Notes on the Biology of \u3ci\u3eSaperda Imitans\u3c/i\u3e Infesting Wind-Damaged Black Cherry in Allegheny Hardwood Stands

This paper reports observations made on the life history and biology of Saperda imitans Felt & Joutel in black cherry, Prunus serotina Ehrh. S. imitans was the principle longhorned beetle (Coleoptera: Cerambycidae) reared from bolts collected from 68 wind-thrown black cherry at the Kane Experimental Forest in northwestern Pennsylvania. It was also the only species that overwintered in the sapwood/outer heartwood, and thus impacted the commercial value of these trees. Gaurotes cyanipennis (Say) was the only other cerambycid reared from caged bolts taken from wind-thrown black cherry. The cerambycids Stenocorus vittiger (Randall), Arthophylax attenuatus (Haldman), G. cyanipennis, Neoclytus acuminatus acuminatus (F.), Clytus ruricola (Olivier), Cyrtophorus verrucosus (Olivier), and Astylopsis macula (Say) were captured in ethanol-baited Lindgren® funnel traps placed in wind-thrown stands, but were not reared from cherry logs. S. imitans was not caught in these traps and apparently it is not attracted to ethanol baits. Neither S. imitans nor G. cyanipennis were reared from completely uprooted trees (dead) or trees with a major portion of the root system still embedded in soil (live). Preferred hosts were black cherry with moist phloem and epicormic branches with \u3c25% live foliage (dying). The density of S. imitans galleries was similar for dying trees in each of three diameter classes; 20-30 cm, \u3e30-40 cm, \u3e40cm. Samples taken from the upper half of the first 5 m of black cherry boles had a higher density of galleries than did those from the lower half. The beetle was recovered in low numbers from branches \u3c10 cm in basal diameter. S. imitans is univoltine and in 2007 peak emergence of adults occurred from late May to early June. Results identified the condition of wind-damaged black cherry most susceptible to an infestation of S. imitans. This information can be used to establish salvage priorities following a weather event such as this

Good practices for estimating area and assessing accuracy of land change

The remote sensing science and application communities have developed increasingly reliable, consistent, and robust approaches for capturing land dynamics to meet a range of information needs. Statistically robust and transparent approaches for assessing accuracy and estimating area of change are critical to ensure the integrity of land change information. We provide practitioners with a set of “good practice” recommendations for designing and implementing an accuracy assessment of a change map and estimating area based on the reference sample data. The good practice recommendations address the three major components: sampling design, response design and analysis. The primary good practice recommendations for assessing accuracy and estimating area are: (i) implement a probability sampling design that is chosen to achieve the priority objectives of accuracy and area estimation while also satisfying practical constraints such as cost and available sources of reference data; (ii) implement a response design protocol that is based on reference data sources that provide sufficient spatial and temporal representation to accurately label each unit in the sample (i.e., the “reference classification” will be considerably more accurate than the map classification being evaluated); (iii) implement an analysis that is consistent with the sampling design and response design protocols; (iv) summarize the accuracy assessment by reporting the estimated error matrix in terms of proportion of area and estimates of overall accuracy, user's accuracy (or commission error), and producer's accuracy (or omission error); (v) estimate area of classes (e.g., types of change such as wetland loss or types of persistence such as stable forest) based on the reference classification of the sample units; (vi) quantify uncertainty by reporting confidence intervals for accuracy and area parameters; (vii) evaluate variability and potential error in the reference classification; and (viii) document deviations from good practice that may substantially affect the results. An example application is provided to illustrate the recommended process

Curated Collections for Educators: Eight Key Papers about Feedback in Medical Education

Feedback is an essential part of learning, growth, and academic success. Junior faculty members are often unfamiliar with the grounding literature that defines feedback. Many times they receive little education on providing and receiving feedback, resulting in unhelpful "feedback" for both learners and program leadership alike. This article aims to summarize eight key papers on feedback, to outline relevant information for emerging clinician educators, and identify ways to use these resources for the faculty development. In order to generate a list of key papers that describes the importance and significance of feedback, the authors conducted a consensus-building process to identify the top papers. In August and September, 2018, the 2018-2019 Academic Life in Emergency Medicine (ALiEM) Faculty Incubator program discussed the topic of feedback in medical education. A number of papers on the topic was highlighted. This list of papers was further augmented using the suggestions and expertise of guest experts who are leaders in the field of medical education and feedback. The authors also used social media to conduct an open call on Twitter for important papers regarding feedback (utilizing #meded, #Feedback hashtags). Via this process, a list of 88 key papers was identified on the topic of feedback in medical education. After compiling these papers, the authorship group engaged in a modified Delphi approach to build consensus on the top eight papers on feedback. These papers were deemed essential by the authors and have been summarized with respect to their relevance to junior faculty members and to faculty developers. In this manuscript, we present eight key papers addressing feedback in medical education with discussions and applications for junior faculty members and faculty developers. This list of articles that can serve to help junior clinician educators grow in their ability to give effective feedback and also serve as resources upon which senior faculty can design the faculty development sessions

The onset of Exercise-Associated Hyponatremia and Individual Differences in Inappropriate Arginine Vasopressin Excretion: A Review of Proposed Mechanisms

Topics in Exercise Science and Kinesiology Volume 2: Issue 1, Article 10, 2021. Exercise-associated hyponatremia (EAH) has been reported to develop during endurance events such as triathlons and marathons. As these events become more popular, the incidence of developing EAH also increases. The development of EAH is commonly associated with the overconsumption of hypotonic fluids such as water and tends to be more prevalent in females. There is also evidence to suggest the inappropriate secretion of arginine vasopressin (AVP) leading to water retention may predispose an individual for developing EAH, especially when coupled with the overconsumption of fluids. Recent research suggests females are associated with more risk factors such as slower pace times and compliance with hydration. Females may also be more at risk because they have a lower total body water percentage and should not be consuming as much fluid as male athletes. Other individual differences that could influence EAH onset is the presence of genetic polymorphisms associated with the onset of EAH, the AVP and Oxytocin Receptor (OXTR) gene. The purpose of this review is to summarize the complicated factors underlying EAH in relation to inappropriate AVP secretion and water retention, and individual differences based on sex and genetics. In an effort to reduce the risk of developing EAH, we identified a series of biomarkers and possible genetic polymorphisms that could be used in the creation of an entrée of testing procedures to identify those at greatest risk for developing EAH

Key issues in rigorous accuracy assessment of land cover products

© 2019 Accuracy assessment and land cover mapping have been inexorably linked throughout the first 50 years of publication of Remote Sensing of Environment. The earliest developers of land-cover maps recognized the importance of evaluating the quality of their maps, and the methods and reporting format of these early accuracy assessments included features that would be familiar to practitioners today. Specifically, practitioners have consistently recognized the importance of obtaining high quality reference data to which the map is compared, the need for sampling to collect these reference data, and the role of an error matrix and accuracy measures derived from the error matrix to summarize the accuracy information. Over the past half century these techniques have undergone refinements to place accuracy assessment on a more scientifically credible footing. We describe the current status of accuracy assessment that has emerged from nearly 50 years of practice and identify opportunities for future advances. The article is organized by the three major components of accuracy assessment, the sampling design, response design, and analysis, focusing on good practice methodology that contributes to a rigorous, informative, and honest assessment. The long history of research and applications underlying the current practice of accuracy assessment has advanced the field to a mature state. However, documentation of accuracy assessment methods needs to be improved to enhance reproducibility and transparency, and improved methods are required to address new challenges created by advanced technology that has expanded the capacity to map land cover extensively in space and intensively in time

Curated Collections for Educators: Five Key Papers on Clinical Teaching

The ability to teach in the clinical setting is of paramount importance. Clinical teaching is at the heart of medical education, irrespective of the learner’s level of training. Learners desire and need effective, competent, and thoughtful clinical teaching from their instructors. However, many clinician-educators lack formal training on this important skill and thus may provide a variable experience to their learners. Although formal training of clinician-educators is standard and required in many other countries, the United States has yet to follow suit, leaving many faculty members to fend for themselves to learn these important skills. In September 2018, the Academic Life in Emergency Medicine (ALiEM) 2018-2019 Faculty Incubator program discussed the topic of clinical teaching techniques. We gathered the titles of papers that were cited, shared, and recommended within our online discussion forum and compiled the articles pertaining to the topic of clinical teaching techniques. To augment the list, the authors did a formal literature search using the search terms “teaching techniques", "clinical teaching", "medical education", "medical students", and "residents” on Google Scholar and PubMed. Finally, we posted a call for important papers on the topic of clinical teaching techniques on Twitter. Through this process, we identified 48 core articles on the topic of clinical teaching. We conducted a modified Delphi methodology to identify the key papers on the topic. In this paper, we present the five highest-rated articles based on the relevance to junior faculty and faculty developers. This article will review and summarize the articles we found to be the most impactful to improve one’s clinical teaching skills

Does Landowner Awareness and Knowledge Lead to Sustainable Forest Management? A Vermont Case Study

Family forest owners control 40% of forestland in the United States. Timber harvesting on family forests represents a critical component of the nation\u27s wood supply. We examined how awareness and knowledge translated into actual forest management practices. We conducted field surveys on 59 family forest properties, coupled with a landowner survey designed to measure landowner engagement. We determined that engaged landowners implemented silviculture and Best Management Practices at a higher level than their less engaged counterparts. Improvement was needed across the board. Forestry Extension professionals should continue to promote and re-enforce awareness and knowledge among landowners

Valuing map validation: the need for rigorous land cover map accuracy assessment in economic valuations of ecosystem services

Valuations of ecosystem services often use data on land cover class areal extent. Area estimates from land cover maps may be biased by misclassification error resulting in flawed assessments and inaccurate valuations. Adjustment for misclassification error is possible for maps subjected to a rigorous validation program including an accuracy assessment. Unfortunately, validation is rare and/or poorly undertaken as often not regarded as a high priority. The benefit of map validation and hence its value is indicated with two maps. The International Geosphere Biosphere Programme’s DISCover map was used to estimate wetland value globally. The latter changed from US$1.92 trillion yr-1 to US$2.79 trillion yr-1 when adjusted for misclassification bias. For the conterminous USA, ecosystem services value based on six land cover classes from the National Land Cover Database (2006) changed from US$1118 billion yr-1 to US$600 billion yr-1 after adjustment for misclassification bias. The effect of error-adjustment on the valuations indicates the value of map validation to rigorous evidence-based science and policy work in relation to aspects of natural capital. The benefit arising from validation was orders of magnitude larger than mapping costs and it is argued that validation should be a high priority in mapping programs and inform valuations