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The Paleocene‐Eocene Thermal Maximum (PETM) and early Eocene hyperthermal events were characterized by a Hothouse climate state. Our understanding of the climatic impact of these hyperthermals is currently biased toward marine settings and the mid‐latitudes. Here we present organic geochemical data from Stenkul Fiord, Ellesmere Island, Arctic Canada. This organic rich formation was deposited in a high northern latitude wetland setting during the late Paleocene to early Eocene, spanning the PETM and subsequent ETM‐2 hyperthermals. Biomarker data (e.g., diterpenoids), combined with published palynological data from the site, indicate Cupressaceae‐dominated vegetation. Biomarkers suggest that land plant composition remained fairly unchanged across the two hyperthermal events. Increases in abundance and 13C‐depletion of hopanoid biomarkers (minima <−50‰ (VPDB)) highlight periods of enhanced bacterial methane consumption, particularly during the PETM. However, periods of low hopanoid δ13C values were also found outside the hyperthermal intervals. Relatively low δ2H values of higher plant n‐alkanes (average δ2H values of n‐C25, n‐C27, n‐C29 ∼ −230 to −270‰ (SMOW)) indicate that deposition formed during times with enhanced precipitation. The wettest intervals, as identified by the lowest δ2H n‐alkane values, contain high abundances of hopenes, indicating enhanced bacterial turnover. At Stenkul Fiord, high temperatures and CO2 concentrations likely fostered the growth of widespread wetland forests that became a CO2 sink and may have played an important role in carbon drawdown during the Early Paleogene. Key Points: First detailed biomarker study on high‐latitude terrestrial PETM settingBiomarkers and stable isotope signatures demonstrate cypress plant dominated setting with high methane cycling during hyperthermalsSwamp environment suggested and intense bacterial methane consumption not restricted to hyperthermals [ABSTRACT FROM AUTHOR]

An exploratory study identified and compared the views of 77 campus disability service providers, 38 professors, and 45 e-learning professionals from Canadian colleges and universities regarding their experiences with e-learning and its accessibility to students with disabilities. Findings indicate that all groups saw benefit in having someone who makes e-learning accessible to students with disabilities on campus and that problems related to e-learning accessibility were most likely to go to campus disability service providers and least likely to e-learning professionals. Only half of the participants indicated that professors are taught about e-learning accessibility, that there is someone on campus who makes e-learning accessible, that accessibility is a criterion for selecting new types of e-learning, and that their school has e-learning accessibility guidelines or policies. These findings suggest that important e-learning accessibility problems remain. Recommendations for colleges and universities on how to increase e-learning accessibility are provided. (Contains 5 tables.)

This article presents the results of two studies on the accessibility of e-learning materials and other information and computer and communication technologies for 143 Canadian college and university students with low vision and 29 who were blind. It offers recommendations for enhancing access, creating new learning opportunities, and eliminating obstacles. (Contains 4 tables and 2 figures.)

This study explored e-learning problems and solutions reported by 223 students with disabilities, 58 campus disability service providers, 28 professors, and 33 e-learning professionals from Canadian colleges and universities. All four groups indicated, via online questionnaires, problems with: accessibility of websites and course/learning management systems (CMS); accessibility of digital audio and video; inflexible time limits built into online exams; PowerPoint/data projection during lectures; course materials in PDF, and lack of needed adaptive technologies. Students also mentioned technical difficulties using e-learning and connecting to websites and CMS, problems downloading and opening files, web pages that would not load, video clips taking too long to download, poor use of e-learning by professors and their own lack of knowledge working with e-learning. Disability service providers, too, mentioned the poor use of e-learning by professors as well as poor accessibility of course notes and materials in many formats. E-learning professionals noted difficulties with inaccessible course notes and materials. Professors identified mainly problems raised by the other groups. Sixty-seven percent of students, 53% of service providers, 36% of e-learning professionals and 35% of professors indicated that at least one of their three e-learning problems remained unresolved. We discuss how the different roles and perspectives of the four participant groups influence their views, and make recommendations addressing identified common e-learning problems. (Contains 5 tables and 2 figures.)

Background: Infectious disease epidemics are a constant threat, and while we can strengthen preparedness in advance, inevitably, we will sometimes be caught unaware by novel outbreaks. To address the challenge of rapidly identifying clinical research priorities in those circumstances, we developed and piloted a protocol for carrying out a systematic, rapid research needs appraisal (RRNA) of existing evidence within 5 days in response to outbreaks globally, with the aim to inform clinical research prioritization.Methods: The protocol was derived from rapid review methodologies and optimized through effective use of pre-defined templates and global time zones. It was piloted using a Lassa fever (LF) outbreak scenario. Databases were searched from 1969 to July 2017. Systematic reviewers based in Canada, the UK, and the Philippines screened and extracted data using a systematic review software. The pilot was evaluated through internal analysis and by comparing the research priorities identified from the data, with those identified by an external LF expert panel.Results: The RRNA pilot was completed within 5 days. To accommodate the high number of articles identified, data extraction was prioritized by study design and year, and the clinical research prioritization done post-day 5. Of 118 potentially eligible articles, 52 met the data extraction criteria, of which 46 were extracted within the 5-day time frame. The RRNA team identified 19 clinical research priorities; the expert panel independently identified 21, of which 11 priorities overlapped. Each method identified a unique set of priorities, showing that combining both methods for clinical research prioritization is more robust than using either method alone.Conclusions: This pilot study shows that it is feasible to carry out a systematic RRNA within 5 days in response to a (re-) emerging outbreak to identify gaps in existing evidence, as long as sufficient resources are identified, and reviewers are experienced and trained in advance. Use of an online systematic review software and global time zones effectively optimized resources. Another 3 to 5 days are recommended for review of the extracted data and to formulate clinical research priorities. The RRNA can be used for a "Disease X" scenario and should optimally be combined with an expert panel to ensure breadth and depth of coverage of clinical research priorities. [ABSTRACT FROM AUTHOR]