Survival and Spatial Ecology of the Snapping Turtle, Chelydra serpentina, on the Upper Mississippi River

We studied the survival and spatial ecology of adult Snapping Turtles (Chelydra serpentina) on Pool 8 of the Upper Mississippi River (UMR) during 1997-2001. We captured 597 Snapping Turtles 745 times (333 adult males; 238 adult females; and 26 juveniles) at two study sites; Goose Island, Wisconsin and Lawrence Lake, Minnesota. From this sample, we radio-marked 104 Snapping Turtles of legal harvest size 128 times. Annual survival ranged from 0.857 to 1.000 and averaged 0.944 with Goose Island and Lawrence Lake estimates pooled. Legal harvest was the most important cause of mortality and accounted for 57% of documented deaths. Annual home range size using the Poly-Buff (PB) method averaged 11.13 ha and ranged from 2.20 ha to 37.18 ha. Emergent and rooted-floating aquatic vegetation were used disproportionally more than their availability and 72% of all locations collected during the active period occurred within these habitat types. Overall, radio-marked Snapping Turtles selected hibernacula in the following habitat categories; marshes (38%), main/side channels (28%), backwater sloughs and small ponds (14%), spring areas (10%), small tributary streams (7%), and tertiary channels (3%). Developing conservative, consistent harvest regulations among the states that border the UMR should be a management priority

Cloud condensation and ice nucleation activity of bacteria isolated from cloud water

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What Questions Are on the Minds of STEM Undergraduate Students and How Can They Be Addressed?

Addressing common student questions in introductory STEM courses early in the term is one way that instructors can ensure that their students have all been presented with information about how to succeed in their courses. However, categorizing student questions and identifying evidence-based resources to address student questions takes time, and instructors may not be able to easily collect and respond to student questions at the beginning of every course. To help faculty effectively anticipate and respond to student questions, we 1) administered surveys in multiple STEM courses to identify common student questions, 2) conducted a qualitative analysis to determine categories of student questions (e.g., what are best practices for studying, how can in- and out-of- course time be effectively used), and 3) collaboratively identified advice on how course instructors can answer these questions. Here, we share tips, evidence-based strategies, and resources from faculty that instructors can use to develop their own responses for students. We hope that educators can use these common student questions as a starting point to proactively address questions throughout the course and that the compiled resources will allow instructors to easily find materials that can be considered for their own courses