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Abstract The usage of weather apps for forecast information has increased dramatically over the last 10–15 years. Ensuring that consumers value and trust weather apps is important to the integrity of weather forecasting. Public perception of weather app forecast accuracy and consistency undergirds the apps' value and trustworthiness. With app forecasts being interpreted solely by the app user, misunderstanding and consequent false expectations could jeopardize the public's perception of accuracy and consistency. Furthermore, weather apps often offer excessively—and potentially unrealistically—detailed forecasts on time and spatial scales, extending far into the future without sufficient disclaimers regarding the confidence level associated with such detailed forecasts. A survey of the public found perceived app accuracy and consistency to be positively correlated with the trust in an app. Participants indicated that they take at least modest consideration of uncertainty and spatial variability when assessing specific and longer range forecasts. On average, participants had low to moderate confidence in forecasts beyond 10 days, and a significant majority did not perceive a precipitation forecast as inaccurate, even when no rain occurred at their location, as long as it rained nearby. We tested for misinterpretation using a common expression of uncertainty in weather apps, namely probability of precipitation (PoP). A majority of participants made a correct interpretation of the two PoP values given, although, depending on the percentage, some misinterpreted the values as indicating precipitation intensity, totals, or duration. Overall, these findings offer encouragement for a society heavily reliant on weather apps while also encouraging more research on weather information interpretation.

The limited performance of guideline-recommended abdominal ultrasound and serum alpha-fetoprotein (AFP) highlights the urgent, unmet need for new biomarkers for more accurate detection of early hepatocellular carcinoma (HCC). To this end, we have conducted a prospective clinical validation study to evaluate the performance of the HelioLiver Test, a multi-analyte blood test combining cell-free DNA methylation patterns, clinical variables, and protein tumor markers. A blinded, multicenter validation study was performed with 247 subjects, including 122 subjects with HCC and 125 control subjects with chronic liver disease. The performance of the HelioLiver Test was compared with AFP and the GALAD score as established HCC surveillance blood tests. The performance of the HelioLiver Test (area under the receiver operating characteristic curve [AUROC] = 0.944) was superior to both AFP (AUROC = 0.851; p < 0.0001) and GALAD (AUROC = 0.899; p < 0.0001). Using a prespecified diagnostic algorithm, the HelioLiver Test showed sensitivities of 85% (95% confidence interval [CI], 78%-90%) for HCC of any stage and 76% (95% CI, 60%-87%) for early stage (American Joint Committee on Cancer [AJCC] I and II) HCC. In contrast, AFP (≥20 ng/mL) alone and the GALAD score (≥-0.63) showed lower sensitivities of 62% (95% CI, 54%-70%) and 75% (95% CI, 67%-82%) for HCC overall, and 57% (95% CI, 40%-71%) and 65% (95% CI, 49%-79%) for early stage (AJCC I and II) HCC, respectively. The specificities of the HelioLiver Test (91%; 95% CI, 85%-95%), AFP (97%; 95% CI, 92%-99%), and the GALAD score (94%; 95% CI, 88%-97%) were similar for control subjects. The HelioLiver Test showed superior performance for HCC detection compared to with both AFP and the GALAD score and warrants further evaluation in HCC surveillance settings.

Summer camps have proven to be effective tools to engage students in the geosciences. Findings from this study highlight perceptions and experiences of middle school students from predominantly African American school districts in Mississippi who attended a 3-d residence camp focused on increasing interest in the geosciences through an earth hazards theme. The 2013 summer camp was structured to emphasize three subject areas: geology, hydrology, and meteorology. Nine middle school students (seven males and two females) attended the camp developed and held at Mississippi State University. Students' pre- and postcamp understanding about geoscience processes and interest in and knowledge about geoscience careers were measured to evaluate the camp's success. Overall interest in geosciences increased after completing the program. Among the three subject areas emphasized in this camp, students gained more knowledge about geology than about the other two areas (hydrology and meteorology). Results indicate that hands-on and experiential learning methods, especially those held indoors or with optimal conditions outdoors, were most successful at stimulating interest.

This study augments existing literature in understanding student perceptions about the geosciences; we examined the choice of major and science courses taken by 645 students at a large southeastern research university. Differences were examined between underrepresented minority (URM) and nonminority students. We compared responses regarding not only different sciences but also different subfields of geoscience, and where possible, we compared those subjects with biology. Our results show significant differences in (1) the selection of a college major, (2) the selection of science electives, (3) characteristics of the ideal career, (4) interest and self-efficacy in science and math, and (5) career perceptions of geoscience and other select sciences among URM and nonminority students. We identified three main factors that contributed to student selection of college major, including "important influencers," "sustained identification with or interest in that major," and "descriptors of the major itself." We also found that a student's advisor may be one of the greatest factors in which science classes an undergraduate student takes at a university. Finally, our research showed that the geosciences scored lower than other science subjects with respect to student perceptions in its ability to "help the environment," "help society," "help them find a job," and "salary." This was true for each of the geoscience fields measured when compared with every other science, technology, engineering, and math fields measured with the exception of physics.

The media coverage of an infectious disease outbreak can quickly become a complex issue as the sources of messages may get complicated by the nature of the outbreaks and sources of information. During past pandemics, media were criticized for the sensationalized coverage of H1N1 and politicized coverage of both Ebola and Zika virus. Recent studies related to the COVID-19 pandemic indicated that media coverage of the health crisis may have affected the emotional states (i.e., panic, fear, anger) of the viewers and influenced the risk perception and protective actions such as hand washing, vaccination, maintaining social distancing and preference of mask-wearing. In this study, we conducted a qualitative content analysis of the New York Times (NYT) coverage of COVID-19-related stories published between 1, 2020, and August 31, 2022. Based on crisis communication and media framing theories, we analyzed the coverage span, size, and wording of the articles. Based on our sample, we observed that the frequency of COVID-19-related reports was higher at the beginning of the pandemic and decreased over time. Section analysis of the articles reflected a high diversity as coronavirus-related stories were distributed in more than ten sections. In addition, we found that almost 16 percent of the articles were placed in U.S. news and 14 percent were in the editorial. It also indicated a national interest and the topic's significance as articles found in editorials received more attention. Regarding media framing, in particular, the human interest, conflict, and economic consequences frame seem to cover more stories related to health determinants. We also found that the coverage characteristic of the NYT coverage of COVID-19 was strongly interwoven with politics, especially by using responsibility and conflict frames.

A sample of 43 Mississippi school counselors was surveyed regarding resources they use in career counseling, as well as resources they believe are effective in informing students about STEM careers, particularly the geosciences. Participants were asked a number of questions about their knowledge and perceptions about STEM majors and careers. The purpose of these questions was to determine what differences, if any, exist between perceptions about geoscience careers or majors (including geology, meteorology, and geoscience) and other STEM fields (including biology and engineering). As in previous studies, significant gaps were detected in participants' perceptions about geology and meteorology careers compared to biology and engineering careers. These included perceptions about whether a career offers opportunities to help people, help the environment, or make a lot of money, and whether it is easy to find a job in that field. Participants' self-assessed knowledge of geoscience careers was also lower than their self-assessed knowledge about biology and engineering careers. The results suggest that greater efforts are required to increase awareness of the geosciences at the high school level. Finally, participants indicated the best way to provide them information about geoscience careers was through guest speakers, followed by websites. To help determine how school counselors could help further efforts to enhance diversity in the geosciences, responses were explored based on the percentage of minority students at the participants' schools. The results indicated few differences could be explained by school demographics.

This study examines discrepancies between geoscience career knowledge and biology career knowledge among Mississippi science teachers. Principals and in-service teachers were also surveyed about their perception of geoscience careers and majors. Scores were higher for knowledge of what biologists do (at work) than about what geoscientists do. Career knowledge was enhanced by race, where African American teachers perceived higher biology career knowledge and lower geoscience career knowledge than other races; however, the difference was not significant. Teachers also rated their personal knowledge of 12 of the 2010 Earth and Space Science Content Strand topics. Perceived knowledge of geoscience concepts was significantly less than knowledge of more environmental topics. Race was not significant, but differences between the two topics were enhanced by race. Perceived knowledge of geoscience topics was also significantly lower among female educators across all ethnicities. Because of the lack of Earth science classes taught before college and the demonstrated gaps in geoscience career knowledge even among science teachers, strengthening geoscience career awareness as well as increasing geoscience content knowledge among science teachers would be useful overall, as well as in attempts to enhance diversity in the geosciences.

To improve standardization and consensus regarding performance, interpreting, and reporting computed tomography (CT) and magnetic resonance imaging (MRI) examinations of the liver in patients at risk for hepatocellular carcinoma (HCC), LI-RADS (Liver Imaging Reporting and Data System) was launched in March 2011 and adopted by many clinical practices throughout the world. LI-RADS categorizes nodules recognized at CT or MRI, in patients at high risk of HCC, as definitively benign, probably benign, intermediate probability of being HCC, probably HCC, and definitively HCC (corresponding to LI-RADS categories 1-5). The LI-RADS Management Working Group, consisting of internationally recognized medical and surgical experts on HCC management, as well as radiologists involved in the development of LI-RADS, was convened to evaluate management implications related to radiological categorization of the estimated probability that a lesion will be ultimately diagnosed as HCC. In this commentary, we briefly review LI-RADS and the initial consensus of the LI-RADS Management Working Group reached during its deliberations in 2013. We then focus on initial discordance of LI-RADS with American Association for the Study of Liver Diseases and Organ Procurement Transplant Network guidelines, the basis for these differences, and how they are being addressed going forward to optimize reporting of CT and MRI findings in patients at risk for HCC and to increase consensus throughout the international community of physicians involved in the diagnosis and treatment of HCC.

A field course attended by science teachers in California's Owens Valley incorporated geospatial technology to reinforce the relationship between elevation, aspect, or the direction a mountain slope faces, and vegetation. Teachers were provided GPS units to record locations and plant communities throughout the 9-day field course. At the end of the field course, they completed an exercise utilizing ArcGIS and/or Google Earth. A similar essay question about vegetation and elevation was answered at the beginning of the course and after the GIS/Google Earth exercise. Scores on this pre- and postactivity question as well as responses to a survey questionnaire indicate that GIS and Google Earth both helped the teachers understand how elevation influences vegetation. The role of aspect was not as well demonstrated in the post-test responses as that of elevation. Teachers reported being more likely to use Google Earth in their classrooms than GIS (75% to 58.3%). Combined with GPS, Google Earth provides a free, easy and flexible way to teach a number of earth science concepts and meet several National Geography Standards.

Weather information can now be accessed through a variety of different media. This study used a survey to determine if the weather app was the primary source for weather information in the United States and whether this was related to age and other personal characteristics. More than 75% of the sample reported using a weather app for general forecast information. In cases of severe weather, weather apps and websites were reported to be the top two primary sources. While younger demographics had more weather app users than older demographics, the weather app was still the most popular source among the older groups. The most popular apps were the pre-downloaded app on a phone, The Weather Channel's app, and the AccuWeather app. Participants who chose to use an app other than the pre-downloaded one reported higher self-perceived knowledge about, and interest in, weather. In addition, 80% of respondents reported getting severe weather notifications on their phone. The study's survey sample was heavily skewed toward a younger population and may not be generalizable to all socioeconomic demographics. Considering previous research, these results indicate a shift in the predominant forecast sources used by the public over the last 10-15 yr. Consequently, it has resulted in a widespread transfer of responsibility for interpreting and explaining the forecast. A majority of the public--untrained in meteorology--is now interpreting the forecast on their own without the help of a broadcast meteorologist as would be present in a television forecast, making the forecast open to misinterpretation and false expectation. This study calls for continued research to combat misinterpretation and to enhance weather apps and mobile notifications with more personalized information that can aid weather-related decision making to make weather apps a strong leader in forecast messaging. [ABSTRACT FROM AUTHOR]

To help satisfy the pressing need for technology-related professional development for in-service teachers, the Global Academic Essentials Teacher Institute (GAETI) was implemented to provide in-service foreign language and social studies teachers with content, pedagogy, and technology explorations centered on the teaching of the Common Core State Standards and 21st Century Skills. Sixteen teachers attended the institute, which consisted of 20 days during the summer plus one follow-up day in September and one in March. The strongest aspects of GAETI were the demonstration activities that integrated subject-area content, successful pedagogies, and ways to effectively integrate the latest and most effective classroom technologies. Participants not only reflected positively on their experiences with GAETI but also showed a significant level of improvement in all dimensions of technological pedagogical and content knowledge (TPACK). Improvement from pre to post-test was most pronounced in the four dimensions of TPACK most closely associated with technology.