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1. Choosing your own adventure: Engaging the new learning society through integrative curriculum design

   https://doi.org/10.29007/567f  

   Ryder, Elizabeth; Ruiz, Carolina; Weaver, Shari; Gegear, Robert (February 2020, EPiC Series in Education Science)

   In our increasingly data-driven society, it is critical for high school students to learn to integrate computational thinking with other disciplines in solving real world problems. To address this need for the life sciences in particular, we have developed the Bio-CS Bridge, a modular computational system coupled with curriculum integrating biology and computer science. Our transdisciplinary team comprises university and high school faculty and students with expertise in biology, computer science, and education. Our approach engages students and teachers in scientific practices using biological data that they can collect themselves, and computational tools that they help to design and implement, to address the real-world problem of pollinator decline. Our modular approach to high school curriculum design provides teachers with the educational flexibility to address national and statewide biology and computer science standards for a wide range of learner types. We are using a teacher- leader model to disseminate the Bio-CS Bridge, whose components will be freely available online. 

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2. A Century‐Long Trajectory of Phosphorus Loading and Export From Mississippi River Basin to the Gulf of Mexico: Contributions of Multiple Environmental Changes

   https://doi.org/10.1029/2022GB007347  

   Bian, Zihao; Pan, Shufen; Wang, Zhuonan; Yao, Yuanzhi; Xu, Rongting; Shi, Hao; Kalin, Latif; Anderson, Christopher; Justic, Dubravko; Lohrenz, Steven; et al (June 2022, Global Biogeochemical Cycles)

   Abstract Phosphorus (P) control is critical to mitigating eutrophication in aquatic ecosystems, but the effectiveness of controlling P export from soils has been limited by our poor understanding of P dynamics along the land‐ocean aquatic continuum as well as the lack of well‐developed process models that effectively couple terrestrial and aquatic biogeochemical P processes. Here, we coupled riverine P biogeochemical processes and water transport with terrestrial processes within the framework of the Dynamic Land Ecosystem Model to assess how multiple environmental changes, including fertilizer and manure P uses, land use, climate, and atmospheric CO₂, have affected the long‐term dynamics of P loading and export from the Mississippi River Basin to the Gulf of Mexico during 1901–2018. Simulations show that riverine exports of dissolved inorganic phosphorus (DIP), dissolved organic phosphorus, particulate organic phosphorus (POP), and particulate inorganic phosphorus (PIP) increased by 42%, 53%, 60%, and 53%, respectively, since the 1960s. Riverine DIP and PIP exports were the dominant components of the total P flux. DIP export was mainly enhanced by the growing mineral P fertilizer use in croplands, while increased PIP and POP exports were a result of the intensified soil erosion due to increased precipitation. Climate variability resulted in substantial interannual and decadal variations in P loading and export. Soil legacy P continues to contribute to P loading. Our findings highlight the necessity to adopt effective P management strategies to control P losses through reductions in soil erosion, and additionally, to improve P use efficiency in crop production. 

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3. Co‐designing teacher support technology for problem‐based learning in middle school science

   https://doi.org/10.1111/bjet.13363  

   Hutchins, Nicole_M; Biswas, Gautam (July 2023, British Journal of Educational Technology)

   Abstract This paper provides an experience report on a co‐design approach with teachers to co‐create learning analytics‐based technology to support problem‐based learning in middle school science classrooms. We have mapped out a workflow for such applications and developed design narratives to investigate the implementation, modifications and temporal roles of the participants in the design process. Our results provide precedent knowledge on co‐designing with experienced and novice teachers and co‐constructing actionable insight that can help teachers engage more effectively with their students' learning and problem‐solving processes during classroom PBL implementations. Practitioner notesWhat is already known about this topicSuccess of educational technology depends in large part on the technology's alignment with teachers' goals for their students, teaching strategies and classroom context.Teacher and researcher co‐design of educational technology and supporting curricula has proven to be an effective way for integrating teacher insight and supporting their implementation needs.Co‐designing learning analytics and support technologies with teachers is difficult due to differences in design and development goals, workplace norms, and AI‐literacy and learning analytics background of teachers.What this paper addsWe provide a co‐design workflow for middle school teachers that centres on co‐designing and developing actionable insights to support problem‐based learning (PBL) by systematic development of responsive teaching practices using AI‐generated learning analytics.We adapt established human‐computer interaction (HCI) methods to tackle the complex task of classroom PBL implementation, working with experienced and novice teachers to create a learning analytics dashboard for a PBL curriculum.We demonstrate researcher and teacher roles and needs in ensuring co‐design collaboration and the co‐construction of actionable insight to support middle school PBL.Implications for practice and/or policyLearning analytics researchers will be able to use the workflow as a tool to support their PBL co‐design processes.Learning analytics researchers will be able to apply adapted HCI methods for effective co‐design processes.Co‐design teams will be able to pre‐emptively prepare for the difficulties and needs of teachers when integrating middle school teacher feedback during the co‐design process in support of PBL technologies. 

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4. High species richness in the lichen genus Peltigera (Ascomycota, Lecanoromycetes): 34 species in the dolichorhizoid and scabrosoid clades of section Polydactylon, including 24 new to science

   https://doi.org/10.3767/persoonia.2023.51.01  

   Magain, N.; Miadlikowska, J.; Goffinet, B.; Goward, T.; Pardo-De la Hoz, C.J.; Jüriado, I.; Simon, A.; Mercado-Díaz, J.A.; Barlow, T.; Moncada, B.; et al (August 2023, Persoonia - Molecular Phylogeny and Evolution of Fungi)

   Applying molecular methods to fungi establishing lichenized associations with green algae or cyanobacteria has repeatedly revealed the existence of numerous phylogenetic taxa overlooked by classical taxonomic approaches. Here, we report taxonomical conclusions based on multiple species delimitation and validation analyses performed on an eight-locus dataset that includes world-wide representatives of the dolichorhizoid and scabrosoid clades in section Polydactylon of the genus Peltigera . Following the recommendations resulting from a consensus species delimitation approach and additional species validation analysis (BPP) performed in this study, we present a total of 25 species in the dolichorhizoid clade and nine in the scabrosoid clade, including respectively 18 and six species that are new to science and formally described. Additionally, one combination and three varieties (including two new to science) are proposed in the dolichorhizoid clade. The following 24 new species are described: P. appalachiensis , P. asiatica , P. borealis , P. borinquensis , P. chabanenkoae , P. clathrata , P. elixii , P. esslingeri , P. flabellae , P. gallowayi , P. hawaiiensis , P. holtanhartwigii , P. itatiaiae , P. hokkaidoensis , P. kukwae , P. massonii , P. mikado , P. nigriventris , P. orientalis , P. rangiferina , P. sipmanii , P. stanleyensis , P. vitikainenii and P. willdenowii ; the following new varieties are introduced: P. kukwae var. phyllidiata and P. truculenta var. austroscabrosa ; and the following new combination is introduced: P. hymenina var. dissecta . Each species from the dolichorhizoid and scabrosoid clades is morphologically and chemically described, illustrated, and characterised with ITS sequences. Identification keys are provided for the main biogeographic regions where species from the two clades occur. Morphological and chemical characters that are commonly used for species identification in the genus Peltigera cannot be applied to unambiguously recognise most molecularly circumscribed species, due to high variation of thalli formed by individuals within a fungal species, including the presence of distinct morphs in some cases, or low interspecific variation in others. The four commonly recognised morphospecies: P. dolichorhiza , P. neopolydactyla , P. pulverulenta and P. scabrosa in the dolichorhizoid and scabrosoid clades represent species complexes spread across multiple and often phylogenetically distantly related lineages. Geographic origin of specimens is often helpful for species recognition; however, ITS sequences are frequently required for a reliable identification. 

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5. Optimal Stopping Rules for Sequential Hypothesis Testing

   Daskalakis, Constantinos; Kawase, Yasushi (January 2017, 25th Annual European Symposium on Algorithms (ESA))

   Suppose that we are given sample access to an unknown distribution p over n elements and an explicit distribution q over the same n elements. We would like to reject the null hypothesis“p=q” after seeing as few samples as possible, whenp6=q, while we never want to reject the null, when p=q. Well-known results show thatΘ(√n/2)samples are necessary and sufficient for distinguishing whether p equals q versus p is-far from q in total variation distance. However,this requires the distinguishing radiusto be fixed prior to deciding how many samples to request.Our goal is instead to design sequential hypothesis testers, i.e. online algorithms that request i.i.d.samples from p and stop as soon as they can confidently reject the hypothesis p=q, without being given a lower bound on the distance between p and q, whenp6=q. In particular, we want to minimize the number of samples requested by our tests as a function of the distance between p and q, and if p=q we want the algorithm, with high probability, to never reject the null. Our work is motivated by and addresses the practical challenge of sequential A/B testing in Statistics.We show that, when n= 2, any sequential hypothesis test must seeΩ(1dtv(p,q)2log log1dtv(p,q))samples, with high (constant) probability, before it rejects p=q, where dtv(p,q) is the—unknown to the tester—total variation distance between p and q. We match the dependence of this lower bound ondtv(p,q)by proposing a sequential tester that rejects p=q from at most O(√ndtv(p,q)2log log1dtv(p,q))samples with high (constant) probability. TheΩ(√n)dependence on the support size n is also known to be necessary. We similarly provide two-sample sequential hypothesis testers, when sample access is given to both p and q, and discuss applications to sequential A/B testing. 

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