2211 research outputs found
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Response of temperate forest ecosystems under decreased nitrogen deposition: Research challenges and opportunities
No full textAlthough past increases in emissions and atmospheric deposition of reactive nitrogen (Nr) provided the impetus for extensive research investigating the effects of excess N in terrestrial and aquatic ecosystems, the Clean Air Act and associated rules have led to decreases in emissions and deposition of oxidized N, especially in the eastern U.S., but also in other regions of the world. Thus, research in the near future must address the mechanisms and processes of recovery for impacted forests as they experience chronically less N in atmospheric depositions. Recently, a hysteretic model was proposed to predict this recovery. By definition, hysteresis is any phenomenon in which the state of a property depends on its history and lags behind changes in the effect causing it. Long-term whole-watershed additions of N at the Fernow Experimental Forest allow for tests of the ascending limb of the hysteretic model and provide an opportunity to assess the projected changes following cessation of these additions. A review of 10 studies published in the peer-reviewed literature indicate there was a lag time of 3–6 years before responses to N treatments became apparent. Consistent with the model, I predict significant lag times for recovery of this temperate hardwood ecosystem following decreases in N deposition.Journal ArticleFinal article publishe
CEPS Colloquium
No full textThe College of Education and Professional Studies (CEPS) hosts its Colloquium series every other Thursday in the fall and spring semesters. CEPS Colloquium is an opportunity for CEPS graduate assistants to briefly present the work they do as part of their graduate assistantship. This work might entail a literature review or data analysis they have researched on behalf of their faculty advisor to more hands-on projects such as work in the Academic Excellence in Instructional Strategies (AXIS) office or department-specific programming and outreach
Gruwell, Cindy
No full textAssistant Librarian/Coordinator of Scholarly Communication
MEd, Bemidji State University, 2012
MLS, University of California, Los Angeles, 1994
BA, University of California, Los Angeles, 1981
Research interests include: health sciences research, scholarly communication, information literacy
ORCiD: 0000-0002-6677-9040
ResearcherID
Srinivasan, Ashok
No full textNystul Chair
PhD Computer Science, University of California, 1996
MS Polymer Engineering, University of Akron, 1992
BTech Chemical Engineering, Regional Engineering College, 1987
Dr. Srinivasan's research expertise lies in high-performance computing, with a focus on applications of supercomputing to science and public policy. He leads Project VIPRA (www.cs.fsu.edu/vipra), which is a multi-university effort for simulation-based analysis of public policy options to reduce the likelihood of infection spread through air travel.
ORCID iD: 0000-0003-0408-2886
ResearcherID
Adaptively adding concepts during study improves flashcard-based learning
No full textMost students use flashcards to study, but they often do not use them effectively (e.g., students drop cards from study too soon; Kornell & Bjork, 2008). Adaptive technology can avoid this by adding or dropping cards based on objective performance criteria.
In this study, we examined the optimal adaptive flashcard learning strategy by having participants identify butterfly species under different adaptive mastery conditions that added or dropped cards based on performance.
We hypothesized that adding cards as performance improves (Mastery Add) would show better retention and transfer compared to a condition that drops cards (Mastery Drop) or a control condition in which no cards are added or dropped because it lessens the cognitive load at the beginning of study and increases spacing between items
Identifying trophic structures and roles of elasmobranchs using environmental DNA and metabarcoding
No full textThe aim of this study is to characterize elasmobranch presence and identify potential elasmobranch prey items to characterize trophic interactions at Pensacola Beach using cost-effective and non-invasive molecular tools
Impact of pharmacist involvement on the utility of a gram-negative blood culture identification panel on antimicrobial usage
No full textBackground: A rapid molecular diagnostic test (MDT) is a test used to identify several different species of gram-negative bacteria and their genetic resistance markers. However, the impact of rapid MDT has not been established when combined with pharmacist involvement. Objective: To determine the impact of pharmacy involvement on patient outcomes when using rapid MDT. The primary outcome is the time from gram stain result to the first dose of the targeted antibiotic.
Methods: This is a single-center, quasi-experimental, 1-group pretest-posttest design study of patients with gram-negative bacteremia in a community hospital. Hospitalized patients 18 years or older were included if they had a gram-negative blood culture. Patients were excluded if they were discharged or expired prior to culture results. Outcomes were compared between patients prior to and after implementation of the automated MDT. This research was determined to be exempt from institutional review board oversight consistent with West Florida Healthcare and in accordance with institutional policy.
Results: The use of rapid MDT combined with pharmacist intervention resulted in a statistically significant decrease in the time to targeted antibiotic therapy (pre-intervention group, n = 77, 44.8 ± 17.8 hours versus post-intervention group, n= 80, 4.4 ± 5.8 hours; P ≤.001). There was no significant difference found between secondary outcomes. Limitations included small sample size as well as inconsistent documentation. Conclusions: The use of rapid MDT combined with pharmacist intervention resulted in a statistically significant decrease in the time to targeted antibiotic therapy.Journal ArticleFinal article publishe
Significant learning and public administration education
No full textThis paper considers online courses in human resources, public budgeting, and public procurement, within a public administration program, developed and taught during one calendar year at a public regional university in the southeastern United States. Each course had an underpinning of required reading, but also included individual and collaborative role-playing and simulation activities. The effect of shorter term online classes on the potential for significant learning, in public administration programs or otherwise, has not been fully explored. The research question is: What impact do short-term classes have on the potential for significant learning? A survey of students was conducted, and the resulting corpus was analyzed, using a two-cycle coding strategy. It is concluded that short-term classes may limit the ability of students to fully gain knowledge transfer and applied skill. There are specific concerns raised by study participants about work expectations that are voluminous, even given the accelerated nature of programs, and how this might undermine the potential for quality learning outcomes. At minimum, short-term courses raise significant potential learning-related issues, and show gaps between the expectations of a knowledge-transfer-centered program and the added value of significant learning opportunities.Journal ArticleFinal article publishe
Metric forensic anthropology decisions: Reliability and biasability of sectioning-point-based sex estimates
No full textSubjective decisions make human cognitive processes more susceptible to bias and error. Specifically, research indicates that additional context biases forensic anthropologists’ morphological analyses. To address whether metric analyses are also subject to bias, we conducted a pilot study in which 52 experienced osteologists measured a difficult-to-classify human femur, with or without additional contextual information. Using a metric sectioning-point sex-estimation method, participants provided a sex estimate for individual skeletal element(s) and, when given multiple elements, the combined skeletal assemblage. Control group participants (n = 24) measured only the femur. In addition to the femur, bias group participants (n = 28) either measured a female humerus and viewed a female-biasing photograph (n = 14) or measured a male humerus and viewed a male-biasing photograph (n = 14). We explored whether the experts in the different groups would differ in: (1) femoral measurements; (2) femoral sex-estimation conclusions; and (3) final sex-estimation
conclusions for the skeletal assemblage. Although the femoral measurements and femoral sex estimates were comparable across groups, the overall sex estimates in the female-biased group were impacted by contextual information—differing from both the control and male-biased groups (p < 0.001). Our results demonstrate that cognitive bias can occur even in metric sex-estimation conclusions. Specifically, this occurred when the metric data and single-element sex estimates were synthesized into an overall estimate. Thus, our results suggest that metric methods are most vulnerable to bias when data are synthesized into an overall conclusion, highlighting the need for bias countermeasures and comprehensive statistical frameworks for synthesizing metric data to mitigate the effects of cognitive bias.Journal ArticleOnline before publicatio