Classroom teachers serve a critical role in developing environmentally literate citizens. In this study, the authors assessed K-8 preservice teachers' understanding of basic ecological concepts. Participants (N = 56) constructed concept maps describing the inter-relationships among 16 ecological concepts. The authors analyzed the concept maps to determine how participants organized, associated, and described relationships between the concepts. Although there was a lack of consistency in associating pairs of concepts, participants often created 2 clusters of concepts: a food web cluster and an ecosystem cluster. Associated pairs were often used in similar ways to describe the relationship among concepts. Concepts such as biotic factors and abiotic factors were frequently not used. It is important to ensure that preservice teachers have a solid understanding of ecological concepts before they begin teaching.
Background: Abstract presentations at professional meetings provide a medium for disseminating the findings of scholarly activity. Rates of abstract publication from various biomedical disciplines have been evaluated, with pharmacy noted to be lower than other specialties. Previous research on pharmacy abstract publication rates was conducted for a limited number of professional meetings but has not been assessed using Google Scholar. Objective: To determine the full publication rate of abstracts presented at the 2005 American College of Clinical Pharmacy (ACCP) Spring and Annual Meetings, American Pharmacists Association (APhA) Annual Meeting, and American Society of Health-System Pharmacists (ASHP) Summer and Midyear Clinical Meetings. Methods: Publication status was assessed for abstracts presented during the 2005 ACCP Spring and Annual Meetings, APhA Annual Meeting, and ASHP Summer and Midyear Clinical Meetings using PubMed and Google Scholar. Data collected included abstract category, study category, practice site, database(s) in which publication appeared, time in months to publication, publication type, and journal of publication. Results: Evaluation of 2,000 abstracts presented in 2005 revealed an overall full publication rate of 19.8% (n 5 384). Nearly all pharmacy abstracts were published as manuscripts (98.4%; n5378) and indexed in PubMed and Google Scholar (91.9%; n 5 353), although a significant percentage were indexed in Google Scholar only (7.8%; n 5 30). The mean time to full publication was 16.8 months (SD 611.9 months). Conclusions: Results were consistent with previously reported full publication rates of abstracts from pharmacy association meetings, indicating that abstracts presented at pharmacy meetings continue to have a lower full publication rate than other health disciplines.Key Words-abstracts, journals, meetings, pharmacy, publications Hosp Pharm-2013;48(3):219-226 A bstract presentations at professional meetings provide a valuable medium for disseminating the findings of scholarly activity, with representation from a broad spectrum of topic categories and practice settings. Abstract data are typically published by the respective organization and may also appear in secondary databases such as International Pharmaceutical Abstracts, Ovid, PubMed, and Google Scholar; however, the data contained within many abstracts may never be published in complete manuscript format.Rates of abstract publication from various disciplines have been previously evaluated. subsequent to abstract presentation at pharmacy association meetings have been significantly lower than other health disciplines. 4-7Previous research on pharmacy abstract publication rates has been conducted for a limited number of professional meetings, but pharmacy abstract publication status has not been assessed using Google Scholar. Google Scholar provides search results encompassing peer-reviewed publications, theses, books, abstracts, and articles from a variety of organizations and thus can potentially retrieve a gr...
Rising mean temperatures, sea‐level rise, and the increasing frequencies of extreme climate events, such as drought and heat waves, are expected to destabilize global food systems. In response to this challenge, there has been a growing body of research seeking to address climate change impacts on food systems. To evaluate the current directions of climate change and food systems research, we undertook a literature search of 196 peer‐reviewed articles on the topic of climate change and food systems. Studies varied in scope and methodology, and many were framed in the context of food security. Three recurring themes within climate change and food systems research were identified: (1) vulnerability and adaptation, (2) sustainable food systems, and/or (3) biophysical impacts on food production. Additionally, we identified research gaps and discernible directions for future research. Our synthesis suggests that much of the current climate change and food systems research neglects systems‐based perspectives to conceptualizing problems and solutions, there is little consideration of the differential impacts of biophysical drivers and associated outcomes in different regions, and finally, there is a lack of critical perspectives addressing underlying political structures that maintain current food systems. We suggest that future research bridge these gaps if we are to adequately address the inherently complex nature of food systems under a changing climate.
At the Large Lakes Observatory at the University of Minnesota Duluth (UMD), we are addressing issues with an outdated limnology graduate curriclum by designing a flipped‐classroom, interdisciplinary limnology course sequence that incorporates partnerships with industry, meaningful field and analytical work, and integrated skills learning for our graduate students. This new curriculum is co‐taught by four instructors with different research backgrounds and is meant to teach students with a wide range of undergraduate preparation without significant time spent on in‐class review, or leaving anyone behind. The courses, which include lecture and practice classes each semester in the graduate students' first year, are built around a course website, http://www.studywater.org, which will go public in fall of 2018. Funded by the National Science Foundation Division of Graduate Education, this pilot program will provide a new interdisciplinary curriculum applicable to graduate limnology programs and a public website with limnology modules designed to be searchable and open to the public. Here, we describe in detail our new course sequence, including curriculum, industry partnerships, and field work with the students; provide information on the challenges we faced in developing and teaching this course; and our advice for overcoming those challenges.
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