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It is challenging to communicate uncertainty for high-impact weather events to the public and decision-makers. As a result, there is an increased emphasis and training within the National Weather Service (NWS) for “impact-based decision support.” A Collaborative Science, Technology, And Research (CSTAR) project led by Stony Brook University (SBU) in collaboration with the Alan Alda Center for Communicating Science, several NWS forecast offices, and NWS operational centers held two workshops at SBU on effective forecast communication of probabilistic information for high-impact weather. Trainers in two 1.5-day workshops helped 15–20 forecasters learn to distill their messages, engage audiences, and more effectively communicate risk and uncertainty to decision-makers, media, and the general public. The novel aspect of the first workshop focused on using improvisational techniques to connect with audiences along with exercises to improve communication skills using short, clear, conversational statements. The same forecasters participated in the second workshop, which focused on matching messages to intended audiences and stakeholder interaction. Using a recent high-impact weather event, representatives in emergency management, TV media, departments of transportation, and emergency services provided feedback on the forecaster oral presentations (2–3 min) and a visual slide. This article describes our innovative workshop approach, illustrates some of the techniques used, and highlights participant feedback.

Strong mentoring relationships improve the success of students in academia and must be the foundation for increasing diversity in STEM. We developed an innovative skills-based training workshop to ...

Objectives: This study aimed to investigate factors influencing referral of children with physical illness to paediatric psychology. Due to high rates of mental health problems within this population, studies have shown that referral to paediatric psychology should be increased. However, few studies have examined factors shaping healthcare professionals’ referral behaviour. Methods: This study used the theory of planned behaviour to develop a questionnaire which explores factors influencing the referral of children and families to paediatric psychology. Psychometric properties of the questionnaire were examined. Results: The questionnaire was found to have good reliability and validity. The main constructs of the theory of planned behaviour were useful in predicting intention to refer to paediatric psychology. Specific beliefs about referral were shown to influence intention to refer. Conclusion: Findings suggest that individual attitudes and beliefs can impact healthcare professionals’ referral behaviour, indicating that multidisciplinary interventions and inter-professional education relating to the psychological aspects of illness are required.

Gender biases and stereotypes are prevalent in science, technology, engineering and mathematics (STEM) fields, which can create obstacles for the attraction, retention and progression of girls and women to STEM studies and careers. There are many initiatives which are used to attempt to address these biases and stereotypes, including the use of visible role models. This study explores the perceptions of the stereotypes applied to female STEM professionals who publicly speak about their work in both academic and non-academic settings. Using workshops with over 300 participants, predominantly female STEM professionals, from over 25 different cultural backgrounds, the results showed women who publicly communicate their work are likely to be stereotyped as ‘bitchy’, ‘bossy’, and ‘emotional’—often by their own gender. These findings suggest that women may be in a more vulnerable position when communicating publicly about their work, which could have implications for them participating fully in their careers. It may also have implications for programs which use role models to address prevailing STEM stereotypes. Systematic cultural and institutional change is needed in STEM fields to address the underlying bias and negative stereotypes facing women. However, it should be ensured that the intended solutions to facilitate this change are not compounding the problem.

Problem Medical educators widely accept that health care providers need strong communication skills. The authors sought to develop a course incorporating improvisation to teach health professions students communication skills and build empathy. Approach Teaching health care professionals to communicate more effectively with patients, the public, and each other is a goal of the Alan Alda Center for Communicating Science at Stony Brook University. The authors designed an interprofessional elective for medical, nursing, and dental students that differed in several respects from traditional communication training. The Communicating Science elective, which was offered by the Alda Center from 2012 to 2016, used verbal and nonverbal exercises, role-playing, and storytelling, including improvisation exercises, to teach students to communicate with empathy and clarity. Outcomes In course evaluations completed by 76 students in 2012 and 2013, 100% said they would recommend the course to fellow students, saw the relevance of the course content to their careers, and desired more of the course content in their school's curriculum. As a result of this positive feedback, from 2014 to 2016, 10 hours of instruction pairing empathy and communication training was embedded in the preclinical curriculum at the Stony Brook University School of Medicine. Next steps This course could be an effective model, and one that other institutions could employ, for improving communication skills and empathy in the next generation of health care professionals. Next steps include advocating for communication skills training to be embedded throughout the curriculum of a four-year medical school program.

Background: Medically unexplained symptoms affect between 4% and 20% of children and adolescents; 30–60% of these children also experience mental health difficulties. Trials and reviews have focussed on physical gains in this population, often overlooking mental health outcomes. Objectives: To use a systematic review methodology guided by the PRISMA checklist to (1) investigate the effectiveness of psychological interventions for mental health difficulties in children and adolescents with medically unexplained symptoms and (2) identify aspects of interventions associated with their success. Methods: Randomised controlled studies investigating the impact of psychological interventions on mental health in children and adolescents with medically unexplained symptoms were included. Systematic searches of PsycINFO, MEDLINE and CINAHL were undertaken from inception to January 2018. Studies were appraised using the quality appraisal checklist. A qualitative synthesis of studies was completed. Results: In all, 18 studies were identified. Interventions targeting parental responses to illness and family communication appeared to have the best outcomes. Conclusions: Psychological interventions may be effective in improving mental health outcomes within this population; however, evidence for the efficacy of these interventions is limited due to a high risk of bias within the majority of reviewed studies. Future research using rigorous methodology and non–cognitive behavioural therapy interventions is recommended.

As science communication programs grow worldwide, effective evaluation and assessment metrics lag. While there is no consensus on evaluation protocols specifically for science communication training, there is agreement on elements of effective training: listening, empathy, and knowing your audience — core tenets of improvisation. We designed an evaluation protocol, tested over three years, based on validated and newly developed scales for an improvisation-based communication training at the Alan Alda Center for Communicating Science. Initial results suggest that ‘knowing your audience’ should apply to training providers as they design and evaluate their curriculum, and gender may be a key influence on outcomes.

Fifty years ago, the Forge River and Moriches Bay, of Long Island's south shore lagoonal system, achieved notoriety when their polluted conditions were alluded to in a report of the US President's Science Advisory Committee (1965). The Woods Hole Oceanographic Institution investigated the bay throughout the 1950s, identifying duck farming as the cause of "objectionable", "highly contaminated" conditions of these waters. Much has changed: duck farming declined; the river was dredged to remove polluted sediments, improve navigation; and barrier island inlets stabilized. Yet, the river remains seasonally eutrophic. Why? This paper reviews what occurred in the Forge River watershed. While governments aggressively curtailed the impacts of duck pollution, they failed to manage development and sewage pollution. The Forge experience indicates that watershed management is a continuing governmental responsibility as development accelerates. Otherwise, we will always be looking for that instantaneous remediation that is usually not affordable and is socially contentious.

There is growing acknowledgement that scientific progress in rehabilitation requires development of theories in addition to empirical research (Dunn & Elliot, 2008; Siegert, McPherson, & Dean, 2005; Siegert & Taylor, 2004). While a grand unified theory of rehabilitation seems highly unlikely to emerge, there is increasing acceptance that sophisticated theoretical accounts of important phenomena in rehabilitation are necessary toCONTENTS3.1 Introduction 45 3.2 Neuropsychological and Neurophysiological Perspectives on Goalsand Goal Setting 47 3.2.1 Norman and Shallice Model of Action Control 48 3.2.2 Goal Management Training 49 3.2.3 Summary and Comments 50

We have been investigating the actions of chloroform (CHCl3) and bromodichloromethane (BDCM) in rat kidney after different routes of exposure. Male F344 rats were exposed by gavage with corn oil or water as the diluting vehicle. All experiments lasted 30 days with gavage exposures 5 days per week for 4 weeks (20 doses). All animals were injected IP with bromodeoxyuridine (BrdU) 3 times over a 6-day period at 50 mg/kg/injection. Kidney tissue was fixed and slides were stained with hematoxylin and eosin for routine viewing and by the PAP (peroxidase-antiperoxidase) technique using anti-BrdU to label cells in DNA synthesis. There were no significant changes in gross parameters evaluated between the control rats and the rats exposed to CHCl3 or BDCM. Rats exposed via corn oil gavage to CHCl3 displayed a segment-specific epithelial cell necrosis (6/6 high dose, 2/6 low dose). The lesions were primarily localized to the second segment of the proximal tubule, although some spread to cells in the first segment was occasionally observed. No histologic lesions were observed in the kidneys of rats exposed to BDCM. Preliminary results indicate a significant increase in DNA synthesis in the CHCl3-treated rats and a slight increase in DNA synthesis in BDCM-treated rats with corn oil as the diluent. The increase in BrdU labeling was primarily in cells of the S2 segment of the proximal tubule and interstitial cells of CHCl3-exposed animals and in cells of the S3 segment of BDCM-exposed animals.(ABSTRACT TRUNCATED AT 250 WORDS)