ABSTRACT
'Antibiotics under our feet' is a Scottish citizen science project that aimed to raise science capital in primary school learners and their teachers through measurement of microbial diversity in urban soil samples in the search for novel antimicrobial compounds. Resistance to antibiotics is rising, posing a global threat to human health. Furthermore, science, technology, engineering and mathematics (STEM) skills are in crisis, jeopardising our capacity to mobilise as a society to fight antimicrobial resistance (AMR). Originally conceived as a response to the AMR and STEM emergencies, our project was hit by the unprecedented challenge of engaging with schools during the COVID-19 pandemic. We describe how we adapted our project to enable remote participation from primary schools and youth groups, utilising COVID-19 response initiatives as opportunities for multi-level co-creation of resources with learners in primary, secondary, and higher education. We produced portable kit boxes for soil sample collection with learning activities and videos linked to the Scottish Curriculum for Excellence. We also addressed glaring project specific content gaps relating to microbiology on English and Simple English Wikipedia. Our hybrid model of working extended our geographical reach and broadened inclusion. We present here the inception, implementation, digital resource outputs, and discussion of pedagogical aspects of 'Antibiotics under our feet'. Our strategies and insights are applicable post-pandemic for educators to develop STEM skills using soil, microbes, and antibiotics as a theme.
ABSTRACT
We disrupted periodicity cues by temporally jittering the speech signal to explore how such distortion might affect word identification. Jittering distorts the fine structure of the speech signal with negligible alteration of either its long-term spectral or amplitude envelope characteristics. In Experiment 1, word identification in noise was significantly reduced in young, normal-hearing adults when sentences were temporally jittered at frequencies below 1.2kHz. The accuracy of the younger adults in identifying jittered speech in noise was similar to that found previously for older adults with good audiograms when they listened to intact speech in noise. In Experiment 2, to rule out the possibility that the reductions in word identification were due to spectral distortion, we also tested a simulation of cochlear hearing loss that produced spectral distortion equivalent to that produced by jittering, but this simulation had significantly less temporal distortion than was produced by jittering. There was no significant reduction in the accuracy of word identification when only the frequency region below 1.2kHz was spectrally distorted. Hence, it is the temporal distortion rather than the spectral distortion of the low-frequency components that disrupts word identification.
