Interactive Teaching Tools for Spatial Sampling

The statistical analysis of data which is measured over a spatial region is well established as a scientific tool which makes considerable contributions to a wide variety of application areas. Further development of these tools also remains a central part of the research scene in statistics. However, understanding of the concepts involved often benefits from an intuitive and experimental approach, as well as a formal description of models and methods. This paper describes software which is intended to assist in this understanding. The role of simulation is advocated, in order to explain the meaning of spatial correlation and to interpret the parameters involved in standard models. Realistic scenarios where decisions on the locations of sampling points in a spatial setting are required are also described. Students are provided with a variety of sampling strategies and invited to select the most appropriate one in two different settings. One involves water sampling in the lagoon of the Mururoa Atoll while the other involves sea bed sampling in a Scottish firth. Once a student has decided on a sampling strategy, simulated data are provided for further analysis. This extends the range of teaching activity from the analysis of data collected by others to involvement in data collection and the need to grapple with issues of design. It is argued that this approach has significant benefits in learning.

Lithium ion doped carbonated hydroxyapatite compositions : Synthesis, physicochemical characterisation and effect on osteogenic response in vitro

the authors would like to acknowledge the Microscopy and Histol- ogy Core Facility at the University of Aberdeen for support in this work, and Mr. Colin Taylor at the School of Geosciences for assistance in the combustion analysis. The authors thank the Institute of Medical Sci- ences, University of Aberdeen for funding (PhD studentship for NS) and the Royal Commission for the Exhibition of 1851 for funding contribu- tions to this study.Peer reviewedPublisher PD

Educational interventions to improve people's understanding of key concepts in assessing the effects of health interventions: a systematic review

Abstract Background Health information is readily accessible but is of variable quality. General knowledge about how to assess whether claims about health interventions are trustworthy is not common, so people’s health decisions can be ill-informed, unnecessarily costly and even unsafe. This review aims to identify and evaluate studies of educational interventions designed to improve people’s understanding of key concepts for evaluating claims about the effects of health interventions. Methods/Design We searched multiple electronic databases and sources of grey literature. Inclusion criteria included all study types that included a comparison, any participants (except health professionals or health professional students) and educational interventions aimed at improving people’s understanding of one or more of the key concepts considered necessary for assessing health intervention claims. Knowledge and/or understanding of concepts or skills relevant to evaluating health information were our primary outcome measures. Secondary outcomes included behaviour, confidence, attitude and satisfaction with the educational interventions. Two authors independently screened search results, assessed study eligibility and risk of bias and extracted data. Results were summarised using descriptive synthesis. Results Among 24 eligible studies, 14 were randomised trials and 10 used other study designs. There was heterogeneity across study participants, settings and educational intervention type, content and delivery. The risk of bias was high in at least one domain for all randomised studies. Most studies measured outcomes immediately after the educational intervention, with few measuring later. In most of the comparisons, measures of knowledge and skills were better among those who had received educational interventions than among controls, and some of these differences were statistically significant. The effects on secondary outcomes were inconsistent. Conclusions Educational interventions to improve people’s understanding of key concepts for evaluating health intervention claims can improve people’s knowledge and skills, at least in the short term. Effects on confidence, attitude and behaviour are uncertain. Many of the studies were at moderate or greater risk of bias. Improvements in study quality, consistency of outcome measures and measures of longer-term effects are needed to improve confidence in estimates of the effects of educational interventions to improve people’s understanding of key concepts for evaluating health intervention claims. Systematic review registration PROSPERO CRD4201603310

A comparison of cortical and trabecular bone from C57 Black 6 mice using Raman spectroscopy

Peer reviewedPostprin

Comparison of single-layer and double-layer anti-reflection coatings using laser-induced damage threshold and photothermal common-path interferometry

The dielectric thin-film coating on high-power optical components is often the weakest region and will fail at elevated optical fluences. A comparison of single-layer coatings of ZrO2, LiF, Ta2O5, SiN, and SiO2 along with anti-reflection (AR) coatings optimized at 1064 nm comprised of ZrO2 and Ta2O5 was made, and the results of photothermal common-path interferometry (PCI) and a laser-induced damage threshold (LIDT) are presented here. The coatings were grown by radio frequency (RF) sputtering, pulsed direct-current (DC) sputtering, ion-assisted electron beam evaporation (IAD), and thermal evaporation. Test regimes for LIDT used pulse durations of 9.6 ns at 100 Hz for 1000-on-1 and 1-on-1 regimes at 1064 nm for single-layer and AR coatings, and 20 ns at 20 Hz for a 200-on-1 regime to compare the //ZrO2/SiO2 AR coating

Maximising carbonate content in sodium-carbonate Co-substituted hydroxyapatites prepared by aqueous precipitation reaction

Acknowledgments The authors would like to acknowledge the University of Aberdeen and the Royal Commission for the Exhibition of 1851 for providing financial support as well as Mr Colin Taylor and Mr John Still for their assistance in collecting some of the experimental data presented here.Peer reviewedPostprin

Interactive Teaching Tools for Spatial Sampling

The statistical analysis of data which is measured over a spatial region is well established as a scientific tool which makes considerable contributions to a wide variety of application areas. Further development of these tools also remains a central part of the research scene in statistics. However, understanding of the concepts involved often benefits from an intuitive and experimental approach, as well as a formal description of models and methods. This paper describes software which is intended to assist in this understanding. The role of simulation is advocated, in order to explain the meaning of spatial correlation and to interpret the parameters involved in standard models. Realistic scenarios where decisions on the locations of sampling points in a spatial setting are required are also described. Students are provided with a variety of sampling strategies and invited to select the most appropriate one in two different settings. One involves water sampling in the lagoon of the Mururoa Atoll while the other involves sea bed sampling in a Scottish firth. Once a student has decided on a sampling strategy, simulated data are provided for further analysis. This extends the range of teaching activity from the analysis of data collected by others to involvement in data collection and the need to grapple with issues of design. It is argued that this approach has significant benefits in learning