Difficult times, difficult students? Teaching students with learning difficulties to be teachers

The last decade of Australian higher education has witnessed significant expansion in the provision of student places, relative to the Australian population, with student enrolment figures for undergraduate award courses in 1993 totalling 453,926, compared with 287,713 in 1983. Such expansion has raised considerable speculation amongst academics about the quality of students now entering university and their ability to successfully negotiate academic learning environments, particularly since the mid 1990s when unmet demand for higher education began to diminish; the assumption often being that lower entry scores are indicative of future academic problems. This is a significant issue for Australian regional universities, which historically have struggled to attract students with high entry scores and which are likely to experience even greater competition from metropolitan universities given the prospect of \u27vouchers\u27, a possibility (re)floated by the West Review, which will enable students to be more selective in their university of choice. Moreover, these \u27problems\u27 seem compounded for teacher educators who are required to deliver greater numbers of graduates to satisfy a current shortage of teachers in many Australian States and also to \u27soak up\u27 government funded places within their institutions that other faculties have been unable to fill, while drawing from a diminishing pool of high entry-scoring applicants. Within this context, this paper addresses the possibility for teacher educators of facing classes with increasing numbers of students with learning difficulties and learning disabilities, estimated in the early 1980s by Sykes (1982) to be about 5% of university students. In raising these issues, the paper makes two broad contributions. First, it engages with the discussion within the literature concerning competing definitions of university students\u27 learning difficulties and learning disabilities, suggesting that the debate is unhelpful and that the differences are not that important when consideration is given to how they are experienced by students. Secondly, and flowing logically from this, the paper argues that rather than simply defining learning difficulty as intrinsic to students, academic learning environments, and those who construct them, are also implicated in the determination of how difficult (or otherwise) they are for students to access

Pre-Soil Techniques

Rescuing biochar: Pre - application techniques to enhance plant responses to biochar additions: Nigel Gale, U of Toronto A growing body of literature indicates variable responses of different plant species to biochar, including positive, neutral, and negative, suggesting that it is important to investigate the nature and mechanism of species-specific responses to biochar additions. Neutral or negative plant responses to additions of biochars have commonly been reported in prior studies, and are likely the result of a combination of changes in soil properties (e.g. pH, surface area, and nutrient and water retention) and the production of volatile organic compounds from pyrolysis. In a series of greenhouse studies in Toronto, Ontario, we tested the effects of: dosage (0, 5, 10, 20, 50 t/ha); biochar type (Maple batch and Spruce batch 475°C, Maple flow-through 575°C); and application method (complete mixing vs. top dressing) on the growth and performance of two temperate species commonly used as forage crops and for erosion control: Lolium multiflorum, and Trifolium repens. Freshly produced biochars generally resulted in neutral or negative biomass and leaf area responses regardless of the dosage, biochar type, or application method. Pyrolysis typically produces biochars that contain significant amounts of volatile organic compounds that may have substantial inhibitory effects on plant growth. We subsequently tested methods to ameliorate effects of toxic compounds sorbed by biochars during production, using washing (with water and oil) and convection heating (50-150°C) techniques prior to biochar application. Preliminary results demonstrated that heating biochars at 100-150°C for 24 hours reduced toxic effects exhibited in leaf area by 20% for Lolium grown in mixed biochars applications. Similarly, Lolium grown in water-washed biochars showed a 17% increase in leaf area relative to non-washed controls in soils where biochar was applied as a top dressing. Our results suggest that pre-application heating and/or washing treatments may substantially enhance plant responses to biochar, in some cases reversing negative effects. Intuitive Inoculation: Doug Clayton, Dale Hendricks Pre-treating biochar by incorporating it into the composting process has become standard practice for many gardeners, small farmers and permaculturists. Doug and Dale have not only been layering biochar into their compost piles but also pre-soaking their biochars in liquid fish and seaweed fertilizers, molasses, fermented teas, human urine, etc. We are suggesting that incorporating biochar into a comprehensive combination of “composting” processes (hot, cold, vermi-, ferments, etc.), using all of nature’s avenues for breaking down organic matter, may provide a superior biochar treatment. There may be no better inoculation of biochar than that achieved by passing it through a worm’s gut. Both “red wigglers” and “night crawlers” make this an easy process to achieve. Worms thrive in finely ground, urine soaked biochar. Biochar can assist with the efficient and safe recycling of urine, maintaining the fertility of hundreds of square feet of garden plot, giving those who already have fertile soil, and seemingly lack a problem for biochar to fix, an avenue of beneficial use. We will show compost nutrient level test results and pictures of our processes and plant trials

It wasn\u27t any colder when I was a kid: Heating up instruction on climate change

Heating up Science Learning: Once considered a cold and rational process. . . Educational researchers now recognize role of “hot” constructs: Emotion, motivation, social context. . . in science learning. Hot constructs not just important, in some cases determinative of outcome What is Conceptual Change? Conceptual Change is a special case of learning. Occurs when individuals’ ideas conflict with new idea. Requires overcoming existing ideas and changing current conceptions. Learners have many incorrect notions about scientific concepts

Cartilage markers and their association with cartilage loss on magnetic resonance imaging in knee osteoarthritis: the Boston Osteoarthritis Knee Study

We used data from a longitudinal observation study to determine whether markers of cartilage turnover could serve as predictors of cartilage loss on magnetic resonance imaging (MRI). We conducted a study of data from the Boston Osteoarthritis of the Knee Study (BOKS), a completed natural history study of knee osteoarthritis (OA). All subjects in the study met American College of Rheumatology criteria for knee OA. Baseline and follow-up knee magnetic resonance images were scored for cartilage loss by means of the WORMS (Whole Organ Magnetic Resonance Imaging Score) semiquantitative grading scheme. Within the BOKS population, 80 subjects who experienced cartilage loss and 80 subjects who did not were selected for the purposes of this nested case control study. We assessed the baseline levels of cartilage degradation and synthesis products by means of assays for type I and II cleavage by collagenases (Col2:3/4Cshort or C1,2C), type II cleavage only with Col2:3/4Clongmono (C2C), type II synthesis (C-propeptide), the C-telopeptide of type II (Col2CTx), aggrecan 846 epitope, and cartilage oligomeric matrix protein (COMP). We performed a logistic regression to examine the relation of levels of each biomarker to the risk of cartilage loss in any knee. All analyses were adjusted for gender, age, and body mass index (BMI); results stratified by gender gave similar results. One hundred thirty-seven patients with symptomatic knee OA were assessed. At baseline, the mean (standard deviation) age was 67 (9) years and 54% were male. Seventy-six percent of the subjects had radiographic tibiofemoral OA (Kellgren & Lawrence grade of greater than or equal to 2) and the remainder had patellofemoral OA. With the exception of COMP, none of the other biomarkers was a statistically significant predictor of cartilage loss. For a 1-unit increase in COMP, the odds of cartilage loss increased 6.09 times (95% confidence interval [CI] 1.34 to 27.67). After the analysis of COMP was adjusted for age, gender, and BMI, the risk for cartilage loss was 6.35 (95% CI 1.36 to 29.65). Among subjects with symptomatic knee OA, a single measurement of increased COMP predicted subsequent cartilage loss on MRI. The other biochemical markers of cartilage synthesis and degradation do not facilitate prediction of cartilage loss. With the exception of COMP, if changes in cartilage turnover in patients with symptomatic knee OA are associated with cartilage loss, they do not appear to affect systemic biomarker levels

Morning concurrent track 2: Creation and correction of myths about global warming

MORNING CONCURRENT TRACK 2: CREATION AND CORRECTION OF MYTHS ABOUT GLOBAL WARMING Moderator Robert Futrell Student Union Room 211 Matthew Lachniet – Global Warming Misconceptions and Myths: Barriers and Opportunities for Communicating Climate Change Science to a Non-scientific Audience Abstract: Opinions on an anthropogenic influence in global warming abound. Within the non-scientific public, the strength of one’s opinion commonly seems to be in inverse proportion to their knowledge of climate science. One reason for this disconnect between reality and opinion is the persistence of many climate change myths in popular knowledge of global warming. These myths are regularly propagated in popular media and internet blogs, some of which appear to be driven more by ideology than a quest for truth about Nature. In the past, the desire to provide balance in media coverage of global warming at the expense of scientific accuracy has handed the soapbox to many with minority viewpoints that are not supported by all of the available scientific evidence. However, many of these myths contain an element of but have been misunderstood (at best) by the general public and misappropriated (at worst) by interest groups on all sides of ideological spectrum. This presentation will outline some of the common myths on global warming and how they can be used as opportunities in a teaching environment to enhance students’ understanding of global warming and climate science. Gale Sinatra, CarolAnne Kardash, Gita Taasoobshirazi, Doug Lombardi – College Students’ Understanding of and Reactions to Global Warming Abstract: The principles underlying global climate change involve a complex interconnection between many scientific concepts that are difficult for students to understand. This study examined whether persuasive texts would impact readers’ willingness to take mitigative action to reduce the impacts of human-induced climate change. College students participating in the study were randomly assigned to read a persuasive text about global warming or the same text accompanied by a persuasive image. Both groups showed statistically significant increases in their knowledge about global warming and their willingness to take action to reduce its effects. This research demonstrates that persuasive text can produce not only change in students’ thinking about a controversial topic like global climate change, but may also promote a willingness to take action. This is significant because in the case of this topic, a change in students’ knowledge may not be a sufficient criterion for successful learning. It may be as important to promote willingness in future generations to take efforts to reduce their individual impact on the environment. E. Michael Nussbaum – Global Warming and Middle School: An Argument-Based Intervention Abstract: As part of a semester-long intervention to teach middle school students to critically evaluate arguments, 60 sixth- and seventh- graders from a Las Vegas charter school in the Clark County School District discussed issues surrounding global climate change. The presentation will first describe the argument-based intervention used with the students and its effect on attitude change. Most students became accepting of the existence of global climate change and the need to develop alternative modes of transportation. The intervention also provided students with some opportunity to learn about science, political, geography, and economics in an integrated way, as well as an opportunity to develop critical and creative thinking. Second, the overall findings of the research study will be presented, concluding that the skill of “weighing values” may be a productive one to teach to middle school students. Third, some misconceptions that students retained will be described so that future instructional efforts may address them. Doug Lombardi – Students’ Perceptions about the Plausibility of Human Induced Climate Change Abstract: Students can develop robust misconceptions when encountering complex phenomena such as global climate change. For example, students cite short0term and local weather events as evidence to support or refute long‐term changes, and thereby display a fundamental misunderstanding about the distinctions between weather and climate. This confusion may impact perceptions of plausibility about scientific statements that implicate humans in worldwide increases in global temperatures and widespread melting of snow and ice. Additionally, the confusion between weather and climate may be related to a fundamental lack of understanding about deep time, a concept that spans several scientific content areas. This presentation will describe an ongoing study involving undergraduate students enrolled in introductory geoscience and geography courses. Currently, students are completing three surveys examining the relationships between student understanding of deep time and their confusion about the distinctions between weather and climate, as well as how these levels of understanding influence perceptions about the plausibility of human‐induced global climate change. This presentation will highlight preliminary results

Simulation of InSight Plume Induced Surface Cratering and Validation Through Imagery Based 3D Topology Reconstruction

No abstract availabl

The UK clinical eye research strategy: refreshing research priorities for clinical eye research in the UK

To validate and update the 2013 James Lind Alliance (JLA) Sight Loss and Vision Priority Setting Partnership (PSP)'s research priorities for Ophthalmology, as part of the UK Clinical Eye Research Strategy. Twelve ophthalmology research themes were identified from the JLA report. They were allocated to five Clinical Study Groups of diverse stakeholders who reviewed the top 10 research priorities for each theme. Using an online survey (April 2021-February 2023), respondents were invited to complete one or more of nine subspecialty surveys. Respondents indicated which of the research questions they considered important and subsequently ranked them. In total, 2240 people responded to the survey (mean age, 59.3 years), from across the UK. 68.1% were female. 68.2% were patients, 22.3% healthcare professionals or vision researchers, 7.1% carers, and 2.1% were charity support workers. Highest ranked questions by subspecialty: Cataract (prevention), Cornea (improving microbial keratitis treatment), Optometric (impact of integration of ophthalmic primary and secondary care via community optometric care pathways), Refractive (factors influencing development and/or progression of refractive error), Childhood onset (improving early detection of visual disorders), Glaucoma (effective and improved treatments), Neuro-ophthalmology (improvements in prevention, diagnosis and treatment of neurodegeneration affecting vision), Retina (improving prevention, diagnosis and treatment of dry age-related macular degeneration), Uveitis (effective treatments for ocular and orbital inflammatory diseases). A decade after the initial PSP, the results refocus the most important research questions for each subspecialty, and prime targeted research proposals within Ophthalmology, a chronically underfunded specialty given the substantial burden of disability caused by eye disease. [Abstract copyright: © 2024. The Author(s).

The COVID-19 Vaccine Communication Handbook. A practical guide for improving vaccine communication and fighting misinformation

This handbook is for journalists, doctors, nurses, policy makers, researchers, teachers, students, parents – in short, it’s for everyone who wants to know more about the COVID-19 vaccines, how to talk to others about them, how to challenge misinformation about the vaccines. This handbook is self-contained but additionally provides access to a “wiki” of more detailed information

Erratum to: Methods for evaluating medical tests and biomarkers

[This corrects the article DOI: 10.1186/s41512-016-0001-y.]