ABSTRACT
Although the popularity of protected areas for recreation has been increasing, short term changes in visitation occurred during the COVID-19 pandemic. To examine how volunteer geographic information data can be used to monitor such often rapid changes in visitation across multiple locations, data from online fitness platforms for mountain biking (Trailforks) and remote area hiking (Wikiloc) were analysed before (2019) and during (2020-2021) the COVID-19 pandemic for 40 protected areas in Queensland, Australia. Mountain biking was popular with a total of 93,311 routes on Trailforks, with 26,936 routes in 2019, increasing to 37,406 in 2020, and then decreasing to 28,969 in 2021. Approximately 66% of all the routes were from just three urban protected areas out of the 12 with route data. There were 4367 routes for remote area hiking on Wikiloc across 36 protected areas, which increased slightly from 1081 in 2019, to 1421 in 2020 and to 1865 in 2021. Across 18 factors, distance from urban areas and networks of mountain biking trails best predicted popularity for mountain biking based on Generalised Linear Models. In contrast, average slope and large networks of hiking trails best predicted hiking, with similar results for each year. The two sources of online data were correlated with trail counter data, although not consistently. The results highlight how external factors affect visitation, but also how the same types of protected areas remained popular, and that the impacts of COVID-19 pandemic on visitation in South-East Queensland protected areas was less dramatic than for other regions. This study further highlights how volunteered geographic information can be used to assess the popularity of protected areas, including in rapidly changing conditions. Management implications Rapid changes in visitation can be challenging to monitor and manage, as occurred with the COVID-19 pandemic. The impacts of the COVID-19 pandemic on mountain biking and hiking and factors predicting protected area popularity were examined across different parks. Visitation increased at different stages of the pandemic, with mountain bikers' preferring urban parks with networks of mountain bike trails while some hikers preferred more remote large parks. Managers can expand on traditional methods of visitor monitoring by using volunteered geographic information to monitor rapid and longer-term trends of visitation to protected areas.
ABSTRACT
Over the past years, recruitment of participants for behavioral and biomedical research through the internet has become more popular. Online has become an advantageous approach to recruitment, especially since the covid pandemic has posed a great challenge to most in-person research activities. Typically, internet-based recruitment strategies include website posting, emailing list of potential participants as well as using social media such as Facebook, Twitter, and Instagram to deliver recruitment information to groups who are often unrepresented in research. Although this mechanism has reduced barriers to participation, it has posed serious threats to data quality and validity. For example, some studies on data validity estimate that up to 90% of online survey responses are fraudulent when they rely on screening questions and CAPTCHA alone. Others have shown that vetted panel data such as Mechanical Turk (mTurk), has high rates of participant misrepresentation. Therefore, the aim of this paper is to highlight the challenges associated with internet-based recruitment of family caregivers and describe strategies for researchers to ensure data integrity. We discuss multi-faceted approaches to detect and prevent fraudulent and suspicious activities such as duplicate and automated enrollment by software applications known as bots as well by fraudulent human participants. We discuss data on several strategies that have proven effective in our previous and ongoing trails. We will also demonstrate the need to implement several strategies and a "fail-safe” to detect fraud after enrollment. It is imperative that researchers understand the need to address these challenges to preserve data integrity and replicability.
ABSTRACT
The HSI (Hispanic Serving Institution) ATE (Advanced Technological Education) Hub 2 is a three-year collaborative research project funded by the National Science Foundation (NSF) that continues the partnership between two successful programs and involves a third partner in piloting professional development that draws upon findings from the initial program. The goal of HSI ATE Hub 2 is to improve outcomes for Latinx students in technician education programs through design, development, pilot delivery, and dissemination of a 3-tier professional development (PD) model for culturally responsive technician education at 2-year Hispanic Serving Institutions (HSIs). The project seeks to do this by developing the awareness and ability of faculty to appreciate, engage, and affirm the unique cultural identities of the students in their classes and use this connection to deepen students' belonging and emerging identities as STEM learners and future STEM technicians. This paper shares the research foundations shaping this approach and the methods by which faculty professional development is being provided to develop this important and sensitive instructional capability in participating faculty. The tiered PD model features a scaffolded series of reflective and activity-oriented modules to incrementally enrich the instructional practices and mindset of HSI STEM educators and strengthen their repertoire of strategies for engaging culturally diverse students. Scaffolding that translates culturally responsive theory to practice spans each of the four distinct topic modules in each tier. Each topic module in a tier then scaffolds to a more advanced topic module in the next tier. Tier 1, Bienvenidos, welcomes HSI STEM educators who recognize the need to better serve their Latinx students, and want guidance for small practical activities to try with their students. Tier 2, Transformation through Action, immerses HSI STEM educators in additional activities that bring culturally responsive practices into their technician training while building capacity to collect evidence about impacts and outcomes for students. Tier 3, Engaging Community, strengthens leadership as HSI STEM educators disseminate results from activities completed in Tiers 1 and 2 at conferences that attract technician educators. Sharing the evidence-based practices and their outcomes contributes to achieving broader impacts in the Advanced Technological Education or ATE Community of NSF grantees. Westchester Community College (WCC), the first 2-year HSI in the State University of New York (SUNY) 64 campus system, is piloting the 3-tier PD model using virtual learning methods mastered through previous NSF ATE work and the COVID-19 context. During the pilot, over 20 WCC technician educators in three cohorts will develop leadership skills and practice culturally responsive methods. The pilot will build capacity within WCC STEM technician programs to better support the diversity of students, industry demand for a diverse workforce, and WCC's capacity for future development of technician education programs. This first paper in a three part series describes the program goals and objectives, the 3-Tier PD model, and reports initial results for Cohort A's engagement in the first three modules of Tier 1. © American Society for Engineering Education, 2022.
ABSTRACT
Background: Current personal protective equipment (PPE) practices in UK intensive care units involve “sessional” use of long-sleeved gowns, risking nosocomial infection transmitted via gown sleeves. Data from the first wave of the COVID19 pandemic demonstrated that these changes in infection prevention and control protocols were associated with an increase in healthcare associated bloodstream infections. We therefore explored the use of a protocol using short-sleeved gowns with hand and arm hygiene to reduce this risk. Methods: ICU staff were trained in wearing short-sleeved gowns and using a specific hand and arm washing technique between patients (experimental protocol). They then underwent simulation training, performing COVID-19 intubation and proning tasks using either experimental protocol or the standard (long-sleeved) control protocol. Fluorescent powder was used to simulate microbial contamination, detected using photographs under ultraviolet light. Teams were randomised to use control or experimental PPE first. During the simulation, staff were questioned on their feelings about personal safety, comfort and patient safety. Results: Sixty-eight staff and 17 proning volunteers were studied. Experimental PPE completely prevented staff contamination during COVID-19 intubation, whereas this occurred in 30/67 staff wearing control PPE (p =.003, McNemar). Proning volunteers were contaminated by staff in 15/17 control sessions and in 1/17 with experimental PPE (p =.023 McNemar). Staff comfort was superior with experimental PPE (p<.001, Wilcoxon). Their personal safety perception was initially higher with control PPE, but changed towards neutrality during sessions (p <.001 start, 0.068 end). Their impressions of patient safety were initially similar (p =.87), but finished strongly in favour of experimental PPE (p <.001). Conclusions: Short-sleeved gowns with hand and forearm cleansing appear superior to sessional long-sleeved gowns in preventing cross-contamination between staff and patients.
ABSTRACT
With support from the National Science Foundation's Division of Undergraduate Education, this five-year project led by a two-year Hispanic Serving Institution (HSI) seeks to provide underrepresented students with mentored work experiences in computer information systems. Students will have access to paid on-campus work experiences and internships in businesses and industries. It is anticipated that some examples of potential student projects include mobile application development, cybersecurity, and computer support. It is expected that these experiences will increase undergraduate student interest, persistence, and success in computer information systems, as well as in STEM more broadly. To ensure that they are well-prepared for and gain the most from their work experiences, students will receive training on employability skills such as communication, teamwork, and project management. In addition, during their work experiences, students will be mentored by faculty, industry professionals, and peers. To strengthen the capacity of faculty to serve all students, including Hispanic students, the project will provide faculty with professional development focused on an equity mindset. This framework to provide mentored work experiences will be developed and piloted at Phoenix College, in the computer information technology department and eventually expanded to other STEM fields at the institution. Following this, the project also intends to expand this framework to four other two-year HSIs in the region. Through this work, the project aims to develop a replicable model for how two-year institutions can develop work experiences that foster increased student graduation and entry into STEM career pathways. This project, which is currently in its first year, seeks to examine how a curriculum that integrates cross-sector partnerships to provide work experiences can enhance STEM learning and retention. Using mixed methods and grounded theory, the project will expand knowledge about: (1) the impact of cross-sector partnerships that support work-focused experiential teaching and learning;(2) systematic ways to maintain and better use cross-sector partnerships;and (3) the degree to which a model of work-focused learning experiences can be adopted at other two-year HSIs and by other STEM fields. Baseline data about Hispanic serving identity at the pilot institution has been collected and assessed at the institutional, departmental, and for different educator roles including faculty, support staff, and administrative leaders to produce inputs towards developing a detailed plan of action. Early results from baseline data, visualizations, planning responses, and initial project activities for student work experiences and faculty professional development will be reported in the submission. The impact of Covid-19 to Year 1 activities will also be discussed. Expected long term results of the project include: development of sustainable mechanisms to foster cross-sector partnerships;increased student retention and workforce readiness;and measurable successes for STEM students, particularly Hispanic students, at two-year HSIs. © American Society for Engineering Education, 2021