Nonlethal Screening of Bat-Wing Skin with the Use of Ultraviolet Fluorescence to Detect Lesions Indicative of White-Nose Syndrome

Definitive diagnosis of the bat disease white-nose syndrome (WNS) requires histologic analysis to identify the cutaneous erosions caused by the fungal pathogen Pseudogymnoascus [formerly Geomyces] destructans (Pd). Gross visual inspection does not distinguish bats with or without WNS, and no nonlethal, on-site, preliminary screening methods are available for WNS in bats. We demonstrate that long-wave ultraviolet (UV) light (wavelength 366-385 nm) elicits a distinct orange yellow fluorescence in bat-wing membranes (skin) that corresponds directly with the fungal cupping erosions in histologic sections of skin that are the current gold standard for diagnosis of WNS. Between March 2009 and April 2012, wing membranes from 168 North American bat carcasses submitted to the US Geological Survey National Wildlife Health Center were examined with the use of both UV light and histology. Comparison of these techniques showed that 98.8% of the bats with foci of orange yellow wing fluorescence (n=80) were WNS-positive based on histologic diagnosis; bat wings that did not fluoresce under UV light (n=88) were all histologically negative for WNS lesions. Punch biopsy samples as small as 3 mm taken from areas of wing with UV fluorescence were effective for identifying lesions diagnostic for WNS by histopathology. In a nonlethal biopsy-based study of 62 bats sampled (4-mm diameter) in hibernacula of the Czech Republic during 2012, 95.5% of fluorescent (n=22) and 100% of nonfluorescent (n=40) wing samples were confirmed by histopathology to be WNS positive and negative, respectively. This evidence supports use of long-wave UV light as a nonlethal and field-applicable method to screen bats for lesions indicative of WNS. Further, UV fluorescence can be used to guide targeted, nonlethal biopsy sampling for follow-up molecular testing, fungal culture analysis, and histologic confirmation of WNS.

Psychological Flow In A Physical Task

Psychological flow describes the mental phenomenon that takes place during intense engagement with a task (Jackson & Csikszentmihalyi, 1999). Its components have been operationalized through the development of the Flow State Scale (Jackson & Eklund, 2002). As feedback has been shown to be a critical element for the facilitation of a flow experience (Moneta, 2012), the current study sought to investigate the effect of differential feedback on psychological flow outcomes using the FSS as the dependent variable. The feedback manipulation featured three experimental groups; control, positive, and negative. This study also accounted for the personality trait of perfectionism as a variable influencing the experience of flow. Following the completion of a personality measure, participants engaged in a bolt threading task for ten minutes, then reported the time they perceived to have spent on the task as well as the outcome of their flow experience. The feedback conditions were created by the use of different size containers for participants to place their nut and bolt pairs in, and thus feedback was inherent in the task. The study found that feedback played an important role in the outcome of a flow experience. The positive feedback condition was more conducive to flow than the negative feedback condition. Furthermore, those in the positive condition outperformed those in the negative condition during the ten minutes. Goal clarity and feedback clarity differed significantly across feedback manipulations. Perfectionism¿s impact on the outcome of flow was more pronounced in the negative feedback condition than the positive or control conditions. In settings where engagement and performance are imperative, ample attention should be given to the feedback processes present in the situation.

THE RELATIONSHIP BETWEEN PARENTING STYLES, LEARNING AUTONOMY, AND SCHOLASTIC ACHIEVEMENT IN UNDERGRADUATE COLLEGE STUDENTS

Throughout the years, the role that parents play with regard to a child’s academic achievement has been the source of considerable research. The type of parenting style employed by parents, whether it is authoritarian, authoritative, or permissive, has and continues to be a major theme in these studies. One area of particular interest that has been overlooked in these studies, however, is the influence that parents may have on a student’s learning autonomy. Learning autonomy is the idea that a student has internal motivation to learn or achieve. The purpose of this study was to investigate therelationship among the three styles of parenting, learning autonomy, perceived parental autonomy support, and scholastic achievement in undergraduate college students. Sixty-one participants were recruited at a small liberal arts college in the northeastern United States to complete questionnaires, which measured perceived parental authority of the participants’ parents, perceived parental autonomy support, and students’ own learning autonomy. The participants were also asked to list their grade point average. The results revealed positive and negative correlations between many of the variables in the study;however, simple regression analyses did not yield any statistically significant relationships between parental authority, learning autonomy, perceived autonomy support, and scholastic achievement.