Improving Earth Science Data Literacy

The improvement of scientific literacy across the public can take on a myriad of forms and activities. The vast archives of NASAs Earth science data, as one example, reflect the agencys ongoing commitment to producing the highest quality data, services and tools intended for enabling the public to understand the complexity of Earth systems. The focus of this presentation is to explore and reveal the specific strategies the NASA Earth Science Data and Information System (ESDIS) Project uses to support our very large and diverse user communities access to and understanding of these science data and services. The diversity of our subject matter, spanning the whole Earth science domain, is mirrored by our user communities which are equally as broad in their needs and abilities. ESDIS and the supporting Communication Team leverages an array of internet-based tools and communication strategies to both understand actual user needs and develop optimum pathways for improving our users knowledge and understanding of the data. We will focus our limited time on a few of the high-impact activities including Webinars, or video-based, on-line, interactive discussions and presentations that since their introduction in 2013 have become a staple for user-instructor interaction via the internet. Here we discuss the types of content we produce and many lessons learned on how best to use this medium for improving user literacy on the subject at hand. In addition, we include discussion of our approach to using various social media platforms and tools to bolster the awareness of our users for data and services that are likely of interest. The ESDIS project remains active in various social media campaigns where our particular blend of science, data and tools engages new users curious of how to get their science or application started using NASA-available data. We anticipate that these examples may prove to be novel in their application to improving science literacy and skill development among the public

Refining the Stimulus Pairing Observation Procedure for Tact and Listener Responding

The stimulus pairing observation procedure (SPOP; e.g., Byrne et al., 2014) and the stimulus-stimulus pairing procedure (SSP; e.g., Esch et al., 2009) both involve training early language skills (i.e., tacts and listener responding in SPOP; vocalizations in SSP) by contriving social interactions that typically take place in the natural environment. In an analysis of the many procedural variations to increase the effectiveness of SSP, da Silva and Williams (2020) reviewed autoshaping research outcomes and suggested a variety of ways to increase the salience of the stimuli being paired to enhance learning. The present study followed the recommendation to vary the ITI to make stimuli more salient and pairings less predictable, recommended for stimulus pairing procedures, to observe the effects on tact and listener responses (da Silva and Williams, 2020). In the present study, all participants have a diagnosis of autism spectrum disorder (ASD) and scored within Level 1 of the VB-MAPP. Listener responding increased relative to baseline, but tact responses remained near zero following SPOP instruction. Our procedural modification increased listener responding, but there was no change for tact repertoires. This research will add to the burgeoning research on increasing the effectiveness and efficiency of stimulus pairing procedures for language acquisition

Mindfulness Modulated Attention with Neurofeedback in Multiple Object Tracking

Attention determines what we selectively perceive out of all available stimuli. The multiple-object tracking paradigm is a way of examining divided attention for object tracking in a complex visual scene. Mindfulness is a broad term for a set of diverse and specific methods for distinct attentional engagement and is one technique for increasing visual attentional ability and decreasing distractibility. Neurofeedback can be a way of enhancing mindfulness training for novice participants. This study examined the relationship between attention and mindfulness with neurofeedback through performance on a multiple-object tracking task and the Five Facet Mindfulness Questionnaire. We examined the effectiveness of using a brief mindfulness session to bring about state mindfulness and cognitive enhancement. All participants (N=90) performed a session of the multiple-object tracking task before and after either a mindfulness or relaxation intervention. Additionally half of the participants in the mindfulness training condition received neurofeedback. Results demonstrated that a single, brief mindfulness training session with neurofeedback was successful in increasing divided attention ability and was sufficient for bringing about an increased mindfulness state. An effect of mindfulness without neurofeedback on attention was not found. Results have implications for the use of brief mindfulness practices in a laboratory setting that could be applicable to a real world setting and the feasibility of neurofeedback as a mindfulness training tool

Ground and excited state electron transfer dynamics

The focus of this work is the investigation of the factors controlling electron transfer in molecular electronic systems, in particular those affecting electron transfer to and from electronically excited states. To achieve this, a number of mono- and trimetallic osmium and ruthenium complexes were synthesised and characterised. Monolayers of an osmium polypyridyl complex bound to a platinum microelectrode via a ¿rara-l,2-bis-(4-pyridyl)ethylene bridge were formed to probe ground state electron transfer dynamics. This is compared to the rate of photoinduced oxidative electron transfer quenching which occurs in a trimetallic osmium complex where the metal centres are linked by the same bridging ligand. The rate constant for this quenching is 1.3 xlO8 s '1, compared to 2 x 106 s '1 for the ground state process with the same driving force. These investigations show that the strength of coupling across the bpe ligand is higher when it links two metal centres as opposed to when it bridges a metal centre and an electrode. Extensive experiments were carried out to quantify the effect of laser pulses on an unmodified electrode surface. Laser activation improves the heterogeneous kinetics of a solution phase redox probe by removing polishing debris and other adsorbed impurities. Laser-induced current transients observed following a single laser pulse are due to a rapid (jas) restructuring of the double-layer followed by a slow (ms) thermal decay within the metal electrode. A mathematical model has yielded values of the thermal diffusion coefficient as a function of applied potential. To investigate excited state heterogeneous electron transfer, monolayers of a ruthenium polypyridyl complex containing the bridging ligand, 2,2':4,4":4',4"- Quarterpyridyl are used. Using Rehm-Weller calculations, the excited state redox potentials occur a t -0.71 and +1.05 V for oxidation and reduction respectively. Laser excitation of these monolayers in conjunction with high-speed cyclic voltammetry was utilised to attempt to directly measure the excited state redox potentials of this complex. This experiment has not been entirely successful and suggestions for improvements to the experiment are discussed

Models of Inclusion in Child Care: Child Care that Works for Children with Emotional and/or Behavioral Challenges: Family Member Perceptions

Although 5-10% of employed parents care for a child with emotional or behavioral challenges (EBCs) (Emlen, 1997), family support resources are notably lacking. A recent focus group study of 41 working parents (Rosenzweig, Brennan, & Ogilvie, 2002) found child care to be particularly difficult to find and maintain for families that included children with EBCs. Participants reported a number of barriers to child care arrangements that could successfully meet their family\u27s needs. First, since few qualified providers had the expertise to meet the needs of children with EBCs, arrangements were difficult to find. A combination of the lack of quality care in general, and few qualified providers for children with emotional or behavioral problems, created a nearly impossible situation for working families looking for child care. The aim of the Models of Inclusion in Child Care study (MICC) was to identify and investigate programs and strategies that improve access for families of children with emotional or behavioral disorders to child care that is inclusive, family-centered, culturally competent, and of high quality