Understanding the degree of spatial fidelity of individuals within a species increases our ability to manage appropriately. Elk (Cervus elaphus) is a highly managed species in the Intermountain West, but there is little research evaluating summer home range fidelity of individual elk. We evaluated fidelity of 72 adult female elk to individual summer-fall home ranges in the White River study area in northwestern Colorado during two consecutive summers. Based on individual kernel-estimated utilization distributions, we used (1) the Volume of Intersection (VI) statistic and (2) interannual distances between centers of mass to compare summer range overlap and distribution. We also examined the role of landcover in summer habitat selection by elk from three distinct perspectives: landscape, individual, and philopatric. While many previous habitat studies included landscape analysis, few incorporate individual analysis and none contain a philopatric assessment, to our knowledge. We found adult female elk in the White River Study area exhibit fidelity to individual home ranges. VI values indicated that 93% of the elk showed some home range overlap, with a median value of 0.42 (SE = 0.02, n = 72). Between-year center-of-mass distances ranged from 183 m to 34,170 m (x = 3819, SE = 619, n = 72), while within-year maximum distances between location points ranged from 4,320 m to 31,680 m (x = 13,958, SE = 628, n = 72). Our landcover results indicated elk can be characterized as both generalists and specialists. While elk occurred across a very diverse landscape, we found a preference for Aspen-Mixed Conifer, Aspen, and Dry-Mesic Spruce-Fir landcover types, and a general avoidance of Agriculture, Sagebrush Steppe, Subalpine Meadow, and Grassland. We also found a high degree of similarity in landcover composition between years for individual elk. Elk home range fidelity could impact habitat management, specifically with respect to browsing and successful aspen (Populus tremuloides) regeneration. Incorporation of the philopatric perspective into future elk behavior and habitat selection studies could make results more rigorous and expand understanding of landscape-level results.

In schools, didactic training is a common method for promoting intervention fidelity. Despite its prevalence, however, a number of literature reviews suggest that didactic training alone is not an effective way to promote intervention fidelity. Training seems to be more effective when coupled with daily or weekly performance feedback in applied settings. However, given the level of resources in typical public schools, this amount of performance feedback for all teachers and paraprofessionals may not be feasible. Therefore, there is a need to explore additional means of promoting intervention fidelity. The current study examines the effects of fluency training on intervention fidelity by paraprofessionals in an applied setting. Results suggest that systematic fluency training can improve intervention fidelity, even when the interventions are complex and are being conducted by paraprofessionals with limited formal education. The study's findings also suggest that ongoing monitoring of implementation fidelity is necessary, because maintenance of these effects is idiosyncratic.

Indiana University-Purdue University Indianapolis (IUPUI) / High-fidelity patient simulation (HFPS) recreates clinical scenarios by combining mock patients and realistic environments to prepare learners with practical experience to meet the demands of modern clinical practice while ensuring patient safety. This research investigated the efficacy of HFPS in medical education through a case study of the Indiana University Bloomington Interprofessional Simulation Center. The goal of this research was to understand the role of simulated learning for attaining clinical selfefficacy and how HFPS training impacts performance. Three research questions were addressed to investigate HFPS in medical education using a mixed methods study design. Clinical competence and self-efficacy were quantified among medical students at IUSMBloomington utilizing HFPS compared to two IUSM campuses that did not incorporate this instructional intervention. Clinical competence was measured as performance on the Objective Structured Clinical Examination (OSCE), while self-efficacy of medical students was measured through a validated questionnaire. Although the effect of HFPS on quantitative results was not definitive, general trends allude to the ability of HFPS to recalibrate learners’ perceived and actual performance. Additionally, perceptual data regarding HFPS from both medical students and medical residents was analyzed. Qualitative results discovered the utility of HFPS for obtaining the clinical mental framework of a physician, fundamental psychomotor skills, and essential practice communicating and functioning as a healthcare team during interprofessional education simulations. Continued studies of HFPS are necessary to fully elucidate the value of this instructional adjunct, however positive outcomes of simulated learning on both medical students and medical residents were discovered in this study contributing to the existing HFPS literature.

京都大学 / 0048 / 新制・課程博士 / 博士(工学) / 甲第19700号 / 工博第4155号 / 新制||工||1641(附属図書館) / 32736 / 京都大学大学院工学研究科機械理工学専攻 / (主査)教授 井手 亜里, 教授 松野 文俊, 教授 蓮尾 昌裕 / 学位規則第4条第1項該当 / Doctor of Philosophy (Engineering) / Kyoto University / DGAM

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mRNA molecules form an intermediate in the transfer of sequences from DNA to ribosomes in order to guide protein production. Errors can be introduced into mRNA, producing aberrant proteins which place a strain on cellular regulatory machinery, causing increased risks of apoptosis, cancer, and decreased fitness. These errors may be introduced due to decreased transcriptional proofreading capabilities, exposure to chemicals, or mistakes in RNA editing machinery. It is important to investigate these causes of transcription errors to better understand the long-neglected area of mRNA fidelity which has such significant impacts on our cellular functions. In this paper, it was determined that addition of adenine opposite from abasic sites, not genomic uracil pairing with adenine, are a probable cause of G-to-A transcription errors. That exposure to Roundup causes increased levels of transcription errors, potentially due to oxidative stress. And finally, that off-target ADAR gene editing of transcripts occurs at high levels.

Den teknologiska utvecklingen går i full fart i dagens samhälle och detta påverkar även utvecklandet av utbildningar och dess tillvägagångssätt. Simulatorer och simulerad inlärning tar allt mer plats inom allt från medicinsk utbildning till golfsport och har länge använts inom pilotutbildning. Implementeringen av simulatorer kan i framtiden komma att ersätta stora delar av den traditionella utbildningen då simulatorerna blir allt mer effektiva. Detta är särskilt aktuellt inom farliga och mer komplicerade situationer där felsteg kan vara kritiska. Ett exempel där kritiska tillfällen kan uppstå är inom bilkörning och körsimulatorer har därför börjat bli ett allt vanligare komplement hos trafikskolor. Denna studie hade därför som mål att undersöka körförmågan och körsäkerheten hos nybörjarförare i en simulator, för att se om auditiv och haptisk feedback har någon effekt på dessa. Till studien rekryterades 12 deltagare av låg körerfarenhet, varav fem kvinnor och sju män. Studien var experimentell med inomgruppsdesign där hälften av deltagarna började köra utan feedback medan andra halvan började med feedback. Deltagarna bytte sedan betingelse. Feedback under körning visade ingen signifikant påverkan av körförmåga eller körsäkerhet. Detta kan bero på det låga antalet deltagare då de sammanlagda avvikelserna var högre vid avsaknad av feedback. Detta resultat antyder även att nya förare inte använder sig av audio-haptiska ledtrådar i lika stor utsträckning som mer erfarna förare. / Technological advancement is traveling at high speeds in today's society and this has had a big impact on education and its approaches. Simulators and simulated learning have become more prevalent in everything from medical training to golf sports and have been used for a long time in the aviation field by training pilots. The implementation of simulators could come to replace big parts of the traditional approach in the educational field because of their high rise in effectiveness. Simulators are especially topical in dangerous and more complex situations where mishaps could be critical. One example would be driving, and driving simulators seems to be on the rise in traffic education. This study had as a goal to examine driving skills and safety in novice drivers in a driving simulator to see if audio and haptic feedback had an impact. 12 participants with little to no driving experience were recruited, five women and seven men. The study was an experiment of within-group design where half of the participants started driving with feedback, while the other half started driving without feedback and then they switched condition. Feedback during driving showed no significant effects on driving skill or safety. This could be due to the low sample size because even though there was no significant effect measured, there was a bigger amount of deviations in the no feedback test group. The results suggest that novice drivers don’t use audio haptic clues as part of their driving as much as experienced drivers do.