Deficiencies in methods reporting in animal experimentation lead to difficulties in reproducing experiments; the authors propose a set of reporting standards to improve scientific communication and study design. The US National Institute of Neurological Disorders and Stroke convened major stakeholders in June 2012 to discuss how to improve the methodological reporting of animal studies in grant applications and publications. The main workshop recommendation is that at a minimum studies should report on sample-size estimation, whether and how animals were randomized, whether investigators were blind to the treatment, and the handling of data. We recognize that achieving a meaningful improvement in the quality of reporting will require a concerted effort by investigators, reviewers, funding agencies and journal editors. Requiring better reporting of animal studies will raise awareness of the importance of rigorous study design to accelerate scientific progress.

The goal of the coding notebook is to clean your .bib file to only contain references that you have cited in your manuscript. This cleaned .bib will then be used to generate a data table of full first names that will be used to query the probabilistic gender (Gender API) and race (ethnicolr) classifier. Proportions of the predicted gender for first and last author pairs (man/man, man/woman, woman/man, and woman/woman) will be calculated.

Students prepare for this two session lab by reading a lengthy peer-reviewed article (Schmoll et al, 1999) about the Geomorphology of Anchorage. No coaching is provided for this reading assignment, but students have experience reading and discussing such articles from earlier in the course and are expected to write a brief overview of the article (with outstanding questions) prior to class. Major concepts important for understanding the article have already been covered in lecture and/or lab: glacial geology, Quaternary climate, isostasy, and southern Alaska tectonics. In the first (indoor) lab session, students (many of whom are from out of state and are thus not intimately familiar even with the street layout of Anchorage, let alone its geomorphology) are guided by the instructor through an orientation to the Anchorage landscape, relating mapped cultural elements on a street map to topographic features visible on topographic maps and a hillshaded LIDAR map. They are then broken into small groups, each of which is assigned responsibility for identifying and interpreting landscape features associated with a particular section of the Schmoll article (e.g., LGM moraines or coseismic landslides). Mylar overlays allow each group to map the features directly over blown up (poster-size) sections of the LIDAR map. Each group then concludes the first lab section by presenting their results to the larger group with an explanation of pertinent processes and time relations. Each group is then assigned responsibility for preparing for a field presentation for the next week's field trip. Over the next week, small groups, on their own time, locate and visit sites in the field, refine their understanding of the processes that generated these sites through a meeting with the instructor, and coordinate with other small groups to structure a half-day field trip. In addition to presenting their results orally during the trip, each small group prepares a field trip guide for the larger group.
Designed for a geomorphology course
Has minimal/no quantitative component

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