Bi-directional route learning in wood ants

Some ants and bees readily learn visually guided routes between their nests and feeding sites. They can learn the appearance of visual landmarks for the food-bound or homeward segment of the route when these landmarks are only present during that particular segment of their round trip. We show here that wood ants can also acquire landmark information for guiding their homeward path while running their food-bound path, and that this information may be picked up, when ants briefly reverse direction and retrace their steps for a short distance. These short periods of looking back tend to occur early in route acquisition and are more frequent on homeward than on food-bound segments

It’s just common sense! Why do negative perceptions of sociology teaching in medical education persist and is there any change in sight?

Based on a review of the literature pertaining to sociology teaching in medical education, this paper asks why does the problem of relevance with regards to sociology teaching in medical education still persist? And is there any change in sight? The literature suggests that epistemological understandings of medicine as represented by the biomedical model are deeply entrenched with far reaching consequences for sociology teaching. Notions of the social components of medicine as ‘irrelevant’ or ‘common sense’ have over time been reinforced by students’ expectations of medicine on entering medical education; by the attitudes of clinical and biomedical staff members who can act as negative role models and by institutional barriers including the organization of curricula content, decisions about ‘who teaches what’, timetabling and assessment. Changing such deeply ingrained practices may be an insurmountable task for educators working alone in individual medical schools. However, pedagogical changes emphasizing ‘integration’ and a growing understanding within medicine and higher education of alternative epistemologies predicated on social paradigms, means that increasingly, persons from different disciplinary and professional backgrounds share similar understandings about the complexities of medical care. As associated ideas filter into medical education new opportunities are arising to challenge collectively the structural forces at play which in turn could lead to a major shift in medical students’ thinking. If sociologists are to have a role in guiding the transmission of sociological ideas about health and illness it is crucial to understand and take part in these developments

Gas hydrate concentration estimates from chlorinity, electrical resistivity and seismic velocity

Gas hydrate beneath the N. Cascadia continental slope off Vancouver Island occurs as a regional diffuse layer above the BSR and as local high concentrations in large vent or upwelling structures. Regional concentrations of gas hydrate beneath the N. Cascadia continental slope off Vancouver Island have been estimated earlier using multichannel seismic, seafloor electrical, and IODP Leg 146 downhole data. The concentrations of between 15 and 30% of pore saturation in a 100 m thick layer above the BSR are much higher than estimated elsewhere where there is good data, especially the Blake Ridge and central Cascadia off Oregon on ODP Leg 204. Although both of these other studies involved different sediment environments, a careful re-evaluation of the N. Cascadia estimates seemed desirable. We have re-evaluated the methods used to calculate the gas hydrate concentrations from pore-water chlorinity (salinity), electrical resistivity, and seismic velocity, describing in detail the assumptions and uncertainties. Use of the pore-water chlorinity/salinity and electrical resistivity directly have low reliability because of the effect on the no-hydrate reference of hydrate formation and dissociation, and the effect of pore fluid freshening by clay dehydration. At ODP Site 889/890 hydrate concentrations range from 5–10% to 30–40%, depending on the no-hydrate reference salinity used. Use of core salinity data along with the downhole and seafloor electrical resistivity data allows calculation of both the in situ reference salinity and the hydrate concentrations. The most important uncertainty in this method is the relation between resistivity and porosity, i.e., Archie’s Law parameters. Significantly different relations were determined from the ODP Leg 146 core and downhole log data, the log data resistivity-porosity relation giving much lower concentrations. Finally, seismic velocities from sonic-logs and multichannel data can be used to calculate gas hydrate concentrations, if an appropriate no-hydrate velocity-depth profile can be estimated. A velocity-hydrate concentration relation is also required. Depending on which no-hydrate/no-gas velocity baseline is used, estimated hydrate concentrations range from as low as 5% to above 25% saturation. In spite of having three nearly independent methods of estimating hydrate concentrations, it is concluded that the data allow regional concentrations in the 100 m layer above the BSR from less than 5% to over 25% saturation (3-13% of sediment volume). ODP drilling in the region scheduled for the fall of 2005 should help resolve the uncertainties

The history of sociology teaching in United Kingdom (UK) undergraduate medical education: an introduction and rallying call!

Based on a review of the literature, this article provides an introduction to the history of sociology teaching in UK undergraduate medical education. Aimed at an international community and at individuals either new to the field or with a general interest, our objectives are to situate sociology teaching in UK medical education within its broader historical and political setting, to highlight the work of past social science teachers, to draw attention to the modern day context and to ask: ‘what now’? We are particularly interested in the changing role of the sociologist in teaching medical sociology. The behavioral and social sciences (BSS) were introduced to UK medical training in 1944, 34 years after the Flexner reforms (which although originating from the United States impacted significantly on the UK). From the 1970s UK academics with a responsibility for teaching medical students made significant progress with respect to: promoting sociology within medical education, designing teaching, and observing where barriers and opportunities to learning lie. This activity slowed however between the mid 1980s and late 1990s when medical training shifted from being discipline based to integrated and clinically focused. Following the 1990s’ sociology teaching became dispersed throughout medical training and the responsibility of multiple stakeholders. Since the new millennium it has been recognized globally that trainees graduate from medical school unequipped to cope with the rapidly changing social context of medicine. Our paper concludes that coupled with new pedagogies, integrated curricula have given rise to many exciting opportunities for sociology teaching in UK medical education but also to new challenges including the repetition and misinterpretation of content. A systematic examination is therefore required of what works and what does not. Aspects of this activity are particularly suited to those individuals with an academic background in sociology who remain as teachers in medical education whom we argue have much to gain from working collectively