2014 HRP Annual Report
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Nature.2021.06.12 [Sat, 12 Jun 2021]
[Sat, 12 Jun 2021] This Week News in Focus Books & Arts Opinion Work Research | Next section | Main menu | Donation | Next section | Main menu | | Next section | Main menu | Previous section | This Week Embrace the WHO’s new naming system for coronavirus variants [09 June 2021] Editorial • The World Health Organization’s system should have come earlier. Now, media and policymakers need to get behind it. Google’s AI approach to microchips is welcome — but needs care [09 June 2021] Editorial • Artificial intelligence can help the electronics industry to speed up chip design. But the gains must be shared equitably. The replication crisis won’t be solved with broad brushstrokes [08 June 2021] World View • A cookie-cutter strategy to reform science will cause resentment, not improvement. A light touch changes the strength of a single atomic bond [07 June 2021] Research Highlight • A technique that uses an electric field to tighten the bond between two atoms can allow a game of atomic pick-up-sticks. How fit can you get? These blood proteins hold a clue [04 June 2021] Research Highlight • Scientists pinpoint almost 150 biomarkers linked to intrinsic cardiovascular fitness, and 100 linked to fitness gained from training. Complex, lab-made ‘cells’ react to change like the real thing [02 June 2021] Research Highlight • Synthetic structures that grow artificial ‘organelles’ could provide insights into the operation of living cells. Elephants’ trunks are mighty suction machines [01 June 2021] Research Highlight • The pachyderms can nab a treat lying nearly 5 centimetres away through sheer sucking power. More than one-third of heat deaths blamed on climate change [04 June 2021] Research Highlight • Warming resulting from human activities accounts for a high percentage of heat-related deaths, especially in southern Asia and South America. -
2013 Annual Report
2012-13 Annual Accountability Report FLORIDA INTERNATIONAL UNIVERSITY STATE UNIVERSITY SYSTEM of FLORIDA Board of Governors Annual Accountability Report FLORIDA INTERNATIONAL UNIVERSITY 2012-2013 TABLE OF CONTENTS EXECUTIVE SUMMARY DASHBOARD p. 2 KEY ACHIEVEMENTS p. 5 NARRATIVE p. 6 DATA TABLES SECTION 1. FINANCIAL RESOURCES p. 16 SECTION 2. PERSONNEL p. 20 SECTION 3. ENROLLMENT p. 21 SECTION 4. UNDERGRADUATE EDUCATION p. 23 SECTION 5. GRADUATE EDUCATION p. 32 SECTION 6. RESEARCH & ECONOMIC DEVELOPMENT p. 35 1 Annual Accountability Report FLORIDA INTERNATIONAL UNIVERSITY 2012-2013 Dashboard Headcount Fall % 2007-2012 Degree Programs Offered 2012 Carnegie Classifications Enrollments 2012 Total % Change TOTAL 50,394 100% 31% TOTAL (as of Spring 2013) 178 Research Universities Basic: White 6,259 12% -5% Baccalaureate 63 (high research activity) Hispanic 31,037 62% 36% Master’s 81 Undergraduate Professions plus arts & Black 6,639 13% 37% Research& Specialist’s Doctorate 30 Instructional Program: sciences, high graduate Doctorate Other 6,459 13% 50% Professional Doctorate 4 Graduate Comprehensive doctoral Full-Time 30,094 60% 31% Faculty Full- Part- Instructional Program: (no medical/veterinary) Part-Time 20,300 40% 30% (Fall 2012) Time Time Large four-year, primarily Size and Setting: Undergraduate 36,217 72% 22% TOTAL 1,116 34 nonresidential Graduate 8,414 17% 35% Tenure & Ten. Track 687 6 Community Curricular Engagement and T. Track Unclassified 5,763 11% 114% Non-Tenured Faculty 429 28 Engagement: Outreach and Partnerships DEGREE PRODUCTIVITY -
Aquarius Fact Sheet
Fact Sheet: 2019 Designer: Perry Submarine Builders (Florida) Construction: Victoria Machine Works (Texas); start: 1986 | complete: 1987 Estimated construction cost: $5.5M Operational Timeline: St. Croix Deployment: Deployment in Salt River Canyon, St. Croix: 1987 Owner: NOAA Operator: Farleigh Dickenson University Interim Period: Recovered: 1990 by the University of North Carolina Wilmington Refurbished: 1990-1993 at North Carolina State Ports, Wilmington, NC Owner: NOAA Operator: University of North Carolina Wilmington Florida Keys Deployment: Initial deployment on Conch Reef, Florida Keys: 1993 (baseplate deployed 1992) Recovered for refurbishment: 1996-1998 - Harbor Branch Oceanographic Institution, Ft. Pierce, FL Redeployment on Conch Reef, Florida Keys: 1998 – present Owner: NOAA: 1986-2014; Florida International University: 2014 – present Operator: FDU: 1987-1989; UNCW: 1990-2012; Florida International University: 2013 - present Aquarius Siting: Conch Reef, Florida Keys (Florida Keys National Marine Sanctuary): Distance From Islamorada shore base: 15.4 km (8.5 nm) Distance offshore: 9 km (5.4 nm) Hatch depth/storage depth: 14 m (46 fsw) 35 psi Depth of bottom directly below Aquarius: 18 m (60 fsw) (updated: 09.15.19) Habitat Specifications: Aquarius weight: 82-ton double-lock pressure vessel Baseplate weight: 120 tons Dimensions: 14-meters long by 3-meters in diameter (46 ft x 10 ft) Crew: 4 scientists and 2 technicians Amenities: kitchen facilities that include a microwave, instant hot water dispenser, refrigerator, sink, dining -
Fantasy Or Fiction , Volumesociety
or collective redistirbution of any portion of this article by photocopy machine, reposting, or other means is permitted only with the approval of The Oceanography Society. Send all correspondence to: [email protected] ofor Th e The to: [email protected] Oceanography approval Oceanography correspondence all portionthe Send Society. ofwith any permitted articleonly photocopy by Society, is of machine, reposting, this means or collective or other redistirbution article has This been published in SPECIAL IssUE FEATURE Oceanography Fantasy or Fiction journal of The 21, NumberOceanography 3, a quarterly Society. , Volume Waking Up to the Public’s Lack of Understanding BY ELLEN PRAGER C opyright 2008 by The 2008 by opyright Oceanography Society. A ll rights reserved. P ermission is granted to copy this article for use in teaching and research. article use for research. and this copy in teaching to granted is ermission ONCE UPon A TIME, in a land ignorance, and even worse, indifference, all but a few, including the educator faraway, there was a society in which about the environment and, specifically, in the bunch, explained or agreed that P people understood and were excited the ocean. They were a diverse group of global warming is due to sun shining O Box 1931, about science, especially ocean science. individuals in terms of ethnicity, afflu- through the ozone hole. “Nooooooo!” R I first dreamed of this place a few years ence, and education; they were brought That’s me knocking my head on the wall ockville, R epublication, systemmatic reproduction, reproduction, systemmatic epublication, ago as I sat behind a wall of one-way together by an ocean-related industry to behind the glass. -
Aquarius Reef Base • Study Guide
Aquarius Reef Base • Study Guide In this exciting sneak preview of season 4, Jonathan visits Aquarius Reef Base—the world’s only undersea lab where scientists live in saturation for days or weeks at a time, studying the ocean. It’s an amazing combination of science fiction and undersea adventure! Objectives Discussion for after watching the program 1. Introduces viewers to issues regarding gas uptake and decompression in diving. 1. What two factors limit scuba divers in how long they can stay underwater before 2. Demonstrates how research can be surfacing? accomplished “in saturation.” 2. How does Aquarius Reef Base change the need for divers to limit their dive time? Questions for before watching the program 3. What are some technical difficulties that were overcome to allow divers to live in 1. If you hold a glass upside-down and then aquarius? submerge it, does water fill the glass? Why or why not? 4. What are some ways in which the higher ambient pressure inside Aquarius affects 2. What would happen if you then took that people? glass down to 33 feet of seawater? (Internet research: what is the significance of 33 feet 5. Even though we can’t metabolize of seawater?) nitrogen, why does it play a role in diving physiology? 3. If you took an empty glass down to 33 feet of seawater, flipped it upside down and filled 6. What is meant by the term “saturation it with air, what is the pressure of the air diving?” inside? 7. Why doesn’t water come inside Aquarius 4. -
Fall 2016 Is Available in the Laboratory of Dr
RNA Society Newsletter Aug 2016 From the Desk of the President, Sarah Woodson Greetings to all! I always enjoy attending the annual meetings of the RNA Society, but this year’s meeting in Kyoto was a standout in my opinion. This marked the second time that the RNA meeting has been held in Kyoto as a joint meeting with the RNA Society of Japan. (The first time was in 2011). Particular thanks go to the local organizers Mikiko Siomi and Tom Suzuki who took care of many logistical details, and to all of the organizers, Mikiko, Tom, Utz Fischer, Wendy Gilbert, David Lilley and Erik Sontheimer, for putting together a truly exciting and stimulating scientific program. Of course, the real excitement in the annual RNA meetings comes from all of you who give the talks and present the posters. I always enjoy meeting old friends and colleagues, but the many new participants in this year’s meeting particularly encouraged me. (Continued on p2) In this issue : Desk of the President, Sarah Woodson 1 Highlights of RNA 2016 : Kyoto Japan 4 Annual Society Award Winners 4 Jr Scientist activities 9 Mentor Mentee Lunch 10 New initiatives 12 Desk of our CEO, James McSwiggen 15 New Volunteer Opportunities 16 Chair, Meetings Committee, Benoit Chabot 17 Desk of the Membership Chair, Kristian Baker 18 Thank you Volunteers! 20 Meeting Reports: RNA Sponsored Meetings 22 Upcoming Meetings of Interest 27 Employment 31 1 Although the graceful city of Kyoto and its cultural months. First, in May 2016, the RNA journal treasures beckoned from just beyond the convention instituted a uniform price for manuscript publication hall, the meeting itself held more than enough (see p 12) that simplifies the calculation of author excitement to keep ones attention! Both the quality fees and facilitates the use of color figures to and the “polish” of the scientific presentations were convey scientific information. -
COVID-19 Vaccination in Patients with Liver Disease
COVID-19 Vaccination in Patients with Liver Disease Moderated By: Kyong-Mi Chang, MD, FAASLD & Gregory A. Poland, MD © 2020 AMERICAN ASSOCIATION FOR THE STUDY OF LIVER DISEASES WWW.AASLD.ORG Webinar Moderator Kyong-Mi Chang, MD, FAASLD • Professor of Medicine (GI) – University of Pennsylvania Perelman School of Medicine • Associate Chief of Staff and Associate Dean for Research at the affiliated Corporal Michael J. Crescenz VA Medical Center in Philadelphia © 2020 AMERICAN ASSOCIATION FOR THE STUDY OF LIVER DISEASES WWW.AASLD.ORG 2 Webinar Moderator Gregory A. Poland, MD • Mary Lowell Leary Professor of Medicine at the Mayo Clinic in Rochester, Minnesota • Director of the Mayo Clinic's Vaccine Research Group © 2020 AMERICAN ASSOCIATION FOR THE STUDY OF LIVER DISEASES WWW.AASLD.ORG 3 Webinar Agenda Talks Speakers Webinar and Presenter Introductions Dr. Chang & Poland "Safety and efficacy of conventional vaccination in patients with liver Dr. Hugo Rosen disease” “Safety of vaccines with adenoviral vectors in liver disease patients” Prof. Eleanor Barnes “Safety of RNA vaccines in liver disease patients” - Moderna Dr. Drew Weissman “Safety of RNA vaccines in liver disease patients” - Pfizer Dr. Onyema Ogbuagu Panel Discussion / Q&A All © 2020 AMERICAN ASSOCIATION FOR THE STUDY OF LIVER DISEASES WWW.AASLD.ORG 4 Webinar Q&A • Submit your questions anytime during the webinar in the Q&A box at the top or bottom of your screen. • Questions will be answered at the end of the presentations. © 2020 AMERICAN ASSOCIATION FOR THE STUDY OF LIVER DISEASES WWW.AASLD.ORG 5 Webinar Presenter Hugo R. Rosen, MD, FAASLD • Professor and Chair, Department of Medicine • Kenneth T. -
Impacts of Sharks on Coral Reef Ecosystems } Do Healthy Reefs Need
Impacts of sharks on coral reef ecosystems } Do healthy reefs need sharks? This is one of the most misunderstood questions in coral reef ecology. Shark populations are declining due to habitat loss, overfishing, and other stressors. It is important to understand how these losses could affect the rest of the ecosystem. Understanding the predator-prey interactions between herbivores and sharks is crucial for coral reef conservation. As top predators, sharks not only eat other fish, but they can also affect their behavior. In the presence of sharks, herbivorous fish may be concentrating their grazing to small, sheltered areas. Because these fish have to eat where they are safe from predators, there is more space to allow young coral to settle, grow, and thrive. In the absence of sharks, herbivorous fish may spread out their grazing randomly across large patches of algae, leaving few well-defined or cleared areas for corals to settle. Fortunately, Florida International University has just the place to explore these dynamic questions, a lab under the sea – Aquarius Reef Base. From September 7th to 14th, a mission at Aquarius Reef Base will combine sonar with baited remote underwater video surveys (BRUVs), an experiment the first of its kind to bring these technologies together. Researchers on this mission strive to understand the direct impact of shark presence on herbivorous fish behavior as well as the indirect impact of sharks on algae communities. Combining these technologies: • Provides a new way to study reef fish behavior • Carves the path forward for future ecological research • Offers insights that may lead to critical marine conservation outcomes Mission Overview: Dr. -
What If We Could Make RNA Accessible to Everyone?
What if we could make RNA accessible to everyone? Investor Presentation | © 2021 GreenLight Biosciences. All rights reserved. GreenLight confidential. 1 Disclaimer Caution Regarding Forward Looking Statements Certain statements included in this Investor Presentation (“Presentation”) that are not historical facts are forward-looking statements for purposes of US law. Forward-looking statements generally are accompanied by words such as “believe,” “may,” “will,” “estimate,” “continue,” “anticipate,” “intend,” “expect,” “should,” “would,” “plan,” “pipeline”, “predict,” “project,” “forecast,” “potential,” “seem,” “seek,” “strategy,” “future,” “outlook,” “opportunity,” “should,” “would,” “will be,” “will continue,” “will likely result” and similar expressions that predict or indicate future events or trends or that are not statements of historical matters. These forward-looking statements include, but are not limited to, statements regarding operating results, product field tests, clinical trials, future liquidity, the proposed transaction between Environmental Impact Acquisition Corporation ("ENVI") and GreenLight, including statements as to the expected timing, funding, completion and effects of the Proposed Business Combination or other steps or transactions associated with it and financial estimates, forecasts, and performance metrics and projections of market opportunity. These statements are based on various assumptions, whether or not identified in this Presentation, and on the current expectations of the respective management of GreenLight and Environmental Impact Acquisition Corporation ("ENVI") and are not predictions of actual performance. These forward-looking statements are provided for illustrative purposes only and are not intended to serve as, and must not be relied on by an investor as, a guarantee, an assurance, a prediction, or a definitive statement of fact or probability. Actual events and circumstances are difficult or impossible to predict and will differ from assumptions. -
'The Last of the Earth's Frontiers': Sealab, the Aquanaut, and the US
‘The Last of the earth’s frontiers’: Sealab, the Aquanaut, and the US Navy’s battle against the sub-marine Rachael Squire Department of Geography Royal Holloway, University of London Submitted in accordance with the requirements for the degree of PhD, University of London, 2017 Declaration of Authorship I, Rachael Squire, hereby declare that this thesis and the work presented in it is entirely my own. Where I have consulted the work of others, this is always clearly stated. Signed: ___Rachael Squire_______ Date: __________9.5.17________ 2 Contents Declaration…………………………………………………………………………………………………………. 2 Abstract……………………………………………………………………………………………………………… 5 Acknowledgements …………………………………………………………………………………………… 6 List of figures……………………………………………………………………………………………………… 8 List of abbreviations…………………………………………………………………………………………… 12 Preface: Charting a course: From the Bay of Gibraltar to La Jolla Submarine Canyon……………………………………………………………………………………………………………… 13 The Sealab Prayer………………………………………………………………………………………………. 18 Chapter 1: Introducing Sealab …………………………………………………………………………… 19 1.0 Introduction………………………………………………………………………………….... 20 1.1 Empirical and conceptual opportunities ……………………....................... 24 1.2 Thesis overview………………………………………………………………………………. 30 1.3 People and projects: a glossary of the key actors in Sealab……………… 33 Chapter 2: Geography in and on the sea: towards an elemental geopolitics of the sub-marine …………………………………………………………………………………………………. 39 2.0 Introduction……………………………………………………………………………………. 40 2.1 The sea in geography………………………………………………………………………. -
Ocean Resources
[Type text] Teachable Science: Ocean Edition June 14-15, 2012 Lathrop E. Smith Environmental Education Center Ocean Resources NOAA Education NOAA Education Homepage http://www.education.noaa.gov/ http://www.education.noaa.gov/about.html NOAA Fisheries Protected Resources (sea turtles, marine mammals…) http://www.nmfs.noaa.gov/pr/education/kids.htm http://www.fpir.noaa.gov/PRD/prd_outreach_education1.html Lesson Plans: http://www.nmfs.noaa.gov/pr/education/lessons.htm NOAA National Centers for Coastal Ocean Science http://coastalscience.noaa.gov/education/ NOAA National Marine Sanctuaries http://sanctuaries.noaa.gov/education/welcome.html http://sanctuaries.noaa.gov/education/teachers/curriculum.html http://sanctuaries.noaa.gov/education/teachers/ NOAA National Ocean Service: http://oceanservice.noaa.gov/education/ Lesson Plan Library: http://oceanservice.noaa.gov/education/lessons/welcome.html NOAA Ocean Explorer http://oceanexplorer.noaa.gov/edu/welcome.html http://oceanexplorer.noaa.gov/edu/lessonplans/lessonplans.html http://oceanexplorer.noaa.gov/edu/guide/welcome.html http://oceanexplorer.noaa.gov/gallery/gallery.html http://oceanexplorer.noaa.gov/edu/materials.html http://oceanexplorer.noaa.gov/explorations/03portland/background/edu/edu.html NOAA Ocean Research & Exploration: http://www.oar.noaa.gov/education/ http://www.oar.noaa.gov/k12/ NOAA Ocean Service Education http://oceanservice.noaa.gov/education/literacy.html NOAA Office of Ocean Exploration and Research http://oceanexplorer.noaa.gov/edu/welcome.html NOAA Olympiad: National -
National Oceanic and Atmospheric Administration Information Exchange for Marine Educators Archive of Educational Programs, Activ
National Oceanic and Atmospheric Administration Information Exchange for Marine Educators Archive of Educational Programs, Activities, and Websites A to G Environmental and Ocean Literacy Environmental literacy is key to preserving the nation's natural resources for current and future use and enjoyment. An environmentally literate public results in increased stewardship of the natural environment. Many organizations are working to increase the understanding of students, teachers, and the general public about the environment in general, and the oceans and coasts in particular. The following are just some of the large-scale and regional initiatives which seek to provide standards and guidance for our educational efforts and form partnerships to reach broader audiences. (In the interest of brevity, please forgive the abbreviations, the abbreviated lists of collaborators, and the lack of mention of funding institutions). The lists are far from inclusive. Please send additional entries for inclusion in future newsletters. Background Documents Developing a Framework for Assessing Environmental Literacy NAAEE has released Developing a Framework for Assessing Environmental Literacy, developed by researchers, educators, and assessment specialists in social studies, science, environmental education, and others. A presentation about the framework and accompanying documents are available on this website. http://www.naaee.net/framework Executive Order for the Stewardship of Our Oceans, Coasts, and Great Lakes President Barak Obama signed an Executive Order establishing the National Ocean Council. The Executive Order established for the first time a comprehensive, integrated national policy for the stewardship of the ocean, our coasts, and Great Lakes, which sets our nation on a path toward comprehensive planning for the preservation and sustainable uses of these bodies of water.