The use of dynamic landscape metapopulation models for forest management: a case study of the red-backed salamander

Spatial models of population dynamics have been proposed as a useful method for predicting the impacts of environmental change on biodiversity. Here, we demonstrate advances in dynamic landscape metapopulation modelling and its use as a decision support tool for evaluating the impacts of forest management scenarios. This novel modelling framework incorporates both landscape and metapopulation model stochasticity and allows their relative contributions to model output variance to be characterized. It includes a detailed sensitivity analysis, allowing defensible uncertainty bounds and the prioritization of future data gathering to reduce model uncertainties. We demonstrate this framework by modelling the landscape-level impacts of eight forest management scenarios on the red-backed salamander (Plethodon cinereus (Green, 1818)) in the boreal forest of Ontario, Canada, using the RAMAS Landscape package. The 100 year forest management scenarios ranged in intensity of timber harvesting and fire suppression. All scenarios including harvesting predicted decreases in salamander population size and the current style of forest management is predicted to produce a 9%-17% decrease in expected minimum population size compared with scenarios without harvesting. This method is amenable to incorporating many forms of environmental change and allows a meaningful treatment of uncertainty

A Middle School One-to-One Laptop Program: The Maine Experience

Over eight years ago, Maine embarked on a bold new initiative. Entitled the Maine Learning Technology Initiative (MLTI), this program funded by the State of Maine, provided all 7th and 8th grade students and their teachers with laptop computers, and provided schools and teachers with a wireless internet infrastructure, technical assistance, and professional development for integrating laptop technology into their curriculum and instruction. The first full implementation of MLTI began in the Fall of the 2002-03 academic year. At the same time the Maine commissioner of education contracted with the Maine Education Policy Research Institute (MEPRI) to conduct the ongoing evaluation of MLTI. MEPRI is a non-partisan research institute funded jointly by the Maine State Legislature and the University of Maine System. Over the past eight years the MEPRI research and evaluation team has used a mixed method approach in the evaluation of the MLTI program; an approach that uses both quantitative and qualitative techniques in collecting and analyzing research and evaluation evidence. The evidence presented in this report indicates the MLTI program has had a significant impact on curriculum, instruction, and learning in Maine’s middle schools. In the areas of curriculum and instruction, the evidence indicates many teachers have reached the tipping point in the adoption and integration of the laptop into their teaching. However, the adoption is uneven for some teachers, and in some content areas. Relatively speaking, mathematics teachers use the laptops less frequently than their colleagues in other core disciplines. Most teachers are not using the laptops as frequently in assessment as one might anticipate, and too few teachers report using the laptop in teaching 21st Century Skills

Moving anticoagulation initiation and monitoring services into the community:Evaluation of the Brighton and hove community pharmacy service

Abstract Background As part of the NHS desire to move services closer to where people live, and provide greater accessibility and convenience to patients, Brighton and Hove Clinical Commissioning Group (CCG) underwent a review of their anticoagulation services during 2008. The outcome was to shift the initiation and monitoring service in secondary care for non-complex patients, including domiciliary patients, into the community. This was achieved via a procurement process in 2008 resulting in the Community Pharmacy Anticoagulation Management Service (CPAMs) managed by Boots UK (a large chain of community pharmacies across the United Kingdom). Methods This evaluation aims to review the outcomes (International Normalised Ratio [INR] readings) and experiences of those patients attending the anticoagulation monitoring service provided by community pharmacists in Brighton and Hove. All patients on warfarin are given a target INR range they need to achieve; dosing of and frequency of appointment are dependent on the INR result. Outcome measures for patients on the CPAM service included percentage INR readings that were within target range and the percentage time the patient was within therapeutic range. Data collected from 2009 to 2016 were analysed and results compared to the service targets. Patient experience of the service was evaluated via a locally developed questionnaire that was issued to patients annually in the pharmacy. Results The evaluation shows that community pharmacy managed anticoagulation services can achieve outcomes at a level consistently exceeding national and local targets for both percentage INR readings in therapeutic target range (65.4%) compared to the recommended minimum therapeutic target range of 60.0% and percentage time in therapeutic range (72.5%, CI 71.9–73.1%) compared to the national target of 70.0%. Patients also indicated they were satisfied with the service, with over 98.6% patients rating the service as good, very good or excellent. Conclusion The Brighton and Hove CPAM service achieved above average national target management of INR and positive patient feedback, demonstrating that community pharmacy is ideally placed to provide this service safely and deliver enhanced clinical outcomes and positive patient experience

More Efficient Public Schools In Maine: Learning Communities Building the Foundation of Intellectual Work

This report describes the methodology used to identify Maine schools that were outperforming expectations and reports the results from conducting case studies of a representative sample of these and other Maine schools. Through these case studies, we were able to uncover what the schools were doing that set them apart from other schools and what other schools may wish to emulate as they work to build the foundation for improvement within their own schools

More Efficient High Schools in Maine: Emerging Student‐Centered Learning Communities

The Center for Education Policy, Applied Research, and Evaluation at the University of Southern Maine conducted a study in 2010-2011 of a sample of Maine high schools. Funded in part by the Nellie Mae Education Foundation, the study examined the degree to which these More Efficient high schools were also student-centered. This report describes the methodology used to identify Maine schools that were outperforming expectations and reports the results from conducting case studies of a representative sample of these and other Maine schools. Through these case studies, we were able to uncover what the schools were doing that set them apart from other schools and what other schools may wish to emulate as they work to build the foundation for improvement within their own schools