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Natural history museums are vital repositories of specimens, samples and data that inform about the natural world; this Formal Comment revisits a Perspective that advocated for the adoption of compassionate collection practices, querying whether it will ever be possible to completely do away with whole animal specimen collection.

BACKGROUND: An intervention that involved simultaneously implementing clinical pathways for multiple conditions was tested at a tertiary childrens hospital and it improved care quality. We are conducting a randomized trial to evaluate this multicondition pathway intervention in community hospitals. Our objectives in this qualitative study were to prospectively (1) identify implementation barriers and (2) map barriers to facilitators using an established implementation science framework. METHODS: We recruited participants via site leaders from hospitals enrolled in the trial. We designed an interview guide using the Consolidated Framework for Implementation Research and conducted individual interviews. Analysis was done using constant comparative methods. Anticipated barriers were mapped to facilitators using the Capability, Opportunity, Motivation, Behavior Framework. RESULTS: Participants from 12 hospitals across the United States were interviewed (n = 21). Major themes regarding the multicondition pathway intervention included clinician perceptions, potential benefits, anticipated barriers/challenges, potential facilitators, and necessary resources. We mapped barriers to additional facilitators using the Capability, Opportunity, Motivation, Behavior framework. To address limited time/bandwidth of clinicians, we will provide Maintenance of Certification credits. To address new staff and trainee turnover, we will provide easily accessible educational videos/resources. To address difficulties in changing practice across other hospital units, we will encourage emergency department engagement. To address parental concerns with deimplementation, we will provide guidance on parent counseling. CONCLUSIONS: We identified several potential barriers and facilitators for implementation of a multicondition clinical pathway intervention in community hospitals. We also illustrate a prospective process for identifying implementation facilitators.

This participatory action research was a collaborative endeavor designed to identify the challenges secondary in-service teachers confront as learners in a virtual context and the implications their participation in graduate synchronous remote coursework had for them as middle and secondary classroom teachers teaching online. This article highlights the obstacles schools have been facing amid the coronavirus pandemic, presents the fears consuming teachers, parents, and students, describes the frustration with remote learning, and summarizes the pre and post-coronavirus teacher stress, burnout, and attrition occurrences. This article also outlines preventative measures to make schools safe and secure, and discuss how supporting teacher self-care, promotes student wellbeing. We share lessons learned from identifying teacher stresses in the online virtual learning context and redesigning our graduate courses for our participants by modeling best practices for coping with technostress, incorporating technology tools, modifying pedagogical procedures, and integrating various resources to enhance virtual instruction. Using thematic analysis, we identified the following themes which impact the e-teaching-learning experience: a) juggling multiple demands in the home environment while learning online is distracting; (b) balancing work-life responsibilities is challenging; (c) teaching and learning in a virtual context is isolating; (d) dealing with technostress is overwhelming, and (e) practicing self-care allows teachers to support student wellbeing. We summarize the findings from this project where the teachers reflect on their personal experiences while enrolled in online graduate courses and describe how the teachers' experiences as learners informed their teaching practice. [Note: The page numbers shown on the PDF are incorrect. The correct page range is 245-279.]

By identifying distance constraints, chemical cross-linking coupled with mass spectrometry (CX-MS) can be a powerful complementary technique to other structural methods by interrogating macromolecular protein complexes under native-like conditions. In this study, we developed a CX-MS approach to identify the sites of chemical cross-linking from a single targeted location within the human α1 glycine receptor (α1 GlyR) in its apo state. The human α1 GlyR belongs to the family of pentameric ligand-gated ion channel receptors that function in fast neurotransmission. A single chemically reactive cysteine was reintroduced into a Cys null α1 GlyR construct at position 41 within the extracellular domain of human α1 homomeric GlyR overexpressed in a baculoviral system. After purification and reconstitution into vesicles, methanethiosulfonate-benzophenone-alkyne, a heterotrifunctional cross-linker, was site specifically attached to Cys41 via disulfide bond formation. The resting receptor was then subjected to UV photocross-linking. Afterward, monomeric and oligomeric α1 GlyR bands from SDS-PAGE gels were trypsinized and analyzed by tandem MS in bottom-up studies. Dozens of intrasubunit and intersubunit sites of α1 GlyR cross-linking were differentiated and identified from single gel bands of purified protein, showing the utility of this experimental approach to identify a diverse array of distance constraints of the α1 GlyR in its resting state. These studies highlight CX-MS as an experimental approach to identify chemical cross-links within full-length integral membrane protein assemblies in a native-like lipid environment.

For many years, the main approach to educational improvement has consisted of high-stakes testing and accountability. While this approach has achieved some success, it has also created negative outcomes including a narrowing of the curriculum, and an over-testing of students. Against this backdrop, there are examples of teachers that have introduced new and innovative approaches to teaching and learning. This study explores teachers' perceptions of innovative approaches and the supports and obstacles to innovation.

The purpose of this study was to examine whether school discipline sanctions issued to female students are attributed to their racial background and developmental status and if this relation differs by teacher's racial/ethnic background and discipline philosophy. Drawing from a sample of 515 practicing educators from the United States, the authors used an experimental design to examine if teacher's discipline decision-making differed by student's race, student's developmental status, and teacher's racial/ethnic background and discipline philosophy. Results suggest that teacher's racial/ethnic background and discipline philosophy were the most salient predictors of discipline severity. Implications for future research on school discipline and Black girls are discussed.

Natural history museums are vital repositories of specimens, samples and data that inform about the natural world; this Formal Comment revisits a Perspective that advocated for the adoption of compassionate collection practices, querying whether it will ever be possible to completely do away with whole animal specimen collection.

Background: Doctor of pharmacy educational accreditation standards state student pharmacists should be able to evaluate the scientific literature as well as critically analyze and apply information in answering drug information questions. Student pharmacists often struggle with identifying and using appropriate resources to answer medication-related questions. To ensure educational needs were met, a college of pharmacy hired a health sciences librarian to support the faculty and students. Case Presentation: The health sciences librarian collaborated with faculty and students throughout the doctor of pharmacy curriculum to identify and address any gaps related to appropriate drug resource utilization. Adding instruction time to the new student pharmacist orientation, coursework throughout the first year of the pharmacy program, and a two-semester evidence-based seminar course provided opportunities for the health sciences librarian to work with student pharmacists in the areas of library resource access, instruction on drug information resources, and evaluation of drug information found on the internet. Conclusion: The deliberate inclusion of a health sciences librarian into the doctor of pharmacy curriculum can benefit faculty and students. Opportunities for collaboration are available throughout the curriculum, such as providing instruction for database utilization and supporting the research activities of both faculty and student pharmacists.

The 2018 Icelandic film entitled "Woman at War" deals with one of the common tensions explored in feminist literature, that of a woman being forced to choose between a public/political life and private/family life. In this case, the public life is one as an environmental justice vigilante, and the private life is becoming an adoptive mother of an orphan from the 2014 Ukraine crisis. Additionally, the film explores tensions between agency and structure, humanity and nature, and the developed world and global south. Beyond providing examples for understanding these key dichotomies, the movie also sets the stage for asking more critical questions. This article explores the rich symbolism and intriguing questions raised by the film and connects the film to pedagogical goals, including addressing issues of environmental justice and political activism from a feminist lens and with a global perspective. We also provide a practical instructor guide with discussion questions and suggested readings.

This article describes a three-dimensional 5E (Engagement, Exploration, Explanation, Elaboration, Evaluation) lesson that investigates 3-LS4-1: Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived. A phenomena-based approach was used to engage third graders in the story of Maya, who walks the beach in Maryland and sees what appears to be a piece of coral in the cliff. This is surprising because Maryland's current environment does not support coral. Maya gathers evidence that she takes home and photographs. Students are actively involved through exploring photographic evidence to determine why coral would be in the cliff and what can be inferred about the past.

Introduction: Nursing mentoring relationships are vital to the advancement of personal and professional growth in nursing. Mentoring has been identified as an effective method to decrease turnover resulting in retention of experienced nurses. Despite the benefits of a mentoring relationship, barriers exist in creating and cultivating a formal mentoring program in the hospital setting. Methods: A qualitative descriptive study approach that explored nurses’ perceptions of a mentoring culture within a hospital environment. Open-ended, conversational-style interviewing techniques with a semi-structured interview guide were utilized to gain a full description of nurses’ perceptions of a mentoring culture within a hospital environment. Results: A structural model of mentoring as perceived by hospital nurses was developed from the data. Five overarching themes with corresponding subthemes emerged from nurses’ perceptions. (1) Mentoring culture: various mentoring models, informal vs formal, leader focused, and evolving. (2) Benefits: connections, development, retention, stability, patient safety, and making a difference. (3) Barriers: time, patients/patience, competition, knowledge deficit regarding mentor verses preceptor roles, lack of incentives, receptiveness, and voluntold. (4) Experience with mentoring: going above and beyond, lifetime relationships, personal/professional growth, feeling cared for. (5) Paradigm shift: match generational and cultural differences, resources, face-to-face, and voluntary. Discussion: The study results have identified mentoring as an integral aspect of personal and professional growth within the hospital environment. The rewards of mentoring or being mentored can be translated into increased nursing retention and improved nursing job satisfaction.

Preparing students to explore, understand, and resolve societal challenges such as global climate change is an important task for evolutionary and ecological biologists that will require novel and innovative pedagogical approaches. Recent calls to reform undergraduate science education emphasize the importance of engaging students in inquiry-driven, active, and authentic learning experiences. We believe that the vast digital resources (i.e., “big data”) associated with natural history collections provide invaluable but underutilized opportunities to create such experiences for undergraduates in biology. Here, we describe an online, open-access educational module that we have developed that harnesses the power of collections-based information to introduce students to multiple conceptual and analytical elements of climate change, evolutionary, and ecological biology research. The module builds upon natural history specimens and data collected over the span of nearly a century in Yosemite National Park, California, to guide students through a series of exercises aimed at testing hypotheses regarding observed differences in response to climate change by two closely related and partially co-occurring species of chipmunks. The content of the module can readily be modified to meet the pedagogical goals and instructional levels of different courses while the analytical strategies outlined can be adapted to address a wide array of questions in evolutionary and ecological biology. In sum, we believe that specimen-based natural history data represent a powerful platform for reforming undergraduate instruction in biology. Because these efforts will result in citizens who are better prepared to understand complex biological relationships, the benefits of this approach to undergraduate education will have widespread benefits to society.

Sucking lice (Anoplura) are known to have established symbiotic associations multiple times with different groups of bacteria as diverse as Enterobacteriales, Legionellales, and Neisseriales. This diversity, together with absence of a common coevolving symbiont (such as Buchnera, in aphids), indicates that sucking lice underwent a series of symbiont acquisitions, losses, and replacements. To better understand evolution and significance of louse symbionts, genomic and phylogenetic data are needed from a broader taxonomic diversity of lice and their symbiotic bacteria. In this study, we extend the known spectrum of the louse symbionts with a new lineage associated with Neohaematopinus pacificus, a louse species that commonly parasitizes North American chipmunks. The recent coevolutionary analysis showed that rather than a single species, these lice form a cluster of unique phylogenetic lineages specific to separate chipmunk species (or group of closely related species). Using metagenomic assemblies, we show that the lice harbor a bacterium which mirrors their phylogeny and displays traits typical for obligate mutualists. Phylogenetic analyses place this bacterium within Enterobacteriaceae on a long branch related to another louse symbiont, “Candidatus Puchtella pedicinophila.” We propose for this symbiotic lineage the name “Candidatus Lightella neohaematopini.” Based on the reconstruction of metabolic pathways, we suggest that like other louse symbionts, L. neohaematopini provides its host with at least some B vitamins. In addition, several samples harbored another symbiotic bacterium phylogenetically affiliated with the Neisseriales-related symbionts described previously from the lice Polyplax serrata and Hoplopleura acanthopus. Characterizing these bacteria further extend the known diversity of the symbiotic associations in lice and show unique complexity and dynamics of the system.

Despite reticence from the central office, strong middle level teacher leaders worked together to develop an effective anti-bullying program that addresses a significant need for safety and inclusion for all middle school students. This article describes how one teacher's concerns changed her school's attitude with regard to bullying from assuming that "bullying is not a major problem at our school" to "bullying is a priority issue included in the school improvement plan with a school-wide program to address bullying." The article offers six key points for educators to consider when a grassroots approach to raising awareness about bullying at any school.

In this article, the authors argue that continued attacks by legislators on public education require that faculty become advocates. The authors examine the issue of advocacy by describing how Imig and Smith's work evolved from traditional research for a scholarly audience to a reactive research model responding to changes in educational policy in North Carolina. They then describe how Smith and Smith moved to more proactive, network-based advocacy work. Finally, they consider how teachers prepare their students and colleagues in colleges and universities to be advocates.

Although we may not always know how best to approach sensitive issues in the classroom, our responsibilities to our students are fairly straightforward. By enrolling in our classes, students essentially sign a contract. They will read, we will provide expertise, all will discuss, and all will learn, at least in theory. In this politically charged time, do our obligations as political scientists extend beyond the classroom? Specifically, do we have a responsibility to discuss politics with our family members? If so, how? While there are many reasons people become political science professors, the authors of this piece explore the notion that political scientists, by virtue of their expertise as researchers and educators, have a civic duty that extends beyond the classroom to the dinner table. The authors here hope to spark an ongoing dialogue about education, politics, and family.

Abstract Urban environments are among the fastest changing habitats on the planet, and this change has evolutionary implications for the organisms inhabiting them. Herein, we demonstrate that natural history collections are critical resources for urban evolution studies. The specimens housed in these collections provide great potential for diverse types of urban evolution research, and strategic deposition of specimens and other materials from contemporary studies will determine the resources and research questions available to future urban evolutionary biologists. As natural history collections are windows into the past, they provide a crucial historical timescale for urban evolution research. While the importance of museum collections for research is generally appreciated, their utility in the study of urban evolution has not been explicitly evaluated. Here, we: (a) demonstrate that museum collections can greatly enhance urban evolution studies, (b) review patterns of specimen use and deposition in the urban evolution literature, (c) analyze how urban versus rural and native versus nonnative vertebrate species are being deposited in museum collections, and (d) make recommendations to researchers, museum professionals, scientific journal editors, funding agencies, permitting agencies, and professional societies to improve archiving policies. Our analyses of recent urban evolution studies reveal that museum specimens can be used for diverse research questions, but they are used infrequently. Further, although nearly all studies we analyzed generated resources that could be deposited in natural history collections (e.g., collected specimens), a minority (12%) of studies actually did so. Depositing such resources in collections is crucial to allow the scientific community to verify, replicate, and/or re‐visit prior research. Therefore, to ensure that adequate museum resources are available for future urban evolutionary biology research, the research community—from practicing biologists to funding agencies and professional societies—must make adjustments that prioritize the collection and deposition of urban specimens.

The butterfly fauna of lowland Northern California has exhibited a marked decline in recent years that previous studies have attributed in part to altered climatic conditions and changes in land use. Here, we ask if a shift in insecticide use towards neonicotinoids is associated with butterfly declines at four sites in the region that have been monitored for four decades. A negative association between butterfly populations and increasing neonicotinoid application is detectable while controlling for land use and other factors, and appears to be more severe for smaller-bodied species. These results suggest that neonicotinoids could influence non-target insect populations occurring in proximity to application locations, and highlights the need for mechanistic work to complement long-term observational data.

Tarsal coalitions are rare in occurrence, affecting less than 1% of the population. The most common tarsal coalitions involve the talocalcaneal and calcaneonavicular bones. There is lack of literature regarding navicular-cuboid coalitions due to their rare diagnosis. We present a case study of an 18-year-old male who was diagnosed with bilateral navicular-cuboid coalitions and subsequently underwent resection of the coalitions.

ABSTRACT While Clostridioides difficile is recognized as an important human pathogen, it is also a significant cause of gastroenteritis and associated diarrhea in neonatal pigs. Since clinical disease is rarely diagnosed in piglets older than 1 week of age, it is hypothesized that natural resistance is associated with the increased complexity of the intestinal microbiota as the animals age. To test this, piglets were challenged with C. difficile (ribotype 078/toxinotype V) at times ranging from 2 to 14 days of age, and the severity of disease and microbial diversity of the cecal microbiota were assessed. Half of the piglets that were challenged with C. difficile at 2 and 4 days of age developed clinical signs of disease. The incidence of disease decreased rapidly as the piglets aged, to a point where none of the animals challenged after 10 days of age showed clinical signs. The cecal microbial community compositions of the piglets also clustered by age, with those of animals 2 to 4 days old showing closer relationships to one another than to those of older piglets (8 to 14 days). This clustering occurred across litters from 4 different sows, providing further evidence that the resistance to C. difficile disease in piglets greater than 1 week old is directly related to the diversity and complexity of the intestinal microbiota. IMPORTANCE C. difficile is an important bacterial pathogen that is the most common cause of infections associated with health care in the United States. It also causes significant morbidity and mortality in neonatal pigs, and currently there are no preventative treatments available to livestock producers. This study determined the age-related susceptibility of piglets to C. difficile over the first 2 weeks of life, along with documenting the natural age-related changes that occurred in the intestinal microbiota over the same time period in a controlled environment. We observed that the populations of intestinal bacteria within individual animals of the same age, regardless of litter, showed the highest degree of similarity. Identifying bacterial species associated with the acquisition of natural resistance observed in older pigs could lead to the development of new strategies to prevent and or treat disease caused by C. difficile infection.

Background: Although the influence of organizational culture has been examined on a variety of student outcomes, few studies consider the influence that culture may have on school-based obesity prevention interventions. We present a systematic review of the literature to examine how elements of organizational culture may affect the adoption, implementation, and sustainability of school-based obesity prevention interventions. Methods: Fourteen studies examining the impact of organizational-level characteristics on school-based obesity prevention interventions were identified through the online databases EBSCO (CINAHL, ERIC, Agricola), Web of Science, Medline (PubMed), and Scopus. Results: Five themes were identified as elements of organizational culture that influence the adoption, implementation, and sustainability of school-based obesity prevention interventions: organizational response to limited resources, value placed on staff training and professional development, internal support, organizational values, and school climate. Conclusions: Organizational culture can greatly influence the success of school-based obesity interventions. The collection of data related to organizational-level factors may be used to identify strategies for creating and sustaining a supportive environment for obesity prevention interventions in the school setting.

Butterfly populations are naturally patchy and undergo extinctions and recolonizations. Analyses based on more than 2 decades of data on California's Central Valley butterfly fauna show a net loss in species richness through time. We analyzed 22 years of phenological and faunistic data for butterflies to investigate patterns of species richness over time. We then used 18-22 years of data on changes in regional land use and 37 years of seasonal climate data to develop an explanatory model. The model related the effects of changes in land-use patterns, from working landscapes (farm and ranchland) to urban and suburban landscapes, and of a changing climate on butterfly species richness. Additionally, we investigated local trends in land use and climate. A decline in the area of farmland and ranchland, an increase in minimum temperatures during the summer and maximum temperatures in the fall negatively affected net species richness, whereas increased minimum temperatures in the spring and greater precipitation in the previous summer positively affected species richness. According to the model, there was a threshold between 30% and 40% working-landscape area below which further loss of working-landscape area had a proportionally greater effect on butterfly richness. Some of the isolated effects of a warming climate acted in opposition to affect butterfly richness. Three of the 4 climate variables that most affected richness showed systematic trends (spring and summer mean minimum and fall mean maximum temperatures). Higher spring minimum temperatures were associated with greater species richness, whereas higher summer temperatures in the previous year and lower rainfall were linked to lower richness. Patterns of land use contributed to declines in species richness (although the pattern was not linear), but the net effect of a changing climate on butterfly richness was more difficult to discern.

Abundance data are widely used to monitor long-term population trends for management and conservation of species of interest. Programs that collect count data are often prohibitively expensive and time intensive, limiting the number of species that can be simultaneously monitored. Presence data, on the other hand, can often be collected in less time and for multiple species simultaneously. We investigate the relationship of counts to presence using 49 butterfly species across 4 sites over 9 years, and then compare trends produced from each index. We also employed simulated datasets to test the effect of reduced sampling on the relationship of counts to presence data and to investigate changes in each index's power to reveal population trends. Presence and counts were highly correlated for most species tested, and population trends based on each index were concordant for most species. The effect of reduced sampling was species-specific, but on a whole, sensitivity of both indices to detect population trends was reduced. Common and rare species, as well as those with a range of life-history and behavioral traits performed equally well. The relationship between presence and count data may break down in cases of very abundant and widespread species with extended flight seasons. Our results suggest that when used cautiously, presence data has the potential to be used as a surrogate for counts. Collection of presence data may be useful for multi-species monitoring or to reduce the duration of monitoring visits without fully sacrificing the ability to infer population trends. © 2013 Springer Science+Business Media Dordrecht.

Background In the past decade, the zebrafish community has widely embraced targeted mutagenesis technologies, resulting in an abundance of mutant lines. While many lines have proven to be useful for investigating gene function, many have also shown no apparent phenotype, or phenotypes not of interest to the originating lab. In order for labs to document and share information about these lines, we have created ZebraShare as a new resource offered within ZFIN. Methods ZebraShare involves a form-based submission process generated by ZFIN. The ZebraShare interface (https://zfin.org/action/zebrashare) can be accessed on ZFIN under “Submit Data”. Users download the Submission Workbook and complete the required fields, then submit the completed workbook with associated images and captions, generating a new ZFIN publication record. ZFIN curators add the submitted phenotype and mutant information to the ZFIN database, provide mapping information about mutations, and cross reference this information across the appropriate ZFIN databases. We present here examples of ZebraShare submissions, including phf21aa, kdm1a, ctnnd1, snu13a, and snu13b mutant lines. Results Users can find ZebraShare submissions by searching ZFIN for specific alleles or line designations, just as for alleles submitted through the normal process. We present several potential examples of submission types to ZebraShare including a phenotypic mutants, mildly phenotypic, and early lethal mutants. Mutants for kdm1a show no apparent skeletal phenotype, and phf21aa mutants show only a mild skeletal phenotype, yet these genes have specific human disease relevance and therefore may be useful for further studies. The p120-catenin encoding gene, ctnnd1, was knocked out to investigate a potential role in brain development or function. The homozygous ctnnd1 mutant disintegrates during early somitogenesis and the heterozygote has localized defects, revealing vital roles in early development. Two snu13 genes were knocked out to investigate a role in muscle formation. The snu13a;snu13b double mutant has an early embryonic lethal phenotype, potentially related to a proposed role in the core splicing complex. In each example, the mutants submitted to ZebraShare display phenotypes that are not ideally suited to their originating lab’s project directions but may be of great relevance to other researchers. Conclusion ZebraShare provides an opportunity for researchers to directly share information about mutant lines within ZFIN, which is widely used by the community as a central database of information about zebrafish lines. Submissions of alleles with a phenotypic or unexpected phenotypes is encouraged to promote collaborations, disseminate lines, reduce redundancy of effort and to promote efficient use of time and resources. We anticipate that as submissions to ZebraShare increase, they will help build an ultimately more complete picture of zebrafish genetics and development.

Abstract N‐methyl‐d‐aspartate (NMDA) application has conventionally been used to activate spinal networks to induce locomotion in spinalized animals. We recently described an alternative approach in which application of continuous blue light activates channelrhodopsin‐2 in vesicular glutamate transporter 2a (vglut2a)‐expressing spinal neurons to produce organized, rhythmic locomotor activity in spinally‐transected larval zebrafish. This technique arguably enhances research validity, because endogenous glutamate is released into existing synapses instead of activating only a subset of glutamatergic (NMDA) receptors with an exogenous compound. Here, we explored the viability of this approach in the context of using it for longer‐term experiments. Fictive swimming was induced through repetitive application of 10‐s blue light stimuli to spinalized preparations for up to 60 min at intervals of 1, 3, or 15 min. Locomotor activity was maintained throughout the experimental timecourse, demonstrating the robustness of the system. Although locomotor bursts remained organized into episodes of activity, the number of bursts elicited during each successive stimulus decreased. This was in contrast to NMDA bath application, in which bursts became less episodically organized while the overall number of bursts remained unchanged. The efficacy of the repetitive optogenetic stimulation paradigm was demonstrated through application of exogenous dopamine, which reversibly decreased the number of bursts produced per stimulus compared with untreated preparations. Finally, increasing the stimulus interval to 15 min lessened, but did not eliminate locomotor fatigue from repetitive activation. Altogether, we established repetitive optogenetic stimulation of vglut2a‐expressing neurons as a viable alternative to NMDA application for activation of the zebrafish spinal locomotor network.

Abstract Negative interactions between humans and wildlife create one of the greatest threats to biodiversity conservation. When wild animals damage the crops in agricultural fields, subsistence farmers suffer food insecurity and economic instability. Animals can be killed or injured during these interactions, and communities may develop negative feelings about conservation. To address conservation concerns, projects should look at both sides of these interactions. A Participatory Action Research approach allows researchers and community members to work collaboratively to investigate and take action in response to this issue. Our team developed a community project to determine residents' perceptions of the benefits and costs of living around Kibale National Park, Uganda, and to implement changes to mitigate those costs. During our initial survey in 2015, we found that over 80% of our 114 respondents were subsistence farmers with no other source of income. All respondents felt that crop damage by wild animals was the biggest problem with living near the park, and they had negative feelings about the park and animals. Thus, we worked with project participants to establish the following land‐use changes throughout 2016 and 2017: (a) planting garlic as a cash crop, (b) planting tea as a buffer crop, (c) building beehive fences, and (d) maintaining a trench around the boundary of the park. Through monthly surveys, we assessed the success of these changes on reducing crop damage and improving conservation initiatives. Compliance with land‐use changes was significantly associated with a reduction in the events of crop damage, which has implications for economic stability and an individual's attitude about conservation. This project provides guidelines for using Participatory Action Research methods to develop sustainable interventions to improve human‐wildlife interactions.

The Beringian Coevolution Project (BCP), a field program underway in the high northern latitudes since 1999, has focused on building key scientific infrastructure for integrated specimen-based studies on mammals and their associated parasites. BCP has contributed new insights across temporal and spatial scales into how ancient climate and environmental change have shaped faunas, emphasizing processes of assembly, persistence, and diversification across the vast Beringian region. BCP collections also represent baseline records of biotic diversity from across the northern high latitudes at a time of accelerated environmental change. These specimens and associated data form an unmatched resource for identifying hidden diversity, interpreting past responses to climate oscillations, documenting contemporary conditions, and anticipating outcomes for complex biological systems in a regime of ecological perturbation. Because of its dual focus on hosts and parasites, the BCP record also provides a foundation for comparative analyses that can document the effects of dynamic change on the geographic distribution, transmission dynamics, and emergence of pathogens. By using specific examples from carnivores, eulipotyphlans, lagomorphs, rodents, ungulates, and their associated parasites, we demonstrate how broad, integrated field collections provide permanent infrastructure that informs policy decisions regarding human impact and the effect of climate change on natural populations.

Abstract Preparing students to explore, understand, and resolve societal challenges such as global climate change is an important task for evolutionary and ecological biologists that will require novel and innovative pedagogical approaches. Recent calls to reform undergraduate science education emphasize the importance of engaging students in inquiry-driven, active, and authentic learning experiences. We believe that the vast digital resources (i.e., “big data”) associated with natural history collections provide invaluable but underutilized opportunities to create such experiences for undergraduates in biology. Here, we describe an online, open-access educational module that we have developed that harnesses the power of collections-based information to introduce students to multiple conceptual and analytical elements of climate change, evolutionary, and ecological biology research. The module builds upon natural history specimens and data collected over the span of nearly a century in Yosemite National Park, California, to guide students through a series of exercises aimed at testing hypotheses regarding observed differences in response to climate change by two closely related and partially co-occurring species of chipmunks. The content of the module can readily be modified to meet the pedagogical goals and instructional levels of different courses while the analytical strategies outlined can be adapted to address a wide array of questions in evolutionary and ecological biology. In sum, we believe that specimen-based natural history data represent a powerful platform for reforming undergraduate instruction in biology. Because these efforts will result in citizens who are better prepared to understand complex biological relationships, the benefits of this approach to undergraduate education will have widespread benefits to society.

In this article we argue that social science instructors at all levels should openly embrace kinesthetic learning as an everyday pedagogical tool. The standard model of instruction at the college level relies on lecture, perhaps with special alternative activities (e.g., simulations) scattered throughout each semester. We argue that students benefit from alternative instruction styles incorporated into their everyday classes. We outline several alternative instruction techniques we have used in our classrooms centered on kinesthetic learning. The kinesthetic activities that we present require little to no additional work on behalf of the instructor but allow the students to engage more fully with the given material and with each other. Furthermore, these simple examples allow instructors to remain relevant in physical classrooms, offering a straightforward counterpoint to the recent trend toward MOOCs (massive open online courses) in higher education.

This investigation examined the relationship between adolescent students' attributional style and their perceived academic self-efficacy using the Children's Attributional Style Questionnaire (CASQ) (Seligman et al., 1984) and Multidimensional Scales of Perceived Self Efficacy (Bandura, 1989). Attributional style, defined as the way in which people explain events (Abramson, Seligman, & Teasdale, 1978), is represented by three dimensions: permanence, pervasiveness, and personalisation. Statistically significant differences were observed between attributional style for gender and academic streams. Females were more optimistic and hopeful than males. They attributed permanence to good events, but assumed personal responsibility for bad events. Males displayed a more negative attributional style, perceiving negative events as permanent and pervasive. Higher-ability students reported greater optimism about their future compared to their lower-ability students. No gender and ability differences were found for academic self-efficacy. Students' attributional style was positively associated with their efficacy for self-regulated learning. Findings were interpreted in terms of educational implications and student empowerment, with suggestions made for future studies.

Relations among a set of cognitive-motivational variables were examined with the intent being to assess and clarify the nature of their interconnections within a middle school sample. Student perception of hope, which includes perceptions of agency and pathways, was investigated, along with personal achievement goal orientation, as predictors of student willingness to seek help, student engagement in disruptive behaviors, and academic achievement. A sample of 314 participants (approximately 52% Native American, 22% Caucasian, 10% Hispanic, 8% African American, and 4% "Other") was obtained from a rural middle school in the Midwestern United States. Consistent with theoretical predictions, intercorrelations among measures of hope, achievement goal orientation, help-seeking, disruptive behavior, and achievement were found. Additionally, regression analysis revealed that student perceptions of available pathways were the lone significant contributor to the prediction of academic achievement, while mastery goals and pathways were predictive of student help-seeking behaviors. Finally, mastery goals and agency were found to be statistically significant predictors of disruptive behaviors. Implications relating to both theory and practice are discussed. (Contains 5 tables.)

Programming common stimuli is a strategy for generalizing behavior across settings (Stokes & Baer, 1977). The present study programmed common stimuli (i.e., goal statement and use of a pictorial icon) to generalize the effects of a reinforcement-based intervention for students identified as either developmentally delayed or emotionally disturbed. Results supported the effectiveness of the strategy in producing generalized responding from training to the generalization setting. The importance of methodological rigor in future research exploring generalization and the need to compare generalization strategies are discussed. (Contains 1 figure.)

Torey Hayden's style of classroom management in her nonfiction book "One Child" was examined. "One Child" unfolds within the space of a special education classroom for children with severe behavioral impairments and focuses on Sheila, a troubled 6-year-old, who has tied a 3-year-old boy to a tree and critically burned him. Each technique Hayden used to respond to Sheila and her other students' problem behaviors was categorized according to Fritz Redl's theory on managing behavior problems. Redl identified five strategies educators can use to handle their students' behavior problems: changing, managing, tolerating, preventing, and accommodating. The methodology used to categorize Hayden's techniques was analogous to constant comparative analysis of documents. Hayden is portrayed through Redl's strategies as a teacher who relies on managing without consequences and changing techniques. Narrative passages illustrating these techniques are presented. The role of caring relationships and student empowerment in Hayden's storied model of classroom management is discussed.

In higher education, there has been an increased call to engage students in global opportunities and develop their intercultural skills. Study abroad experiences are often used to help build these skills. This study was conducted to investigate students' perceptions of a short-term study abroad experience in Ethiopia, especially which aspects of the experience provided opportunities for students to increase their intercultural competence. Participants consisted of 20 pre-service education students enrolled in either a graduate or undergraduate program and traveled to Ethiopia during the 2015, 2017, or 2019 trips. We used a qualitative research method of document analysis to analyze the data, including digital stories and blogs. Excerpts of the data highlight how the preservice teachers made sense of their experiences. Findings from this study reveal that participation in the short-term study abroad experiences positively influenced students' intercultural development. We discuss the pedagogical implications regarding programmatic considerations and how these influenced students' cultural sensitivity and ability to apply and extend their learning in an unfamiliar environment. [ABSTRACT FROM AUTHOR]