Infrastructure Redesign and Instructional Reform in Mathematics: Formal Structure and Teacher Leadership

Designing infrastructures to support instruction remains a challenge in educational reform. This article reports on a study of one school system\u27s efforts to redesign its infrastructure for mathematics instruction by promoting teacher leadership. Using social network and interview data from 12 elementary schools, we explore how the district\u27s infrastructure redesign efforts were internally coherent with and built upon existing infrastructure components. We then explore relations between infrastructure and school practice as captured in the instructional advice- and information-seeking interactions among school staff, finding that teacher leaders emerged as central actors and brokers of advice and information about mathematics within and between schools. Further, changes in school advice and information networks were associated with shifts in teachers\u27 beliefs about and practices in mathematics toward inquiry-oriented approaches consistent with district curriculum. We argue that the district\u27s redesign efforts to support teacher leadership coupled district curriculum and school and classroom practice in mathematics

Complete Genome Sequences of Four Putatively Antibiotic-Producing Bacteria Isolated from Soil in Arkansas, USA

Soil bacteria can be a valuable source of antimicrobial compounds. Here, we report the complete genomes of four soil bacteria that were isolated by undergraduate microbiology students as part of a course-based research experience. These genomes were assembled using a hybrid approach combining paired-end Illumina reads with Oxford Nanopore Technologies MinION reads

Flow rate and source reservoir identification from airborne chemical sampling of the uncontrolled Elgin platform gas release

An uncontrolled gas leak from 25 March to 16 May 2012 led to evacuation of the Total Elgin well head and neighbouring drilling and production platforms in the UK North Sea. Initially the atmospheric flow rate of leaking gas and condensate was very poorly known, hampering environmental assessment and well control efforts. Six flights by the UK FAAM chemically-instrumented BAe-146 research aircraft, were used to quantify the flow rate. Where appropriate, two different methods were used to calculate the flow rate: 1. Gaussian plume fitting in the vertical and 2. Direct integration of the plume. When both methods were used, they compared within 6 % of each other and within combined errors. Data from the first flight on 30 March 2012 showed the flow rate to be 1.3 ± 0.2 kg CH4 s−1, decreasing to less than half that by the second flight on 17 April 2012. δ13CCH4 in the gas was found to be −43 ‰, implying that the gas source was unlikely to be from the main high-pressure high-temperature Elgin gas field at 5.5 km depth, but more probably from the overlying Hod Formation at 4.2 km depth. This was deemed to be smaller and more manageable than the high-pressure Elgin field and hence the response strategy was considerably simpler. The first flight was conducted within 5 days of the blowout and allowed a flow rate estimate within 48 hours of sampling, with δ13CCH4 characterisation soon thereafter, demonstrating the potential for a rapid-response capability that is widely applicable to future atmospheric emissions of environmental concern. Knowledge of the Elgin flow rate helped inform subsequent decision making. This study shows that leak assessment using appropriately designed airborne plume sampling strategies is well suited for circumstances where direct access is difficult or potentially dangerous. Measurements such as this also permit unbiased regulatory assessment of potential impact, independent of the emitting party, on timescales that can inform industry decision-makers and assist rapid response-planning by government

Flow rate and source reservoir identification from airborne chemical sampling of the uncontrolled Elgin platform gas release

An uncontrolled gas leak from 25 March to 16 May 2012 led to evacuation of the Total Elgin well head and neighbouring drilling and production platforms in the UK North Sea. Initially the atmospheric flow rate of leaking gas and condensate was very poorly known, hampering environmental assessment and well control efforts. Six flights by the UK FAAM chemically-instrumented BAe-146 research aircraft, were used to quantify the flow rate. Where appropriate, two different methods were used to calculate the flow rate: 1. Gaussian plume fitting in the vertical and 2. Direct integration of the plume. When both methods were used, they compared within 6 % of each other and within combined errors. Data from the first flight on 30 March 2012 showed the flow rate to be 1.3 ± 0.2 kg CH4 s−1, decreasing to less than half that by the second flight on 17 April 2012. δ13CCH4 in the gas was found to be −43 ‰, implying that the gas source was unlikely to be from the main high-pressure high-temperature Elgin gas field at 5.5 km depth, but more probably from the overlying Hod Formation at 4.2 km depth. This was deemed to be smaller and more manageable than the high-pressure Elgin field and hence the response strategy was considerably simpler. The first flight was conducted within 5 days of the blowout and allowed a flow rate estimate within 48 hours of sampling, with δ13CCH4 characterisation soon thereafter, demonstrating the potential for a rapid-response capability that is widely applicable to future atmospheric emissions of environmental concern. Knowledge of the Elgin flow rate helped inform subsequent decision making. This study shows that leak assessment using appropriately designed airborne plume sampling strategies is well suited for circumstances where direct access is difficult or potentially dangerous. Measurements such as this also permit unbiased regulatory assessment of potential impact, independent of the emitting party, on timescales that can inform industry decision-makers and assist rapid response-planning by government

Fifty Percent Prevalence of Extracampine Hallucinations in Parkinson’s Disease Patients

Extracampine hallucinations (EH), the sense of a presence or fleeting movement in the absence of an associated visual percept, have been reported in Parkinson’s disease (PD) patients but their prevalence, characteristics and temporal relationship to visual hallucinations (VH) remain unclear. Given that VH are predictive of cognitive impairment in PD, improved understanding of EH may have significant prognostic implications. The objective of this study was to evaluate the prevalence and characteristics of EH in a large unselected population with PD and to assess the temporal relationship between EH, VH and memory decline. Cross-sectional data were collected using a questionnaire circulated to 414 PD patients via an online patient community. Data were obtained regarding the occurrence, timing and characteristics of VH and EH and symptoms of PD, disease duration, disease severity and medication history. 50.4% of respondents reported EH and 15.5% reported VH. EH were typically experienced alongside, rather than behind, the individual (p<0.001) without clear lateralisation (p=0.438), and were more likely to be of unfamiliar presences (p<0.001). The occurrence of EH was associated with Hoehn and Yahr score (p=0.002) but not disease duration (p=0.158). EH onset was associated with VH onset (p=0.046) and occurred after the onset of anosmia (p<0.001), cognitive decline (p=0.002) and sleep disturbance (p=0.002). The reported prevalence of EH in PD patients was threefold greater than that of VH, with similar timings of onset, suggesting that EH are under-recognised and under-reported. Further work is needed to determine whether EH are predictive of cognitive decline

From corners to community:exploring medical students’ sense of belonging through co-creation in clinical learning

Background: Belonging is critical for the development and wellbeing of medical students. Belonging, particularly within a ‘relational being’ paradigm, presents a significant challenge for students, especially within clinical learning environments. Co-creation is a learning relationship in which students are actively involved in the education process. It is inherently relational and promotes belonging within higher education environments. Little is known about utilising co-creation in the curriculum, within medical education. The aim of this study was to explore medical students’ experience of co-creation of learning resources within the clinical learning environment. Methods: Following ethical approval, medical students were invited to become co-creators of a learning bulletin resource, within the paediatric acute receiving unit, at a paediatric teaching hospital. Interpretative phenomenological analysis (IPA) was used to enable an in-depth exploration of how medical students experienced co-creation within the clinical learning environment. Medical students participated in semi-structured interviews about their experience, which were transcribed verbatim and analysed using IPA. The analysis integrated individual lived experiences into an analytic summary. Results: Nine medical students participated. Three group experiential themes were identified: identity maturation; learning community and workplace integration. The support found within this co-created learning community, along with maturation of their identity, allowed the participants to experience a challenge to their existing worldview. This shift in perspective resulted in them responding and behaving in the workplace in new ways, which enabled them to belong as themselves in the clinical learning environment. These findings were situated within the developmental concept of self-authorship, as well as contributing to a new understanding of how co-creation promoted social integration. Conclusions: Co-creation enabled students to learn in a meaningful way. The relational power of co-creation, can be harnessed to deliver participatory learning experiences, within our increasingly complex healthcare environment, to support the learning, development and integration of doctors of the future.</p

From corners to community:exploring medical students’ sense of belonging through co-creation in clinical learning

Background: Belonging is critical for the development and wellbeing of medical students. Belonging, particularly within a ‘relational being’ paradigm, presents a significant challenge for students, especially within clinical learning environments. Co-creation is a learning relationship in which students are actively involved in the education process. It is inherently relational and promotes belonging within higher education environments. Little is known about utilising co-creation in the curriculum, within medical education. The aim of this study was to explore medical students’ experience of co-creation of learning resources within the clinical learning environment. Methods: Following ethical approval, medical students were invited to become co-creators of a learning bulletin resource, within the paediatric acute receiving unit, at a paediatric teaching hospital. Interpretative phenomenological analysis (IPA) was used to enable an in-depth exploration of how medical students experienced co-creation within the clinical learning environment. Medical students participated in semi-structured interviews about their experience, which were transcribed verbatim and analysed using IPA. The analysis integrated individual lived experiences into an analytic summary. Results: Nine medical students participated. Three group experiential themes were identified: identity maturation; learning community and workplace integration. The support found within this co-created learning community, along with maturation of their identity, allowed the participants to experience a challenge to their existing worldview. This shift in perspective resulted in them responding and behaving in the workplace in new ways, which enabled them to belong as themselves in the clinical learning environment. These findings were situated within the developmental concept of self-authorship, as well as contributing to a new understanding of how co-creation promoted social integration. Conclusions: Co-creation enabled students to learn in a meaningful way. The relational power of co-creation, can be harnessed to deliver participatory learning experiences, within our increasingly complex healthcare environment, to support the learning, development and integration of doctors of the future.</p

Assessing Within-Field Variation in Alfalfa Leaf Area Index Using UAV Visible Vegetation Indices

This study examines the use of leaf area index (LAI) to inform variable-rate irrigation (VRI) for irrigated alfalfa (Medicago sativa). LAI is useful for predicting zone-specific evapotranspiration (ETc). One approach toward estimating LAI is to utilize the relationship between LAI and visible vegetation indices (VVIs) using unmanned aerial vehicle (UAV) imagery. This research has three objectives: (1) to measure and describe the within-field variation in LAI and canopy height for an irrigated alfalfa field, (2) to evaluate the relationships between the alfalfa LAI and various VVIs with and without field average canopy height, and (3) to use UAV images and field average canopy height to describe the within-field variation in LAI and the potential application to VRI. The study was conducted in 2021–2022 in Rexburg, Idaho. Over the course of the study, the measured LAI varied from 0.23 m2 m−2 to 11.28 m2 m−2 and canopy height varied from 6 cm to 65 cm. There was strong spatial clustering in the measured LAI but the spatial patterns were dynamic between dates. Among eleven VVIs evaluated, the four that combined green and red wavelengths but excluded blue wavelengths showed the most promise. For all VVIs, adding average canopy height to multiple linear regression improved LAI prediction. The regression model using the modified green–red vegetation index (MGRVI) and canopy height (R2 = 0.93) was applied to describe the spatial variation in the LAI among VRI zones. There were significant (p \u3c 0.05) but not practical differences