bluuebunny/crossref_metadata_2025 huggingface dataset:
Incorporating Information From Replications Into Bayesian Surrogate Models
Authors: Pacheco Jorge E. , Amon Cristina H. , Finger Susan
Published: June 2018

In some design domains, particularly rapidly evolving domains such as tissue engineering, analytical representations of the system do not exist. In these domains, the design process can be facilitated by the development of surrogate models that provide an understanding of the interactions of parameters and their influence on system performance, even though the models do not explain the underlying phenomena. Often, physical experiments are the only method for obtaining information about such systems. In particular, in bioengineering design domains, experiments are expensive and must be replicated to account for biological variability. Surrogate models can reduce the number of experiments needed and increase the value of the information gained through experimentation. In this paper, we present a framework for incorporating information from replications (repeated experiments) into Bayesian surrogate models. Within this framework, we develop uncertainty measurements for the prediction of the surrogate model. We illustrate the framework with two test cases using analytical functions. We then present a biomedical example used in the design of scaffold materials for the regeneration of bone tissue to show the use of Bayesian surrogates in exploratory design.
A revision of the Pteridopodinae (Acari: Parasitengonina: Chyzeriidae) with the description of a new genus from South Spain and key to the Pteridopodinae
Authors: Mayoral Jaime , Welbourn W.C. , Barranco Pablo
Published: June 2018

The subfamily Pteridopodinae (Chyzeriidae) is reviewed and an updated diagnosis is provided for the family and the subfamily. A new genus, Iberochyzeria gen. nov., is described from mites parasitizing Orthoptera (Acrididae) in southern Spain. In addition, a list of species and a diagnosis for the larvae and postlarval instars are provided for each genus of the subfamily, as well as comments about their taxonomic status. Napassenia Haitlinger, 1999 is synonymized with Parawenhoekia Paoli 1937. A key to the species of Pteridopodinae is presented.
Reconstruction of articulatory movements during neutral speech from those during whispered speech
Authors: G. Nisha Meenakshi , Ghosh Prasanta Kumar
Published: June 2018

A transformation function (TF) that reconstructs neutral speech articulatory trajectories (NATs) from whispered speech articulatory trajectories (WATs) is investigated, such that the dynamic time warped (DTW) distance between the transformed whispered and the original neutral articulatory movements is minimized. Three candidate TFs are considered: an affine function with a diagonal matrix (Ad) which reconstructs one NAT from the corresponding WAT, an affine function with a full matrix (Af) and a deep neural network (DNN) based nonlinear function which reconstruct each NAT from all WATs. Experiments reveal that the transformation could be approximated well by Af, since it generalizes better across subjects and achieves the least DTW distance of 5.20 (±1.27) mm (on average), with an improvement of 7.47%, 4.76%, and 7.64% (relative) compared to that with Ad, DNN, and the best baseline scheme, respectively. Further analysis to understand the differences in neutral and whispered articulation reveals that the whispered articulators exhibit exaggerated movements in order to reconstruct the lip movements during neutral speech. It is also observed that among the articulators considered in the study, the tongue exhibits a higher precision and stability while whispering, implying that subjects control their tongue movements carefully in order to render an intelligible whispered speech.
Acoustic scattering from a cylindrical shell with an internal rigid plate: Analysis and experiment
Authors: Tong Yunzhe , Fan Jun , Wang Bin
Published: June 2018

The sound scattering from a fluid-loaded stiffened cylindrical shell at normal incidence is studied by theoretical and experimental approaches. The cylindrical shell is reinforced by an internal longitudinal rigid plate attached to the shell along the axial direction. The backscattered sound is analyzed via the frequency-angle spectra. By studying the generation, propagation, and radiation of the waves, the authors found that the dominant features in the frequency-angle spectra can be explained by the resonance of the shell and the interaction between the scattered and radiation waves. The most significant effect of the internal plate is the radiation of the subsonic a0 waves caused by the attachments of the internal plate. Furthermore, simple formulas are given to predict the interference fringes in the frequency-angle spectra due to the interference between the specular reflection and the scattering from the shell structure response.
Impact of Litigation on Compliance With California Physical Education Laws in Elementary Schools
Authors: Thompson Hannah R. , Singh Bhaani K. , Reed Annie , García Robert , Lounsbery Monica , Winig Benjamin D. , Madsen Kristine A.
Published: June 2018

Background: School physical education (PE) is one of the most effective public health tools to increase youth physical activity, yet compliance with PE mandates is low. In an effort to ensure adherence to state PE law, a 2013 lawsuit was filed against 37 California school districts that were found to be noncompliant. This study sought to assess school personnel’s perceptions of the lawsuit’s impact on PE mandate compliance, understand barriers and facilitators to lawsuit compliance, and identify potential unintended consequences of the lawsuit.Methods: Phone interviews (n = 97) were conducted with personnel in districts/schools that were parties to the lawsuit and in matched control districts/schools that were not parties to the lawsuit.Results: Interviewees reported that PE minutes increased in schools that were parties to the lawsuit, primarily due to settlement requirements mandating PE tracking and reporting, thereby increasing accountability for PE. Time lost on paperwork was the most often cited barrier to compliance. Unwillingness to participate in PE-related research for fear of incrimination was the primary unintended consequence.Conclusions: When existing PE minute laws are not implemented or enforced, greater accountability is needed. In this case, litigation appears to be an effective accountability mechanism to increase compliance with law.
Corporate control and global governance of marine genetic resources
Authors: Blasiak Robert , Jouffray Jean-Baptiste , Wabnitz Colette C. C. , Sundström Emma , Österblom Henrik
Published: June 2018

One corporation has registered 47% of all patented marine genetic sequences.
The growth of lithospheric diamonds
Authors: Bureau Hélène , Remusat Laurent , Esteve Imène , Pinti Daniele L. , Cartigny Pierre
Published: June 2018

The different habits of lithospheric diamonds are formed from the same fluids, from redox reactions at isotopic equilibrium.
The economics of fishing the high seas
Authors: Sala Enric , Mayorga Juan , Costello Christopher , Kroodsma David , Palomares Maria L. D. , Pauly Daniel , Sumaila U. Rashid , Zeller Dirk
Published: June 2018

Much of the economic profitability of fishing the high seas is dependent on government subsidies.
The antiprotease SPINK7 serves as an inhibitory checkpoint for esophageal epithelial inflammatory responses
Authors: Azouz Nurit P. , Ynga-Durand Mario A. , Caldwell Julie M. , Jain Ayushi , Rochman Mark , Fischesser Demetria M. , Ray Leanne M. , Bedard Mary C. , Mingler Melissa K. , Forney Carmy , Eilerman Matthew , Kuhl Jonathan T. , He Hua , Biagini Myers Jocelyn M. , Mukkada Vincent A. , Putnam Philip E. , Khurana Hershey Gurjit K. , Kottyan Leah C. , Wen Ting , Martin Lisa J. , Rothenberg Marc E.
Published: June 2018

Loss of esophageal SPINK7 unleashes protease activity, impairs barrier function, and induces proinflammatory responses.
Acute and chronic neurological consequences of early-life Zika virus infection in mice
Authors: Nem de Oliveira Souza Isis , Frost Paula S. , França Julia V. , Nascimento-Viana Jéssica B. , Neris Rômulo L. S. , Freitas Leandro , Pinheiro Daniel J. L. L. , Nogueira Clara O. , Neves Gilda , Chimelli Leila , De Felice Fernanda G. , Cavalheiro Ésper A. , Ferreira Sergio T. , Assunção-Miranda Iranaia , Figueiredo Claudia P. , Da Poian Andrea T. , Clarke Julia R.
Published: June 2018

Infection by Zika virus triggers epileptic seizures in newborn mice and leads to viral persistence in the brain and behavioral deficits in adulthood.
Anchor peptide captures, targets, and loads exosomes of diverse origins for diagnostics and therapy
Authors: Gao Xianjun , Ran Ning , Dong Xue , Zuo Bingfeng , Yang Rong , Zhou Qibing , Moulton Hong M. , Seow Yiqi , Yin HaiFang
Published: June 2018

An exosomal anchor peptide enables targeting, drug loading, and capture of exosomes from diverse origins and targets oligonucleotides to muscle in mdx mice.
Neural stem cell therapy: A case of identity
Authors: Andreae Laura C.
Published: June 2018

Human pluripotent stem cell–derived neurons with visual cortex identity show circuit-specific integration into lesioned mouse visual cortex but not lesioned motor cortex.
Baited nanotraps for safer chemotherapy
Authors: Au Sam H.
Published: June 2018

Gold nanocage-oligonucleotide composites sequester cytoplasmic doxorubicin to protect noncancerous liver cells from chemotherapy-induced cytotoxicity.
Correcting COMPASS dysfunction in cancer
Authors: Zhang Qing
Published: June 2018

An EZH2 inhibitor can be potentially used as an effective therapy for cancers with COMPASS-component mutations.
Complete Genome Sequence of Listeria monocytogenes DFPST0073, Isolated from Imported Mexican Soft Cheese
Authors: Salazar Joelle K. , Gonsalves Lauren J. , Schill Kristin M. , Sanchez Leon Maria , Anderson Nathan , Keller Susanne E.
Published: June 2018

The genome of
Listeria monocytogenes
strain DFPST0073, isolated from imported fresh Mexican soft cheese in 2003, was sequenced using the Illumina MiSeq platform. Reads were assembled using SPAdes, and genome annotation was performed using the NCBI Prokaryotic Genome Annotation Pipeline.
McSpoligotyping, a One-Step Melting Curve Analysis-Based Protocol for Spoligotyping of Mycobacterium tuberculosis
Authors: Zeng Xiaohong , Xu Ye , Zhou Yang , Li Hui , Zheng Rongrong , Tan Yaoju , Sun Bingqi , Zhao Yanlin , Li Qingge
Published: June 2018

The direct repeat (DR) region in the
Mycobacterium tuberculosis
(MTB) genome is composed of highly polymorphic direct variant repeats, which are the basis of spacer oligonucleotide typing (spoligotyping) to study the population structure and epidemiology of
M. tuberculosis
. However, the membrane hybridization-based detection format requires various post-PCR manipulations and is prone to carryover contamination, restricting its wide use in high-TB-burden and resource-limited countries.
First Year Course-Based Undergraduate Research Experience (CURE) Using the CRISPR/Cas9 Genome Engineering Technology in Zebrafish
Authors: Bhatt Jay M. , Challa Anil Kumar
Published: June 2018

Genetic analysis in model systems can provide a rich context for conceptual understanding of gene structure, regulation, and function. With an intent to create a rich learning experience in molecular genetics, we developed a semester-long course-based undergraduate research experience (CURE) using the CRISPR-Cas9 gene editing system to disrupt specific genes in the zebrafish. The course was offered to freshman students; nine students worked in four groups (two to three members per group) to design, synthesize, and test the nuclease activity of the CRISPR (Clustered Regularly Interspaced Short Palindromic Repeats)/sgRNAs for targeted disruption of specific genes in the zebrafish. Each group worked with a gene with an already known mutant phenotype that can be visually scored and a gene that had not been studied in zebrafish previously. Embedded in the course were a series of workshop-styled units or tutorials, including tours to core facilities. The focus was on introducing and developing skills that could be accommodated within the span of a semester. Each group successfully cloned at least one plasmid-encoding CRISPR/sgRNA template, visually analyzed injected embryos, and performed genotyping assays to detect CRISPR-Cas9 activity. In-class discussions, a final end-of-semester written test, and group oral presentations were assessed for an understanding of the CRISPR-Cas9 system, application of the CRISPR-Cas9 system as a gene manipulation tool, and experimental methods used to create plasmid vectors and synthesize sgRNA. In addition, poster presentations were evaluated by faculty, graduate students, and senior undergraduate students at a University research exposition. Self-reflections in the form of group conversations were video recorded. All students (9/9) distinctly showed learning gains after completing the activity, but the extent of the gains was variable, as seen from results of a written test and poster presentation assessment. Qualitative analysis of evaluations and self-reporting data indicated several gains, suggesting that all students found many aspects of the CURE valuable and gained project-specific (conceptual) and transferrable skills (science process and science identity).
Curricular Activities that Promote Metacognitive Skills Impact Lower-Performing Students in an Introductory Biology Course
Authors: Dang Nathan V. , Chiang Jacob C. , Brown Heather M. , McDonald Kelly K.
Published: June 2018

This study explores the impacts of repeated curricular activities designed to promote metacognitive skills development and academic achievement on students in an introductory biology course. Prior to this study, the course curriculum was enhanced with pre-assignments containing comprehension monitoring and self-evaluation questions, exam review assignments with reflective questions related to study habits, and an optional opportunity for students to explore metacognition and deep versus surface learning. We used a mixed-methods study design and collected data over two semesters. Self-evaluation, a component of metacognition, was measured via exam score postdictions, in which students estimated their exam scores after completing their exam. Metacognitive awareness was assessed using the Metacognitive Awareness Inventory (MAI) and a reflective essay designed to gauge students’ perceptions of their metacognitive skills and study habits. In both semesters, more students over-predicted their Exam 1 scores than under-predicted, and statistical tests revealed significantly lower mean exam scores for the over-predictors. By Exam 3, under-predictors still scored significantly higher on the exam, but they outnumbered the over-predictors. Lower-performing students also displayed a significant increase in exam postdiction accuracy by Exam 3. While there was no significant difference in students’ MAI scores from the beginning to the end of the semester, qualitative analysis of reflective essays indicated that students benefitted from the assignments and could articulate clear action plans to improve their learning and performance. Our findings suggest that assignments designed to promote metacognition can have an impact on students over the course of one semester and may provide the greatest benefits to lower-performing students.
Learning to Write Like a Scientist: A Writing-Intensive Course for Microbiology/Health Science Students
Authors: Grzyb Kimi , Snyder Wesley , Field Katharine G.
Published: June 2018

Learning the tools and conventions of expert communication in the sciences provides multiple benefits to bioscience students, yet often these skills are not formally taught. To address this need, we designed a writing-intensive microbiology course on emerging infectious diseases to provide upper-division students with science-specific writing skills along with disciplinary course content. The course followed the guidelines of our university’s Writing Intensive Curriculum (WIC) program. Students wrote a press release, a case study, a controversy/position paper, and a grant prospectus, and revised drafts after feedback. To assess the course, in 2015 and 2016 we administered pre-post surveys and collected writing samples for analysis. Students reported on their experience, training, skills, and knowledge before taking the course. They then rated the extent to which the assignments, lectures, in-class activities, and writing activities contributed to their attainment of the learning outcomes of the course. Students entering the class were inexperienced in tools of science writing and the specific genres covered by the class. Their confidence levels rose in both skills and knowledge. Feedback from instructors was cited as most helpful in the majority of the areas where students reported the most gains. The survey provided evidence that discipline-specific knowledge had been acquired through writing activities. Teaching science writing by allowing the students to write “fiction” (e.g., a case report about a fictional patient) was effective in maintaining a high level of interest, both in learning the conventions of the genre and in seeking out detailed information about emerging infectious diseases. Both the course structure and the specific assignments would be useful at other institutions to teach science writing.
Students “Tackle” Quantitative Literacy in their Science Communication with Real-World Football Activity
Authors: Adler Jacob J.
Published: June 2018

Undergraduate introductory biology students struggle when communicating quantitative data. This activity provides students with a real-world research experience to improve their quantitative literacy in science communication. Students were provided with a national sports media report that described a professional football athlete requiring 9,000 calories daily. Students were then asked to determine whether, based on their own research and calculations, the reporter had correctly calculated the total calories coming from the reported foods. Students discovered that their different sources of caloric information provided very different (albeit accurate) calculated totals, ranging from 6,000 to 11,000 calories. Importantly, the students generated professional letters outlining their calculated differences and sent them to the sports reporter. The professional letters to the reporter were assessed via rubric for accuracy of calculations, appropriate research evidence, professionalism, and readability for a nonexpert. A majority of the students provided accurate calculations; however, students scored lower on their professional writing skills, ability to cite appropriate research evidence, and readability for a nonexpert. Additionally, summative quantitative problems were individually completed and assessed, and activity cohorts achieved significantly higher on these problems compared with the non-activity cohort. Finally, surveyed students indicated that the activity helped prepare them for quantitative problems on the summative exam and helped them identify major course learning objectives. In conclusion, given an authentic research activity, students can take ownership of their learning and practice their communication to the general public about quantitative scientific information.
Microbiologists’ Public Engagement Views and Behaviors
Authors: Dudo Anthony , Besley John , Kahlor Lee Ann , Koh Hyeseung , Copple Jacob , Yuan Shupei
Published: June 2018

In this study, we present results from an extensive survey of US-based microbiologists (adults) to explore these scientists’ perceptions and behaviors related to communicating their research. Specifically, we explored the frequency with which microbiologists engage in public communication, how they evaluate their public communication experiences, and the factors associated with their willingness to engage in face-to-face and online public communication in the future. Data from a multi-wave online survey suggest that microbiologists (N = 903) are somewhat frequent communicators who derive great value from their outreach efforts. The results further suggest that social and psychological drivers of future intentions to engage with the public are consistent with the Theory of Planned Behavior (TPB). Specifically, microbiologists with more positive attitudes toward engagement were more willing to partake in direct and online communication activities. Similarly, microbiologists who believe they possess communication skills are more willing than their less efficacious colleagues to do either type of outreach. Our results also indicate that more-senior and more-active researchers are more willing to participate in direct and online engagement. Implications for communication training are discussed.
Engaging in the Publication Process Improves Perceptions of Scientific Communication, Critique, and Career Skills Among Graduate Students
Authors: Johnson Elizabeth A. , Fankhauser Sarah C.
Published: June 2018

Reading and critiquing primary scientific literature is an important skill for graduate students, as reviewing literature is critical to advancing science. Prior research indicates that graduate students lack understanding of effective communication as well as basic experimental design, but also that graduate students are capable of growth in their experimental design abilities when given proper opportunities. TheJournal of Emerging Investigators (JEI)provides graduate students with the opportunity to review and edit original research papers submitted by middle and high school student-authors. The purpose of this project was to determine whether participation in the primary literature process throughJEIeffectively aids in developing graduate students’ perceived abilities in the domains of communication, scientific critique, and career preparation. A 12-question survey was distributed using SurveyMonkey to 215JEIreviewers and editors. Editors, whose role involves the synthesis of feedback from multiple reviewers and interaction with papers in their earliest stages, perceived that they benefited more than did reviewers in every domain assessed by the survey. Perceived impact on critiquing skills was only rated more highly by reviewers than by editors once the graduate students in question had reviewed 10 or more papers. The results of this research suggest that graduate students should participate early and often in the reading and reviewing of primary literature; furthermore, the study of flawed science writing can help to improve experimental design, critique, and science communication skills.
Fostering Conversation about Synthetic Biology Between Publics and Scientists: A Comparison of Approaches and Outcomes
Authors: Todd Katie , Haupt Gretchen , Kollmann Elizabeth Kunz , Pfeifle Sarah
Published: June 2018

Public engagement with science (PES) is an emerging outreach method that builds trust between scientists and public audiences by encouraging two-way conversations and mutual learning about science content and societal values. Building with Biology, a PES initiative focused on synthetic biology, distributed 182 kits with two types of products to informal science education institutions across the United States: 1) hands-on activities for public events, and 2) materials to run public dialogue programs, called forums. This article compares the interest levels, perceived value, and learning of public participants at these events and forums. Forum participants reported slightly higher levels of increased interest in future activities related to PES and synthetic biology; valued aspects of interpersonal interactions central to dialogue-based programming; and described learning about societal decision-making around synthetic biology. Event participants valued enjoyment and access to content and reported slightly larger learning gains. The current study may help program coordinators and educators thoughtfully select a PES product type that promotes outcomes aligned with their goals: events featuring hands-on activities may support greater understanding of scientific relevance, and forum programs might encourage learning and behavior that leads to deliberative processes.
Using a Mobile Laboratory to Promote College-Level Outreach and Graduate Student Engagement in Precollege STEM Literacy
Authors: Irizarry-Barreto Patricia , Coletta Susan , Scott Kathleen
Published: June 2018

This article presents a case study about the impact that our mobile laboratory, the Rutgers Science Explorer bus, has had on the professional development of graduate students and content enrichment for the middle school communities in the state of New Jersey.
Investigating Undergraduates’ Perceptions of Science in Courses Taught Using the CREATE Strategy
Authors: Hoskins Sally G. , Gottesman Alan J.
Published: June 2018

Many science educators agree that 21
st
century students need to develop mature scientific thinking skills. Unsurprisingly, students’ and experts’ perceptions about the nature of scientific knowledge differ. Moreover, students’ naïve and entrenched epistemologies can preclude their development toward “thinking like scientists.” Novel teaching approaches that guide students toward more mature perceptions may be needed to support their development of scientific thinking skills. To address such issues, physics educators developed the Colorado Learning Attitudes About Science Survey (CLASS), subsequently adapted for chemistry and biology. These surveys are “designed to compare novice and expert perceptions about the content and structure of a specific discipline; the source of knowledge about that discipline, including connection of the discipline to the real world; and problem-solving approaches” (Semsar
et al.
, CBE Life Sci. Educ. 10:268–278; p 269). We used CLASS-Bio to track students’ perceptions of science in separate first-year and upper-level CREATE (Consider, Read, Elucidate hypotheses, Analyze and interpret the data, Think of the next Experiment) electives, hypothesizing that perceptions would become significantly more expert-like across a semester. Both first-year and upper-level cohorts made significant expert-like shifts. Students also made significant critical thinking gains in CREATE courses. Our findings of more mature, expert-like perceptions of science post-course contrast with those of previous studies, where students’ thinking became significantly less expert-like across a term of introductory instruction and changed little in upper-level biology electives. Augmenting traditional biology curricula with CREATE courses could be an economical way to help undergraduates develop more mature views of science.
Enhancing Scientific Communication Through an Undergraduate Biology and Journalism Partnership
Authors: Schwingel Johanna M.
Published: June 2018

Scientific terminology presents an obstacle to effective communication with nonscientific audiences. To overcome this obstacle, biology majors in a general microbiology elective completed a project involving two different audiences: a scientific audience of their peers and a general, nonscientific audience. First, students presented an overview of a primary research paper and the significance of its findings to a general, nonscientific audience in an elevator-type talk. This was followed by a peer interview with a student in a journalism course, in which the biology students needed to comprehend the article to effectively communicate it to the journalism students, and the journalism students needed to ask questions about an unfamiliar, technical topic. Next, the biology students wrote a summary of their article for a scientific audience. Finally, the students presented a figure from the article to their peers in a scientific, Bio-Minute format. The biology-journalism partnership allowed biology students to develop their ability to communicate scientific information and journalism students their ability to ask appropriate questions and establish a base of knowledge from which to write.
Mass Spectrometry as a Tool to Enhance “-omics” Education
Authors: Wolyniak Michael J. , Reyna Nathan S. , Plymale Ruth , Pope Welkin H. , Westholm Daniel E.
Published: June 2018

The rise of "-omics" related technologies makes it essential for students to have experience working with large bioinformatics data sets. Although”-omic” datasets are complex and abstract, effective instruction can be improved when students see the direct connections between the data on a computer screen and the results of "wet lab" experimentation. Here we describe the use of protein mass spectrometry as a means for students to gain experience in connecting bioinformatic data with work done at the lab bench. Course-based Research Experiences (CREs) based on these techniques are accessible to institutions of all types as a result of rapidly declining costs for whole genome and proteome analysis. Our implementation is within a CRE based on viral infection of a bacterial host; however, this basic paradigm may be applied to other experimental systems of interest.
Building and Breaking the Cell Wall in Four Acts: A Kinesthetic and Tactile Role-Playing Exercise for Teaching Beta-Lactam Antibiotic Mechanism of Action and Resistance
Authors: Popovich John , Stephens Michelle , Celaya Holly , Suwarno Serena , Barclay Shizuka , Yee Emily , Dean David A. , Farris Megan , Haydel Shelley E.
Published: June 2018

“Building and breaking the cell wall” is designed to review the bacterial cell envelope, previously learned in lower-division biology classes, while introducing new topics such as antibiotics and bacterial antibiotic resistance mechanisms. We developed a kinesthetic and tactile modeling activity where students act as cellular components and construct the cell wall. In the first two acts, students model a portion of the gram-positive bacterial cell envelope and then demonstrate in detail how the peptidoglycan is formed. Act III involves student demonstration of the addition of β-lactam antibiotics to the environment and how they inhibit the formation of peptidoglycan, thereby preventing bacterial replication. Using
Staphylococcus aureus
as a model for gram-positive bacteria, students finish the activity (Act IV) by acting out how
S. aureus
often becomes resistant to β-lactam antibiotics. A high level of student engagement was observed, and the activity received positive feedback. In an assessment administered prior to and two months after the activity, significant improvements in scores were observed (
p
< 0.0001), demonstrating increased understanding and retention. This activity allows students to (i) visualize, role play, and kinesthetically “build” the cell envelope and form the peptidoglycan layer, (ii) understand the mechanism of action for β-lactam antibiotics, as well as how gene acquisition and protein changes result in resistance, and (iii) work cooperatively and actively to promote long-term retention of the subject material.
Encouraging Science Communication through Deliberative Pedagogy: A Study of a Gene Editing Deliberation in a Nonmajors Biology Course
Authors: Mehltretter Drury Sara A. , Bost Anne Gibson , Wysocki Laura M. , Ingram Amanda L.
Published: June 2018

Deliberative pedagogy encourages productive science communication and learning through engagement and discussion of socio-scientific issues (SSI). This article examines a two-day deliberation module on gene editing that took place in an introductory nonmajors biology course, furthering research on integrating deliberative discussion into the biology classroom. The results demonstrate the benefits of a single, episodic deliberation in the classroom, which can positively encourage active discussion and critical awareness of connections between biology and real-world issues, thus contributing to the development of scientific citizenship. Additionally, the findings show that gene editing is an apt SSI topic for the deliberative process because it encourages productive communication practices of scientific citizenship, including discussion, perspective taking, questioning, and consideration of different types of evidence when coming to a decision.
Building a Partnership with a Campus Communication Center
Authors: Beason-Abmayr Beth , Wilson Jennifer Shade
Published: June 2018

Although abundant evidence in STEM education literature emphasizes the incorporation of both primary literature analysis and communication of science into the undergraduate classroom, biology educators are rarely given the necessary support to teach students how to present scientific data from primary literature. Consequently, students often receive limited training in this valuable skill. We report on a collaboration between a biosciences instructor and communication center director who together designed a workshop to teach undergraduate students in a laboratory course to present material from primary literature sources. The workshop taught content selection, slide design, and oral delivery skills using authentic, content-based materials and student models. Following the introduction of this workshop into the course, student performance on the presentations, including their apparent understanding of scientific concepts, improved noticeably. Establishing partnerships such as this one can improve the efforts of biology educators to teach effective science communication to our students.
Communicating Science through Editorial Cartoons in Microbiology Classrooms
Authors: dela Cruz Thomas Edison E. , Aril-dela Cruz Jeane V.
Published: June 2018

The use of graphical illustration in lecture presentations can make a seemingly boring lesson more attractive and enticing to students. Creating science-themed illustrations and science-based narratives can also lead to creative and critical thinking among students. We used writing editorials and creating editorial cartoons as a learning activity to promote critical thinking and creative skills that are essential in communicating scientific information. This activity can be used with a range of audiences, at various educational levels and in basic to advanced courses.
Science and Politics in the Polio Vaccination Debate on Facebook: A Mixed-Methods Approach to Public Engagement in a Science-Based Dialogue
Authors: Orr Daniela , Baram-Tsabari Ayelet
Published: June 2018

This study examines the ways in which the public discusses and debates the scientific issue of vaccinations in the online social media environment of Facebook. We apply a mixed-methods approach, where a qualitative analysis is combined with a quantitative analysis of the characteristics of the debate on polio vaccinations in a Facebook group dedicated to parental and professional dialogue. The qualitative analysis suggested that dialogue became more political than scientific overall, yet the quantitative analysis showed that the discussants did not abandon the scientific nature of the issue at hand.
Poster Development and Presentation to Improve Scientific Inquiry and Broaden Effective Scientific Communication Skills
Authors: Rauschenbach Ines , Keddis Ramaydalis , Davis Diane
Published: June 2018

We have redesigned a tried-and-true laboratory exercise into an inquiry-based team activity exploring microbial growth control, and implemented this activity as the basis for preparing a scientific poster in a large, multi-section laboratory course. Spanning most of the semester, this project culminates in a poster presentation of data generated from a student-designed experiment. Students use and apply the scientific method and improve written and verbal communication skills. The guided inquiry format of this exercise provides the opportunity for student collaboration through cooperative learning. For each learning objective, a percentage score was tabulated (learning objective score = points awarded/total possible points). A score of 80% was our benchmark for achieving each objective. At least 76% of the student groups participating in this project over two semesters achieved each learning goal. Student perceptions of the project were evaluated using a survey. Nearly 90% of participating students felt they had learned a great deal in the areas of formulating a hypothesis, experimental design, and collecting and analyzing data; 72% of students felt this project had improved their scientific writing skills. In a separate survey, 84% of students who responded felt that peer review was valuable in improving their final poster submission. We designed this inquiry-based poster project to improve student scientific communication skills. This exercise is appropriate for any microbiology laboratory course whose learning outcomes include the development of scientific inquiry and literacy.
Towards an Evolutionary Perspective in Teaching and Popularizing Microbiology
Authors: de Fraga Fernando Bueno Ferreira Fonseca
Published: June 2018

Microorganisms are extremely abundant on our planet, and, as a result, they interact with many others forms of life. Today, science recognizes the essential role of these organisms in the emergence and maintenance of life on Earth. Nonetheless, misconceptions about microorganisms in the imaginations of students and the lay audience persist. A major challenge in teaching and popularizing microbiology is to provide students and the general public with a varied understanding of microbes in nature to reinforce their importance in a multitude of processes. In this perspective article, I discuss the persistence of the association between microbes and disease in laypersons’ views. Moreover, I advocate for the adoption of a perspective anchored in evolutionary biology for teaching and popularizing microbiology to minimize this problem. To do so, I present several topics that interconnect evolution and microbiology and discuss how these topics could increase the general public’s understanding of the microbial world.
Learning from History to Increase Positive Public Reception and Social Value Alignment of Evidence-Based Science Communication
Authors: Tetro Jason A.
Published: June 2018

For effective science communication, three general objectives should be taken into consideration: 1) accurate conveyance of the scientific evidence; 2) warm public reception of the communicator; and 3) alignment of the information with social values. An examination of both successful and failed science communication efforts over the course of history can reveal strategies to better meet these objectives. This article looks back at influential moments of science communication over the past two millennia in the context of the objectives and, using lessons learned from these events as a guide, introduces a five-element approach to improve the potential for attaining the objectives.
The Art of Science Communication—A Novel Approach to Science Communication Training
Authors: Greer Susanna , Alexander Hannah , Baldwin Thomas O. , Freeze Hudson H. , Thompson Morgan , Hunt Geoffrey , Snowflack Danielle R.
Published: June 2018

Effective communication is a requisite skill for scientists. However, formalized training in this area is often unavailable for members of the scientific community. As one approach to combat this problem, the American Society for Biochemistry and Molecular Biology (ASBMB) developed The Art of Science Communication, an eight-week-long online course that provides facilitated instruction on how to communicate science in an oral format. The course is offered three times a year, and as of December 2017, nearly 200 individuals from all career stages have taken part in it. The course completion rate is currently 60%, a rate three to five times as high as the average for similar Massive Open Online Courses (MOOCs). Participants have indicated that taking the course has improved their ability to communicate about their research, and that the skills and lessons learned have benefited them professionally. Moving forward, we are examining approaches that will help us improve the course and expand its reach throughout the scientific community. This article details the development of the course and examines the role and potential of such training within the larger scientific community.
Five-year visual outcomes after anti-VEGF therapy with or without photodynamic therapy for polypoidal choroidal vasculopathy
Authors: Miyata Manabu , Ooto Sotaro , Yamashiro Kenji , Tamura Hiroshi , Hata Masayuki , Ueda-Arakawa Naoko , Yoshikawa Munemitsu , Numa Shogo , Tsujikawa Akitaka
Published: June 2018

Background/aims

To evaluate the 5-year visual and anatomical outcomes after anti-vascular endothelial growth factor (VEGF) therapy alone or in combination with photodynamic therapy (PDT), followed by pro re nata (PRN) anti-VEGF therapy with or without PDT, for polypoidal choroidal vasculopathy (PCV).

Methods

This retrospective, observational study included 61 consecutive patients with treatment-naïve symptomatic PCV who were followed for 5 years. Twenty eyes (20 patients) initially received PDT and intravitreal injection of ranibizumab (IVR), followed by a PRN regimen of anti-VEGF therapy with or without PDT (combination group), while 41 eyes (41 patients) initially received only IVR every 3 months, followed by a PRN regimen of anti-VEGF monotherapy (IVR group). Macular atrophy including the fovea was confirmed using colour fundus photography and spectral-domain optical coherence tomography.

Results

In both groups, the visual acuity (VA) at 1 year was better than the baseline VA, whereas the 3-year, 4-year and 5-year VA values were similar to the baseline VA. There was no significant difference in the 5-year VA, 5-year central retinal thickness and incidence of macular atrophy between the two groups (p=0.63, 0.72 and 0.06, respectively). In the combination group, the 5-year VA was correlated with the 5-year incidence of macular atrophy (p=0.02, r=0.51).

Conclusions

A PRN regimen for PCV may have a limited effect for the long-term maintenance of improved VA. Macular atrophy may occur more frequently with combination therapy and is possibly associated with the 5-year VA. Thus, combination therapy should be carefully selected for patients susceptible to macular atrophy.
Banking for health: opportunities in cooperation between banking and health applying innovation from other sectors
Authors: Kickbusch Ilona , Krech Rüdiger , Franz Christian , Wells Nadya
Published: June 2018

The annual funding need for global health SDG targets is estimated by WHO at US$134 billion per year, rising to US$274-$371bn by 2030. This paper examines the challenge of making sustainable investment structures in global health more attractive for mainstream financial markets. The objective is a framework for targeted future debate with financial sector actors. Four case studies of innovative sustainable investment mechanisms are analysed, elaborating potential transfer of green and impact investment models in order to channel additional private sector funds to health. To increase private sector involvement, profit must accrue to providers of finance. The paper shows how health criteria can be incorporated into structures, which create triple bottom line return opportunities. Health infrastructure projects based on risk sharing models with governments or multilateral agencies could use long-term funding, with better credit ratings and lower cost of capital. Outcomes based investment, similar to green or social impact bonds, with third-party certification of measurable health impact, satisfy the private sector need for return with social interest objectives. Responsible investment could expand by adding a ‘health’ (H) criterion to the Environmental, Social and Governance (ESG) framework, implementing ESG+H for mainstream investment screening. These models are scalable, satisfy the need to dedicate funds to health and incorporate consistent critical success metrics. The conclusion finds that strong legal frameworks and exploration of fiscal incentives will be critical next steps to facilitate scaling up and broadening of interest from private sector financial actors. The impact these investments have on overall population health is a positive externality of sustainable global health investment.
Exploring visitation at rivers to understand drowning risk
Authors: Peden Amy E , Franklin Richard C , Leggat Peter A
Published: June 2018

Introduction

Globally, rivers are a common drowning location. In Australia, rivers are the leading location for fatal drowning. Limited information exists on exposure and impact on river drowning risk.

Methods

Australian unintentional fatal river drowning data (sourced from coronial records) and nationally representative survey data on river visitation were used to estimate river drowning risk based on exposure for adults (18 years and older). Differences in river drowning rates per 100 000 (population and exposed population) were examined by sex, age group, activity prior to drowning, alcohol presence and watercraft usage.

Results

Between 1 January 2014 and 31 December 2016, 151 people drowned in Australian rivers; 86% male and 40% aged 18–34 years. Of survey respondents, 73% had visited a river within the last 12 months. After adjusting for exposure: males were 7.6 times more likely to drown at rivers; female drowning rate increased by 50% (0.06–0.09 per 100 000); males aged 75+ years and females aged 55–74 years were at highest risk of river drowning; and swimming and recreating pose a high risk to both males and females. After adjusting for exposure, males were more likely to drown with alcohol present (RR=8.5; 95% CI 2.6 to 27.4) and in a watercraft-related incident (RR=25.5; 95% CI 3.5 to 186.9).

Conclusions

Calculating exposure for river drowning is challenging due to diverse usage, time spent and number of visits. While males were more likely to drown, the differences between males and females narrow after adjusting for exposure. This is an important factor to consider when designing and implementing drowning prevention strategies to effectively target those at risk.
Establishing the role of PLVAP in protein-losing enteropathy: a homozygous missense variant leads to an attenuated phenotype
Authors: Kurolap Alina , Eshach-Adiv Orly , Gonzaga-Jauregui Claudia , Dolnikov Katya , Mory Adi , Paperna Tamar , Hershkovitz Tova , Overton John D , Kaplan Marielle , Glaser Fabian , Zohar Yaniv , Shuldiner Alan R , Berger Gidon , Baris Hagit N
Published: June 2018

Background

Intestinal integrity is essential for proper nutrient absorption and tissue homeostasis, with damage leading to enteric protein loss, that is, protein-losing enteropathy (PLE). Recently, homozygous nonsense variants in the plasmalemma vesicle-associated protein gene (PLVAP) were reported in two patients with severe congenital PLE. PLVAP is the building block of endothelial cell (EC) fenestral diaphragms; its importance in barrier function is supported by mouse models of Plvap deficiency.

Objective

To genetically diagnose two first-degree cousins once removed, who presented with PLE at ages 22 and 2.5 years.

Methods

Family-based whole exome sequencing was performed based on an autosomal recessive inheritance model. In silico analyses were used to predict variant impact on protein structure and function.

Results

We identified a rare homozygous variant (NM_031310.2:c.101T>C;p.Leu34Pro) in PLVAP, which co-segregated with the disease. Leu34 is predicted to be located in a highly conserved, hydrophobic, α-helical region within the protein’s transmembrane domain, suggesting Leu34Pro is likely to disrupt protein function and/or structure. Electron microscopy and PLVAP immunohistochemistry demonstrated apparently normal diaphragm morphology, predicted to be functionally affected.

Conclusions

Biallelic missense variants in PLVAP can cause an attenuated form of the PLE and hypertriglyceridaemia syndrome. Our findings support the role of PLVAP in the pathophysiology of PLE, expand the phenotypic and mutation spectrums and underscore PLVAP’s importance in EC barrier function in the gut.