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When museums commission green buildings, those buildings are often covered in the press. To understand the educational potential of green building press coverage, we qualitatively analyzed 96 articles about eight U.S. green science museums. We found that journalists who cover green buildings highlight green roofs, material choices, site/landscaping, and plant choices most often. Additionally, analyses showed that green building coverage catalyzed discussion of broader sustainability issues such as ecosystems, climate change, and water issues. Press coverage of sustainable architecture sets an agenda of sustainability and contributes to the larger aim of public science education.

Rationale: Mycobacterial species contain high concentrations of mycolic acids in their cell wall. Mycobacteria can pose a threat to both human health and the environment. Mass spectrometry lipidomic characterization can identify bacterial species and suggest targets for microbiological interventions. Due to the complex structures of mycolic acids and the possibility of isobaric isomers, multiple levels of separation are required for complete characterization. In this study, cyclic ion mobility (cIM) mass spectrometry (MS) was used for the analysis, separation and fragmentation of mycolic acids isomers from the bacterial species Gordonia amarae and Mycobacterium bovis. Methods: Mycolic acid isomers were interrogated from cultured G. amarae biomass and commercially available M. bovis mycolic acid extracts. These were infused into a cIM‐enabled quadrupole time‐of‐flight MS. Ions of interest were non‐simultaneously selected with the quadrupole and passed around the cyclic ion mobility device multiple times. Fragment ion analysis was then performed for the resolved isomers of the quadrupole‐selected ions. Results: Repeated passes of the cIM device successfully resolved otherwise overlapping MA isomers, allowing isomer isolation and producing an ion‐specific post‐mobility fragmentation spectrum without isomeric interference. Conclusions: Mycolic acids (MA) isomers from G. amarae and M. bovis were resolved, resulting in a high mobility resolution and low interference fragmentation analysis. These revealed varying patterns of MA isomers in the two species: G. amarae's most abundant ion of each set of MA has 1–2 conformations, while the MA + 2 m/z the most abundant ion of each set has 3–6 conformations. These were resolved after 70 passes of the cyclic device. M. bovis' most abundant ion of each keto‐MA set has 2 conformations, while the keto‐MA + 2 m/z has 1–2 conformations. These were resolved after 75 passes. [ABSTRACT FROM AUTHOR]

The choice to create or renovate museum buildings to green building standards is a growing trend for science museums. With access to green facilities comes the potential to extend informal science learning into the three-dimensional architectural environment. To examine how and if museums with green buildings interpret their buildings for the public, this study used photographs systematically taken by researchers in eight science museums across the United States. Results show that recycling, water, energy, green materials, and eco-landscaping were the top five green building themes interpreted by museums. Moreover, all museums use the passive strategy of educational signage to communicate green building themes, though several museums attempted to provide more active, hands-on learning opportunities. The analysis additionally uncovered a series of distinct strategic choices museums made concerning centralized versus decentralized displays, media types, passive versus active engagement, and targeting a range of visitor outcomes from green knowledge to behaviors. The potential for enhancing green building education in museums with certified green buildings is discussed.

Behind a Globe-inspired facade on Peachtree Street in Atlanta, Georgia, the Shakespeare Tavern Playhouse is home to the Atlanta Shakespeare Company (ASC), founded by a group of artists dedicated to [...]

Purpose: This study examines a general education, hands-on and 100 per cent online laboratory course to better understand the prospects for fostering green building literacy through experiential online education. Design/methodology/approach: The mixed-methods research design included pre- and post-course surveys (n = 42) together with semi-structured interviews mid-semester (n = 10) and four to six months postcourse (n = 5). Data were collected for two semesters. Findings: Students experienced significant increases in green building knowledge and skills, environmental sensitivity and pro-environmental behaviors from the beginning to the end of the course. Qualitative results indicate that the hands-on laboratory assignments were the primary pedagogical interventions affecting change. Interviews four to six months after the course revealed that motivation, convenience and supportiveness of the context were key factors impacting the pro-environmental behaviors that were maintained versus those that were discontinued by students when the course was over. Practical implications: This paper shares effective approaches used to deliver an online course with hands-on laboratories that lead to positive increases in sustainability knowledge and behaviors stretching beyond the semester. Originality/value: While online and experiential learning are both well-studied themes in higher education, very little empirical work examines experiential online learning, and this is particularly the case for online laboratory courses. The work here contributes to the understanding of general education online laboratories that are designed to increase knowledge and behavior change through hands-on experiential learning techniques.

Background: Despite the increasing square footage of green buildings worldwide, green building expertise remains largely in the domain of building industry professionals. However, the performance of and advocacy for green buildings would benefit from a green building literate general public. Green building education is an expanding frontier for STEM education and can create opportunities to integrate science and environmental literacies into the study of everyday environments. Few resources exist, however, to help STEM educators incorporate green building themes into the science classroom. The work here developed educational tools for connecting green buildings and science education through a multi-step process. An interdisciplinary literature review yielded a series of frameworks that were improved through two focus groups with science and environmental educators and built environment professionals. Results: The result of this process is a toolbox of conceptual frameworks for educators interested in using a systems-based approach to teach about green buildings as sites for complex interactions between human activity and Earth systems. The work here first leverages the broad definition of environmental literacy (knowledge, skills, affect, and behavior) to advance a working definition for "green building literacy." Next, major domains of green building knowledge are developed and linked to the Next Generation Science Standards. Conclusions: Green building literacy has been an ill-defined term and green building themes have not been rigorously connected to science and environmental education. The work here provides a foundation for promoting green building literacy through K-12 STEM education. The educational tools developed through this process can be used as a starting point for lesson planning to catalyze green building education in a variety of formal and informal settings.

Teaching Green Buildings (TGBs) are designed to engage building users with the sustainable features of the building and offer unique opportunities to deliver environmental education (EE) through multiple channels. This study examines three case study TGBs across the United States. We present results from a mixed-methods study involving a youth survey (n = 311), youth Photovoice project (n = 29), and focus groups and interviews with adult key informants. We sought to understand how school facility design, school culture, curriculum, and teachers as role models provide multiple channels for EE, with a particular interest in the physical built environment of these three unique schools. Basic green building knowledge and environmentally responsible behaviours were detected at all three schools. We found, however, that two of the case study schools, despite the access to TGBs, were not communicating sustainability through diverse channels, and the EE outcomes for students were disjointed and tepid. The third and most established TGB offered sustainability messaging through numerous channels and the result for students was a more holistic and connected understanding of green buildings within the larger ecological context.

Ecological literacy in the elementary classroom typically focuses on abiotic and biotic relationships, without including how human activity and ecosystems interrelate. A possible way for students to make these connections is through their school building. To that end, we examined ecological literacy outcomes for 5th-grade students in two classrooms, one classroom was a green classroom and the other was non-green. This study was exploratory with no curricular intervention. Results indicated that students' overall ecological literacy did not grow across the school year; however, students did use their physical classrooms to make human-ecosystem connections. While students were aware of ecological impacts of the two classrooms, they described these impacts differently. Students in the green classroom conveyed a positive human-ecosystem impact relationship while students in the other classroom used more negative tones. Implications suggest that students do use their building to make human-ecosystem connections, but require curriculum to further support their ideas.

Objectives: To describe the presentation, etiology, and outcome of dogs and cats diagnosed with gastrointestinal pneumatosis (GP). Design: Retrospective study. Setting: Three referral institutions. Animals: Twenty‐six dogs and 4 cats. Interventions: None. Measurements and Main Results: The most common sites of GP were the stomach (n = 19), followed by the colon (n = 8) and small intestine (n = 2). One case had pneumatosis of both the stomach and the colon. GP was most commonly associated with gastrointestinal disease in dogs (18/26 [69%]) and cats (3/4 [75%]), with common diagnoses including gastric dilatation and volvulus (n = 5), acute hemorrhagic diarrhea syndrome (n = 4), and gastrointestinal ulceration (n = 4). Of the 4 cases of gastrointestinal ulceration, 3 were dogs with a history of glucocorticosteroid or nonsteroidal anti‐inflammatory drug administration and vomiting and diarrhea. Six of 30 cases (20%), all of which were dogs, were determined to have a surgical indication for exploratory celiotomy, although not solely on the basis of diagnosis of GP. Five cases underwent exploratory celiotomy, of which 1 (20%) survived to hospital discharge. Of the medically managed cases, 13 of 24 (54%) survived to hospital discharge. Overall, 14 of 30 cases (47%) survived to hospital discharge. Conclusions: GP is an uncommon diagnostic imaging finding that is associated with a variety of disease processes. Its development is often related to primary gastrointestinal diseases. In the absence of other surgical disease, exploratory celiotomy based solely on the diagnosis of GP is unlikely to be indicated. [ABSTRACT FROM AUTHOR]

This article explores the career paths of four college presidents who previously worked in college admissions. It highlights the growing trend of institutions seeking leaders with a background in admissions to impact enrollment. The interviewed presidents discuss how their experience in admissions prepared them for their current roles and stress the significance of understanding enrollment trends and practices to navigate challenges. The article specifically profiles Stefanie D. Niles, Matthew Whelan, and José Lugo, who all started their careers in admissions and now apply their knowledge to their presidencies. Overall, the article underscores the importance of admissions expertise in effective institutional leadership. [Extracted from the article]

We assigned the side-chain resonances of the Crimean–Congo hemorrhagic fever virus (CCHFV) glycoprotein n (Gn) cytosolic domain that is 69 amino acids long to complete the backbone resonances previously published by Estrada et al. (2011). The process was facilitated by three factors. First, sample preparation using cell-free protein synthesis (CFPS) was completed in less than 2 d and allowed for correct zinc finger formation by adding zinc ions to the reaction. Second, access to NMR platforms with standardized pulse sequences allowed for data acquisition in 18 d. Third, data analysis using the online platform NMRtist allowed sequential resonance assignments to be made in a day, and assignments were verified and finalized in less than a week. Our work thus provides an example of how NMR assignments, including side chains, of small and well-behaved proteins can be approached in a rapid routine, at protein concentrations of 150 µ M. [ABSTRACT FROM AUTHOR]

A multimodal mass spectrometry imaging (MSI) approach was used to investigate the chemotherapy drug-induced response of a Multicellular Tumour Spheroid (MCTS) 3D cell culture model of osteosarcoma (OS). The work addresses the critical demand for enhanced translatable early drug discovery approaches by demonstrating a robust spatially resolved molecular distribution analysis in tumour models following chemotherapeutic intervention. Advanced high-resolution techniques were employed, including desorption electrospray ionisation (DESI) mass spectrometry imaging (MSI), to assess the interplay between metabolic and cellular pathways in response to chemotherapeutic intervention. Endogenous metabolite distributions of the human OS tumour models were complemented with subcellularly resolved protein localisation by the detection of metal-tagged antibodies using Imaging Mass Cytometry (IMC). The first application of matrix-assisted laser desorption ionization–immunohistochemistry (MALDI-IHC) of 3D cell culture models is reported here. Protein localisation and expression following an acute dosage of the chemotherapy drug doxorubicin demonstrated novel indications for mechanisms of region-specific tumour survival and cell-cycle-specific drug-induced responses. Previously unknown doxorubicin-induced metabolite upregulation was revealed by DESI-MSI of MCTSs, which may be used to inform mechanisms of chemotherapeutic resistance. The demonstration of specific tumour survival mechanisms that are characteristic of those reported for in vivo tumours has underscored the increasing value of this approach as a tool to investigate drug resistance. [ABSTRACT FROM AUTHOR]

Green roofs cool cities, clean the air, provide habitat, and manage stormwater. They are compelling tools to teach interconnected human-ecological systems. This study included the design, pilot, and evaluation of a fourth-grade science unit entitled "Raising the Green Roof", exploring these connections. Five classrooms in two Midwestern U.S. public elementary schools participated, and 4th-grade students (n = 73) drew systems models at three time points (212 models) and wrote their ideas. Qualitative content analyses of the models showed that learners were increasingly combining social systems (green roof infrastructure) with ecological systems (water cycle) across the unit. Students also increasingly evidenced specific knowledge as they progressed through the unit. The analysis of student models revealed that most student confusion is related to built environment aspects (e.g., how water moves from building roofs to municipal waterways). Results of the study suggest the potential for teaching socio-hydrologic systems thinking at the fourth-grade level. The findings emphasize the need to enhance built environment education for youth in science units that aspire to connect features of the built environment, such as green roofs, with ecology. The study additionally reinforced the effectiveness of place-based units in elementary education that emphasize science practices. [ABSTRACT FROM AUTHOR]