we investigated the impact of an urban bat ecology project on citizens’ attitudes and knowledge about bats, and on their engagement with citizen science. We also examined whether the degree of citizen participation (i.e., collecting data vs. collecting and analyzing data) had an influence on the outcomes. We conducted four field studies and used a survey-based, experimental, pre-/post-measurement design. To vary the degree of participation, we assessed the post measurement in one group directly after data collection, whereas, in a second group, we assessed it after data collection and analysis, at the end of the project. Across all studies, the results demonstrated that citizens’ content knowledge of urban bat ecology increased, and their attitudes toward bats and toward their engagement in citizen science improved during their participation. Citizens’ degrees of participation did not influence these outcomes. Thus, our research illustrates that citizen science can increase awareness of urban bat conservation, independently of citizens’ degree of participation. We discuss the implications of our findings for the citizen science community. © 2022 by the author(s)

    Concert recording 2018-04-20a

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    [Track 1]. Caro mio ben / Giuseppe Giordani -- [Track 2]. Alma del core / Antonio Caldara -- [Track 3]. A little bit in love from Wonderful town / Bernstein -- [Track 4]. Im Abendrot / Franz Schubert -- [Track 5]. Something\u27s coming from West side story / Bernstein -- [Track 6]. Che far senza Euridice from Orfeo e Euridice / Christoph Willibald Gluck -- [Track 7]. What a movie from Trouble in Tahiti / Bernstein -- [Track 8]. Simple song from Mass / Bernstein -- [Track 9]. Round midnight / Thelonius Monk -- [Track 10]. My house from Peter Pan / Bernstein -- [Track 11]. Heaven help my heart from Chess / Andersson & Ulvaeus -- [Track 12]. L\u27heure exquise / Reynaldo Hahn -- [Track 13]. Captain Hook\u27s soliloquy from Peter Pan / Bernstein -- [Track 14]. Two love songs. Extinguish my eyes [Track 15]. When my soul touches yours / Bernstein -- [Track 16]. Go on from Mass / Bernstein -- [Track 17]. Wanderers Nachtlied / Schubert -- [Track 18]. Peter, Peter from Peter Pan / Bernstein -- [Track 19]. L\u27escalve / Édouard Lalo -- [Track 20]. Allerseelen / Richard Strauss -- [Track 21]. Nothing more than this from Candide / Bernstein -- [Track 22]. O del mio dolce ardor / Gluck -- [Track 23]. Governer\u27s serenade from Candide / Bernstein -- [Track 24]. Sogno d\u27or / Giacomo Puccini -- [Track 25]. I understand from On the town / Bernstein -- [Track 26]. Dream with me from Peter Pan / Bernstein -- [Track 27]. Il est doux, il est bon from Herodiade / Jules Massenet -- [Track 28]. Easter from Five mystical songs / Ralph Vaughan Williams -- [Track 29]. One hand, one heart from West side story / Bernstein -- [Track 30]. Porgi amor from Les Nozze di Figaro / Wolfgang Amadeus Mozart -- [Track 31]. Glitter and be gay from Candide / Bernstein

    Concert recording 2013-11-15

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    [Track 01]. Amarilli, mia bella / Guilio Caccini ; [Track 02]. Dein blaues auge / Johannes Brahms -- [Track 03]. Come raggio di sol / Antonio Caldara -- [Track 04]. Come ready and see me / Richard Hundley -- [Track 05]. La promessa / Giacchino Rossini -- [Track 06]. Se tu m\u27ami / Giovanni Pergolesi -- [Track 07]. Sonntag / Johannes Brahms -- [Track 08]. Le colibri / Ernest Chausson -- [Track 09]. Paulus. Jerusalem! / Felix Mendelssohn -- [Track 10]. Gia il sole dal Gange / Alessandro Scarlatti -- [Track 11]. Go, lovely Rose / Roger Quilter -- [Track 12]. Si mes vers avaient des ailes / Raynaldo Hahn -- [Track 13]. I\u27m a person too / Leonard Bernstein -- [Track 14]. Les chemins de l\u27amour / Francis Poulenc -- [Track 15]. La Boheme. Donde lieta usci al tuo... / Giacomo Puccini -- [Track 16]. Plum pudding / Leonard Bernstein -- [Track 17]. Queues de boeuf / Leonard Bernstein -- [Track 18]. Tavouk gueunksis / Leonard Bernstein -- [Track 19]. Civet a toute vitesse / Leonard Bernstein -- [Track 20]. When I have sung my songs to you / Ernest Charles -- [Track 21]. Linda di chamournix. Ah! Tardai troppo...o luce di quest\u27anima / Gaetano Donizetti
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