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1. Microphysical Enhancement Processes within Stratiform Precipitation on the Barrier and Sub-Barrier Scale of the Olympic Mountains

   https://doi.org/10.1175/MWR-D-20-0164.1  

   Zagrodnik, Joseph P. ; McMurdie, Lynn ; Conrick, Robert ( February 2021 , Monthly Weather Review)

   null (Ed.)

   Abstract High-resolution numerical model simulations of six different cases during the 2015/16 Olympic Mountains Experiment (OLYMPEX) are used to examine dynamic and microphysical precipitation processes on both the full barrier-scale and smaller sub-barrier-scale ridges and valleys. The degree to which stratiform precipitation within midlatitude cyclones is modified over the coastal Olympic Mountains range was found to be strongly dependent on the synoptic environment within a cyclone’s prefrontal and warm sectors. In prefrontal sectors, barrier-scale ascent over stably stratified flow resulted in enhanced ice production aloft at the coast and generally upstream of higher terrain. At low levels, stable flow orientated transverse to sub-barrier-scale windward ridges generated small-scale mountain waves, which failed to produce enough cloud water to appreciably enhance precipitation on the scale of the windward ridges. In moist-neutral warm sectors, the upstream side of the barrier exhibited broad ascent oriented along the windward ridges with lesser regions of adjacent downward motion. Significant quantities of cloud water were produced over coastal foothills with further production of cloud water on the lower-windward slopes. Ice production above the melting layer occurred directly over the barrier where the ice particles were further advected downstream by cross-barrier winds and spilled over into the lee. The coastal foothills were found to be essential for the production and maintenance of cloud water upstream of the primary topographic barrier, allowing additional time for hydrometeors to grow to precipitation size by autoconversion and collection before falling out on the lower-windward slopes. 

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2. The SARS-CoV-2 spike protein alters barrier function in 2D static and 3D microfluidic in-vitro models of the human blood–brain barrier

   https://doi.org/10.1016/j.nbd.2020.105131  

   Buzhdygan, Tetyana P. ; DeOre, Brandon J. ; Baldwin-Leclair, Abigail ; Bullock, Trent A. ; McGary, Hannah M. ; Khan, Jana A. ; Razmpour, Roshanak ; Hale, Jonathan F. ; Galie, Peter A. ; Potula, Raghava ; et al ( December 2020 , Neurobiology of Disease)

   null (Ed.)
3. Simulating barrier island response to sea level rise with the barrier island and inlet environment (BRIE) model v1.0

   https://doi.org/10.5194/gmd-12-4013-2019  

   Nienhuis, Jaap H. ; Lorenzo-Trueba, Jorge ( January 2019 , Geoscientific Model Development)

   Abstract. Barrier islands are low-lying coastal landforms vulnerable toinundation and erosion by sea level rise. Despite their socioeconomic andecological importance, their future morphodynamic response to sea level riseor other hazards is poorly understood. To tackle this knowledge gap, weoutline and describe the BarrieR Inlet Environment (BRIE) model that cansimulate long-term barrier morphodynamics. In addition to existing overwashand shoreface formulations, BRIE accounts for alongshore sediment transport,inlet dynamics, and flood–tidal delta deposition along barrier islands.Inlets within BRIE can open, close, migrate, merge with other inlets, andbuild flood–tidal delta deposits. Long-term simulations reveal complexemergent behavior of tidal inlets resulting from interactions with sea levelrise and overwash. BRIE also includes a stratigraphic module, whichdemonstrates that barrier dynamics under constant sea level rise rates canresult in stratigraphic profiles composed of inlet fill, flood–tidal delta,and overwash deposits. In general, the BRIE model represents a process-basedexploratory view of barrier island morphodynamics that can be used toinvestigate long-term risks of flooding and erosion in barrier environments.For example, BRIE can simulate barrier island drowning in cases in which theimposed sea level rise rate is faster than the morphodynamic response of thebarrier island. 

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4. The blood–brain barrier and blood–tumour barrier in brain tumours and metastases

   https://doi.org/10.1038/s41568-019-0205-x  

   Arvanitis, Costas D. ; Ferraro, Gino B. ; Jain, Rakesh K. ( January 2020 , Nature Reviews Cancer)

   null (Ed.)
5. Low-Barrier Strategies to Increase Student-Centered Learning Low-Barrier Strategies to Increase Student-Centered Learning

   Friend, Nicole Erin Woodcock ( July 2021 , ASEE annual conference exposition proceedings)

   Evidence has shown that facilitating student-centered learning (SCL) in STEM classrooms enhances student learning and satisfaction [1]–[3]. However, despite increased support from educational and government bodies to incorporate SCL practices [1], minimal changes have been made in undergraduate STEM curriculum [4]. Faculty often teach as they were taught, relying heavily on traditional lecture-based teaching to disseminate knowledge [4]. Though some faculty express the desire to improve their teaching strategies, they feel limited by a lack of time, training, and incentives [4], [5]. To maximize student learning while minimizing instructor effort to change content, courses can be designed to incorporate simpler, less time-consuming SCL strategies that still have a positive impact on student experience. In this paper, we present one example of utilizing a variety of simple SCL strategies throughout the design and implementation of a 4-week long module. This module focused on introductory tissue engineering concepts and was designed to help students learn foundational knowledge within the field as well as develop critical technical skills. Further, the module sought to develop important professional skills such as problem-solving, teamwork, and communication. During module design and implementation, evidence-based SCL teaching strategies were applied to ensure students developed important knowledge and skills within the short timeframe. Lectures featured discussion-based active learning exercises to encourage student engagement and peer collaboration [6]–[8]. The module was designed using a situated perspective, acknowledging that knowing is inseparable from doing [9], and therefore each week, the material taught in the two lecture sessions was directly applied to that week’s lab to reinforce students’ conceptual knowledge through hands-on activities and experimental outcomes. Additionally, the majority of assignments served as formative assessments to motivate student performance while providing instructors with feedback to identify misconceptions and make real-time module improvements [10]–[12]. Students anonymously responded to pre- and post-module surveys, which focused on topics such as student motivation for enrolling in the module, module expectations, and prior experience. Students were also surveyed for student satisfaction, learning gains, and graduate student teaching team (GSTT) performance. Data suggests a high level of student satisfaction, as most students’ expectations were met, and often exceeded. Students reported developing a deeper understanding of the field of tissue engineering and learning many of the targeted basic lab skills. In addition to hands-on skills, students gained confidence to participate in research and an appreciation for interacting with and learning from peers. Finally, responses with respect to GSTT performance indicated a perceived emphasis on a learner-centered and knowledge/community-centered approaches over assessment-centeredness [13]. Overall, student feedback indicated that SCL teaching strategies can enhance student learning outcomes and experience, even over the short timeframe of this module. Student recommendations for module improvement focused primarily on modifying the lecture content and laboratory component of the module, and not on changing the teaching strategies employed. The success of this module exemplifies how instructors can implement similar strategies to increase student engagement and encourage in-depth discussions without drastically increasing instructor effort to re-format course content. Introduction. 

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