California State University , Monterey Bay Research Articles

California State University Monterey Bay: A Model of Iterative Assessment Practice

California State University Monterey Bay: A Model of Iterative Assessment Practice

Evaluating Students’ Perceived Stress, Sleep Quality, and Physical Activity in Exercise Is Medicine® On Campus Student-led Health Consultation Program

The American College of Sport Medicine created the Exercise is Medicine® (EIM) initiative to improve health through the promotion and prescription of physical activity. The EIM-On Campus (EIM-OC) initiative uses physical activity as a vital sign for promoting healthy behaviors among students and employees on a college campus. The EIM-OC initiative was launched at California State University, Monterey Bay (CSUMB) in Fall 2019. The purpose of this research project was to promote and evaluate college students’ health behaviors associated with the implementation of the EIM-OC initiative at CSUMB. We hypothesized significant improvements in perceived stress, sleep quality, and total physical activity time among participants. The research design was pre-post and tracked participants in the EIM-OC semester long consultation program. Fifteen CSUMB students participated in the consultation program. The Perceived Stress Scale (PSS), Pittsburgh Sleep Quality Index (PSQI), and the Godin-Leisure Time Exercise Questionnaire (GLTEQ) were administered online through an intake form before and after the consultation program. Dependent t-tests were performed to assess for pre- and post-differences in perceived stress (PS), sleep quality (SQ), and total physical activity (PA) time. Significance was set at 𝛂 = 0.05. Participant’s age was M=20.87, SD=3.34 years, with 60% being college junior status. There was a statistically significant improvement in students’ perceived stress levels (t=2.659, df=14, p=.019) pre (M=16.47, SD=5.630) and post (M=11.53, SD=6.424) intervention. There was also a statistically significant improvement in sleep quality (t=.3166, df=14, p=.007) pre (M=6.80, SD=2.981) and post (M=5.07, SD=2.963) intervention. There were improvements in total physical activity time, although it was not significant. The results of this research project indicate that peer advisor consultation programs can be effective in improving college-aged students’ perceived stress and sleep quality. These health behavior improvements are important contributors to college students’ lifelong health behavior habits, quality of life, and academic performance.

Teaching Courses Focused on Social Good

In this column we describe two courses that focus on the role of statistics in understanding social issues. The first is an introductory statistics course developed by Dr. Kendra Burbank at the University of Chicago where students learn statistical methods as they explore different aspects of the water crisis in Flint, Michigan. Then, we describe an intermediate-level service learning course taught by Dr. Judith Canner and Dr. Alana Unfried at California State University Monterey Bay University where students use statistics to consult with local nonprofits and learn how to take a data-driven approach to affect change. We conclude with resources for instructors interested in incorporating social issues in their courses.

Effectiveness of an Exercise is Medicine-On Campus® Virtual Program on Perceived Stress Levels of Faculty and Staff

Exercise is Medicine on Campus (EIM-OC) is a global initiative created by the American College of Sports Medicine (ACSM) which aims to improve the health and well-being of students, faculty and staff on college and university campuses. Faculty and staff experience a variety of stressors through their profession; with the Coronavirus pandemic only exacerbating these stressors. Due to the stay-at-home orders placed across the world, it became increasingly difficult to engage in physical activity as facilities were closed or at limited capacity. Therefore, the purpose of this study was to examine the effects of a virtual exercise program on perceived stress levels of faculty and staff at California State University-Monterey Bay (CSUMB). The classes were available to the entire CSUMB community, with eight female employees completing the entirety of the study. Data was collected using an online survey tool with measures including Cohen’s Perceived Stress Scale (PSS) and Godin Leisure-Time Exercise Questionnaire (LTEQ). A paired samples t-test was conducted for the PSS, the LTEQ and days of physical activity. Overall, perceived stress significantly decreased (p p = .012). Days of strenuous, moderate and light physical activity were not significant but all trended toward an increase. These results provide evidence of virtual exercise programs decreasing perceived stress levels and increasing overall amount of physical activity.

Evaluation of Physical Activity Participation, Self-Efficacy and Outcome Expectancy for Employees Participating in Exercise Is Medicine® On Campus Program

Exercise Is Medicine® On Campus (EIM-OC) is a worldwide initiative from the American College of Sports Medicine (ACSM) to promote physical activity (PA) at universities. California State University, Monterey Bay (CSUMB) implemented this initiative in Fall 2019 with offerings to students and employees. For employees, an “Introduction to Resistance Training Class” was offered. Participants attended classes two times per week, with the sessions lasting approximately fifty minutes. The purpose of this study was to evaluate the EIM-OC employee Introduction to Resistance Training class for its effectiveness on increasing PA, self-efficacy, and outcome expectancy. The research design was pre-post, with participants completing online questionnaires before and after the course. The Godin Leisure Time Physical Activity Questionnaire (LTPQ), Resistance Training Self-Efficacy and Outcome Expectancy Questionnaire, and Self-Efficacy and the Maintenance of Exercise Participation in Older Adults Questionnaire were included. The training class had a total of 14 female participants, 12 of which completed the pre- and post-questionnaires. There was a significant increase (t=-3.2, df=11, p=.004) in resistance training self-efficacy score following the course (M=3.52±1.03 versus M=4.31±.56). Resistance training outcome expectancy score was also statistically significant (t=-2.54, df=11, p=.01) following the course (M=4.48±.53 versus M=4.71±.37). There were increases in strenuous exercise days, physical activity scores, and future resistance training self-efficacy, although they were not statistically significant. The results of this study indicate that employee exercise classes, as part of the EIM-OC initiative, can be effective in increasing resistance training self-efficacy, and outcome expectancy. These indicators are important for individuals to maintain lifelong PA therefore future programming and research on EIM-OC should continue. KEYWORDS: Exercise Is MedicineⓇ-On Campus; Resistance Training; Physical Activity; Exercise; Worksite Health Promotion Program; Self-Efficacy; Outcome Expectancy; Employees; California State University, Monterey Bay

Course Design and Academic Outcomes in Quantitative Literacy After Eliminating Required Remediation

In Fall 2018, remedial mathematics courses were eliminated from the 23-campus California State University system under Executive Order 1110. Incoming first-year students were placed into college credit-bearing mathematics courses with options for corequisite support. This study examines the academic outcomes for students at California State University Monterey Bay in a college credit level quantitative literacy (QL) mathematics course with optional corequisite support during the 2018-2019 academic year. Taken together, the results of this study suggest that required remediation is not necessary for success in college-level QL. The corequisite support model also has potential to support more equitable outcomes for all students. However, further study is needed to identify institutional, departmental, and pedagogical best practices for effective corequisite support in QL.

A Redesign of Precalculus at California State University, Monterey Bay

ABSTRACT With the goal of improving student success, the chancellor of the California State University (CSU) system issued an executive order that required all CSU campuses to eliminate remedial math courses as of Fall 2018 and place all first-year students into appropriate General Education (GE) mathematics/quantitative reasoning courses. The Mathematics and Statistics Department at California State University, Monterey Bay (CSUMB) saw this as an opportunity to redesign and improve our General Education courses, including Precalculus. Our redesigned General Education courses are fully coordinated, incorporate reading, and active learning, and all have an associated co-requisite course for students who need additional support. In this article, we share the changes we made to Precalculus, the process our department undertook to make these changes happen, and some of the successes and challenges we encountered during the first semester of implementation.

Exploring the Contributions of an Immersive, Environmental Education Workshop on Pre-Service Teachers’ Environmental Education Preparedness

Public schools are an important place to cultivate environmental agency in children, and classroom teachers play an important role in this identity process. Teachers who afford opportunities for environmental learning and care behaviors to develop during the school day play an important role in cultivating the next generation of environmental stewards. Pre-service teacher populations bring additional promise to the future development of stewardship in schools, as their teaching philosophies and early career plans are still emerging and amenable. Providing purposeful, interactive, environmental education programming within the context of teacher training programs may be an important factor in positively impacting pre-service teachers’ (PSTs) confidence, willingness, and/or sense of preparedness to implement environmental learning in their future classrooms. Utilizing a mixed-methods approach, this study examined the potential impacts an immersive, environmental education workshop conducted at the Monterey Bay Aquarium in Monterey, CA had on a group of 61 elementary education PSTs during their teacher preparation program at California State University Monterey Bay (CSUMB). After participating in a variety of ocean-themed activities and empathy exercises, data collected through pre- and post-surveys indicated that this immersive, environmental experience contributed to PSTs perceived confidence and preparedness as future classroom-based, environmental educators. Through the reported development of their environmental confidence and interest in accessing supplementary resources, PSTs’ ability to act on behalf of the environment by planning environmental learning in their future classrooms becomes a springboard for additional training and support.

First Report of Bacterial Leaf Spot Caused by Pseudomonas syringae pv. tomato on Kale in California

HomePlant DiseaseVol. 101, No. 3First Report of Bacterial Leaf Spot Caused by Pseudomonas syringae pv. tomato on Kale in California PreviousNext DISEASE NOTES OPENOpen Access licenseFirst Report of Bacterial Leaf Spot Caused by Pseudomonas syringae pv. tomato on Kale in CaliforniaS. T. Koike, E. I. Alger, L. Ramos Sepulveda, and C. T. BullS. T. KoikeSearch for more papers by this author, E. I. AlgerSearch for more papers by this author, L. Ramos SepulvedaSearch for more papers by this author, and C. T. BullSearch for more papers by this authorAffiliationsAuthors and Affiliations S. T. Koike , University of California Cooperative Extension, Salinas 93901 E. I. Alger , Undergraduate Research Opportunities Center, California State University Monterey Bay, Seaside 93955 L. Ramos Sepulveda , The Pennsylvania State University, University Park 16802 C. T. Bull , The Pennsylvania State University, University Park 16802, and USDA/ARS, Salinas, CA 93901. Published Online:20 Dec 2016https://doi.org/10.1094/PDIS-10-16-1460-PDNAboutSectionsSupplemental ToolsAdd to favoritesDownload CitationsTrack Citations ShareShare onFacebookTwitterLinked InRedditEmailWechat In 2014, bacterial leaf spot was seen on commercial kale (Brassica oleracea var. acephala) grown in Monterey County, CA. Initial symptoms were small (2 to 4 mm in diameter), angular, water soaked lesions observable on both adaxial and abaxial surfaces. Lesions enlarged, became tan to light brown, and were often surrounded by chlorotic haloes. Incidence was as high as 10% and due to the impracticality of sorting healthy and diseased leaves, large portions of fields were unharvested. From macerated spots, blue-green fluorescent pseudomonads were consistently isolated on King’s Medium B agar. Six retained isolates were gram-negative, oxidase negative, arginine dihydrolase negative, produced levan, but did not nucleate ice. Isolates did not rot potato slices but induced a hypersensitive reaction on tobacco (Nicotiana tabacum cv. Samsun). These isolates therefore belong to Lelliott’s LOPAT group 1a Pseudomonas syringae (Lelliott 1966). Multilocus sequence analysis using the concatenated gene fragments of the loci gap1, gltA, gyrB, and rpoD placed the strains in P. syringae genomospecies 3, and sequences were identical to those of the pathotype of P. syringae pv. tomato. For Koch’s postulates, potted kale (cvs. Lacinato, Red Russian, Siberian) at the six-leaf stage were inoculated with bacteria grown on sucrose peptone agar for 48 h and suspended in sterile distilled water (SDW) to a concentration of 107 CFU/ml. Each of six isolates was sprayed until runoff onto 12 replicate plants per cultivar. Plants were enclosed in plastic bags for 24 h and then maintained in a greenhouse (23 to 25°C). After 4 to 5 days, water soaked lesions developed on all inoculated plants; lesions turned tan and were similar to symptoms seen in the field. Control plants sprayed with SDW developed no symptoms. Fluorescent pseudomonads were reisolated from all inoculated cultivars. The experiment was conducted twice and results were the same. The reisolates were identical to the original strains according to repetitive extragenic palindromic sequence PCR with the BOXA1R primer, confirming Koch’s postulates. Using methods described above, kale strain BS3736, P. syringae pv. tomato (CFBP2122PT), and P. syringae pv. maculicola (CFBP1657PT) were inoculated onto the three kales and tomato (cv. Super Beefsteak). In three experiments, all kale and tomato inoculated with the kale strain and the pathotype of P. syringae pv. tomato developed necrotic spots and yellow halos; distinctive pepper spot symptoms were only observed on kale cv. Lacinato inoculated with P. syringae pv. maculicola; pepper spot symptoms consist of small (3 to 4 mm in diameter), tan to brown spots visible from both sides of leaves. In this study, P. syringae pv. maculicola and P. syringae pv. tomato (including the kale strains) had overlapping but distinct experimental host ranges. P. syringae strains from kale were identified previously as P. syringae pv. maculicola though genetically identical to the pathotype strain of P. syringae pv. tomato (Zhao et al. 2000). While P. syringae has been reported on kale previously (Bull et al. 2003), this is the first report of bacterial leaf spot on kale caused by P. syringae pv. tomato in California and one of the few reports of P. syringae pv. tomato causing a natural disease outbreak on crucifers.

EDITOR'S COLUMN: A Continuing Legacy to Scholarship, to the Arts, to Steinbeck: In Memoriam, Martha Heasley Cox, February 26, 1919–September 5, 2015

EDITOR'S COLUMN: A Continuing Legacy to Scholarship, to the Arts, to Steinbeck: In Memoriam, Martha Heasley Cox, February 26, 1919–September 5, 2015

Steinbeck Today

Steinbeck Today

Providing Virtual Laboratory Sessions in an Undergraduate Exercise Physiology Course

At many institutions introductory exercise physiology courses are required for all kinesiology students. The laboratory portion of these courses usually involves development of knowledge, skills, and abilities (KSAs) connected with content presented in lecture. Due to scalability issues, the Kinesiology Department at California State University Monterey Bay cannot offer traditional laboratory experiences. Therefore, online and hybrid laboratory experiences were created to provide similar opportunities for students, address scalability issues, and enhance student engagement and learning. Creation of these carefully crafted laboratory experiences allowed instructors to (a) highlight and explain key foundational principles, (b) provide experiences involving practical application of material presented in lecture, and (c) present students with additional learning experiences while maintaining high learner expectations. The following article outlines the process used to create these virtual laboratory experiences for students in an undergraduate introductory exercise physiology course.

Managing Mental and Physical Fatigue During a Collegiate Soccer Season

Many athletes deal with the dilemma of a short pre-season followed by a long and grueling competitive season. Unfortunately, this type of schedule puts athletes at greater risk of injury and/or development of overtraining syndrome. In order for athletes to realize optimal performance, it is vital that a coaching staff engages in and understands the rationale (physiological and psychological) behind best coaching practices to ensure that athletes are mentally and physically prepared for competition. This requires managing athletes’ mental and physical fatigue over the duration of a competitive season, which involves applying effective coaching strategies during the off-season and pre-season. In order to evaluate the effectiveness of coaching methods the Kinesiology Department faculty and the coaching staff of the women’s soccer team at California State University Monterey Bay collaborated to measure athlete preparedness for competition on a weekly basis over the duration of a competitive season. The following article is a discussion of coaching methods that are considered an example of best practice and the physiological and psychological rationale behind what we would consider to be effective strategies for managing athletes’ mental and physical fatigue and thereby increasing the chances for an athlete to realize optimal performance.

A “Novel” Approach to Recreational Reading

The implementation of readers' advisory services in academic libraries continues to expand. Libraries have developed a variety of innovative projects that support students' recreational reading interests and promote academic libraries to their user communities. Here, Sarah Dahlen and Steve Watkins discuss the creation of an online portal to an academic library's recreational reading collection, enhancing user access, improving circulation, and offering a model for reaching their library community in new ways.--Editor Providing recreational reading materials for patrons, while squarely within the purview of public libraries, has not been a goal equally embraced by academic libraries. Despite its connections to academic achievement and lifelong learning, many academic libraries either do not consider recreational reading as vital to their mission or, more likely, do not have the funds to pursue its promotion. An affordable option (costing only minimal staff time) is to create a virtual collection of print recreational reading materials that, through an online interface, allows patrons to browse for titles by genre or book cover. This virtual solution complements catalog searching by attempting to simulate a browsing experience similar to what one would find in a bookstore or physical library collection. We recently implemented this solution at our institution, a small, public university in California, with some success. By dynamically compiling records of titles previously purchased by the library to support the humanities and education curricula, we are able to highlight books belonging to genres that are often of interest to recreational readers. This article addresses the justification for investing staff time in promoting recreational reading, discuses the technology employed to create and maintain this virtual collection, and shares the impacts of this effort on circulation of the items included in the collection. THE VALUE OF RECREATIONAL READING The benefits of reading are undeniable. There are well documented links between recreational reading and improved writing skills, vocabulary, spelling, grammar, and reading comprehension as noted by Krashen and others. (1) Dewan, among others, has noted that academic libraries are the clear candidates to provide and promote this service, especially given that college students are unlikely to take advantage of public libraries for their recreational reading needs. (2) Not surprisingly, given the benefits of recreational reading, many academic libraries provide a recreational collection for their users. While views on academic libraries' role in promoting leisure reading have varied through the decades, recent surveys suggest that a clear majority of academic libraries see this as being within their purview. (3) In a national survey executed by Julie Elliott, 71 percent of academic libraries reported maintaining separate recreational browsing collections; 64 percent reported the same in a survey of three southeastern states conducted by Mark Sanders. (4) A number of creative approaches to providing recreational reading collections have been documented, including book leasing programs, donations from public libraries, and book exchanges. (5) High circulation rates have been associated with some of these efforts. (6) Short of providing a separate collection, other methods of promoting recreational reading are also noted in the literature, including displays, cozy reading areas, extended circulation periods, and book lists. (7) The advantages of a separate collection are notable, however, considering the shortcomings of the Library of Congress Classification system for browsing fiction and the greater likelihood of discovery by students when collections are placed in a prominent location. (8) PROJECT DESCRIPTION Background Established in 1994, California State University, Monterey Bay (CSUMB) is a public university located on California's central coast. …

Crossing the Divide? Diversity Issues in Teacher Education and Special Education

We would like to thank the editors of Journal of Teacher Education (JTE) for the opportunity to respond to Leah Wasburn-Moses's thoughtful response to our article, Diversity in Teacher Education and Special Education: The Issues That Divide. In our article, we identified what we believe are fundamental differences in how voices in the special education and general teacher education diversity communities think about human differences and suggested that these differences represent a that has proved difficult to bridge. We argued, for example, that the discourse in special education is underpinned by cognitive perspectives on teaching and learning that contrast sharply with the sociocultural theories of learning that inform the work of many general teacher educators working from a social justice perspective. We were careful not to claim, however, that the positions we ascribed to dominant voices in special education apply to all special educators, a point Wasburn-Moses raises. The work of some special educators is informed by the same sociocultural theories that underpin our work, and certainly there are more than a few researchers in the general teacher education community whose work is informed by cognitive theories of learning. We recognize that in any field, there are many voices, but in the case of special education, the discourse continues to be strongly influenced by cognitive theories of learning and the theoretical divide between the special education and general teacher education diversity communities has made collaboration between (many) special educators and general teacher educators nettlesome. Similarly, we did not--and would not--claim that social justice is an issue that is of interest only to general teacher educators. We can think of many special educators who have long-held commitments to social justice, including Janette Klingner, Beth Harry, Marlene Pugach, Mara Sapon-Shevin, Tom Skrtic, Steve Gelb, and Kathy McMahon-Klosterman (one of Wasburn-Moses's colleagues at Miami University) among others. Lou Denti (Denti & Whang, 2012), a special educator at California State University-Monterey Bay, edited a recently published volume specifically devoted to issues of social justice, a volume to which Curt Dudley-Marling contributed a chapter. And, of course, there are many general teacher educators with no particular commitments to social justice. Again, as this is a major point raised in Wasburn-Moses's response to our article, we want to be clear that we are not claiming that there is one perspective shared by all and only special educators or by all and only general teacher educators. Clearly there are overlaps between these groups. However, at this point in time, discourses in these two communities represent a that has been difficult to span. Space limitations do not permit us to respond to all of the points Wasburn-Moses raised in her critique of our essay. Here we elaborate on a few of the most important issues she raised. Our Charge First, we agree with Wasburn-Moses that polarizing the work that relates to diversity in general teacher education and special education ultimately does not serve either field very well. However, it is important to understand the argument in our essay in terms of the task we were asked to take up in the JTE special issue edited by Marleen Pugach, Linda Blanton, and Lani Florian (2012), which explored diversity and disability in teacher education. The editors titled the editorial that introduced their special issue unsettling conversations, and they characterized the issue's aim as unravel[ing] the thorny problem of why ... there has been comparatively little discussion about the role of special education within the larger discourse of diversity of race, class, culture, and language (p. 235). They called for an honest, difficult, and much-needed dialogue across diversity communities, which they anticipated would engender inherent discomfort as we crossed into unfamiliar territory (p. …

Navigating the Institutional and Pedagogical Challenges of the Service-Learning Leadership Minor at CSU Monterey Bay

Despite solid foundations for service-learning at California State University Monterey Bay (CSUMB), the economic context of higher education in California, and in particular the CSU system, has created significant challenges for service-learning practitioners. This article provides an overview of the institutional foundations in place at CSUMB that have allowed for an extensive service-learning program, discusses mentoring as a pedagogical and ethical necessity that is threatened by the system’s financial crisis, and concludes with thoughts about the value of a cohort model to alleviate mentoring challenges and the role of service-learning practitioners institutionally in the current economic and political context of higher education.

From the Ground Up: Building an Undergraduate Earth Systems Curriculum

It is rare that an interdisciplinary group of educators has the opportunity to design a science curriculum without the constraints of pre-existing academic departments. In 1994, California State University Monterey Bay (CSUMB) acquired 1,387 acres from the U.S. Department of the Army and began construction of a new campus. CSUMB was developed as a four-year undergraduate university distinctive in its mission to serve the diverse people of California. Inspired by the Earth System Science Education program initiated by NASA and the Universities Space Research Association, CSUMB embarked upon the development of an interdisciplinary Earth systems curriculum that placed a strong emphasis on experience-based learning; integration of science, technology, and policy; outreach to minority students; and partnerships with the local community. Our cornerstone program is the Bachelor of Science in Earth Systems Science & Policy. It is built on a pyramid-style framework that includes integration, a systems approach, and applied technologies (base of the pyramid); a junior entry course, case studies, concentrations, service learning, student internships, and research experiences (middle of the pyramid); and senior capstone projects (apex of the pyramid). However, to succeed, new and innovative programs must constantly evaluate where they have been, where they are, and where they need to go to meet the needs of their students today and their students of the future.

Working an Academically Rigorous, Multicultural Program

In 1997 the California State University Monterey Bay Master of Arts in Education program began accepting students with the explicit intent of offering an academically challenging curriculum that grounds teacher-leaders in multicultural social justice education. By 2003, the program had successfully attracted and graduated a student population that is as racially and ethnically diverse as the state of California. As eight faculty members who designed and implemented this program, writing from a position of “insider knowledge” regarding how it functioned on a day-to-day basis, we show how culturally and linguistically diverse students, many of whom have been underprepared for rigorous academic work, can attain high levels of academic excellence in a challenging and supportive context. In addition, we explore the tensions and realities of doing this work, especially in a state university context that is experiencing decreased funding that jeopardizes programs such as this one. We write so that our work is not forgotten but rather narrates what is possible.

Shorebird foraging behavior, diet, and abundance vary with harmful algal bloom toxin concentrations in invertebrate prey

MEPS Marine Ecology Progress Series Contact the journal Facebook Twitter RSS Mailing List Subscribe to our mailing list via Mailchimp HomeLatest VolumeAbout the JournalEditorsTheme Sections MEPS 293:303-309 (2005) - doi:10.3354/meps293303 NOTEShorebird foraging behavior, diet, and abundance vary with harmful algal bloom toxin concentrations in invertebrate prey Rikk Kvitek, Carrie Bretz* California State University Monterey Bay, 100 Campus Center, Seaside, California 93955, USA *Corresponding author. Email: carrie_bretz@csumb.edu ABSTRACT: We demonstrate how harmful algal bloom (HAB) toxins can change the strength of consumer–prey interactions by altering the foraging behavior of avian predators on rocky and sandy shores. Changes in the foraging behavior and diet of 5 common northern California shorebirds (black oystercatchers, godwits, sanderlings, whimbrels, and willets) correlated with the predicted seasonal variation in paralytic shellfish poisoning toxin (PSPT) concentrations in their 2 major invertebrate prey species, sea mussels Mytilus californianus and sand crabs Emerita analoga, at 2 locations along the California coast. In rocky habitats, when mussel PSPT concentrations exceeded 150 µg saxitoxin (STX) eq · 100 g–1, oystercatchers increased their consumption of smaller, non-PSPT-accumulating prey (limpets, primarily Lottia spp.), as well as their discard rate of captured mussel tissue. In sandy habitats, when sand crab PSPT concentrations exceeded 150 to 200 µg STX eq · 100 g–1, shorebird abundance decreased, while their rejection rate of sand crab prey increased. These results confirm the prediction that shorebirds are able to detect and avoid consumption of lethal amounts of PSPT, and that the movement of HAB toxins through the marine food web can alter upper-level trophic interactions. KEY WORDS: Paralytic shellfish poisoning toxins · Harmful algal blooms · Saxitoxin · Shorebirds · Predation · Emerita analoga · Mytilus californianus Full text in pdf format PreviousExport citation RSS - Facebook - Tweet - linkedIn Cited by Published in MEPS Vol. 293. Online publication date: June 02, 2005 Print ISSN: 0171-8630; Online ISSN: 1616-1599 Copyright © 2005 Inter-Research.

A Pragmatic, Co-operative Approach To Teaching Environmental Ethics

AbstractOur pragmatic, cooperative approach to teaching environmental ethics at California State University Monterey Bay nurtures students' moral development in both their public and private realms by putting into practice three principles. First, to propose what "we ought to do," students must first think deeply about what " I ought to do." Second, adequately justifying what "I ought to do" and what "we ought to do" requires that students acknowledge, understand, and respect differing perspectives. Third, a course that does not advocate for a particular environmental ethic enhances rather than inhibits students' moral development. This paper describes how—and why—we have designed our course in accordance to these three principles.