On behalf of Mr. Koichiro Matsuura, Director-General of UNESCO, it is my great pleasure to welcome you all to this international scientific conference. Drylands are often considered fragile ecosystems, yet they have a remarkable resilience to stress. They are home to unique and well-adapted plant and animal species that we need to conserve. Some of the world’s greatest cultures and belief systems have originated in drylands. On the other hand, desertification and land degradation in drylands often result in poverty and cause environmental refugees to abandon their homes. These problems can only be addressed in a holistic manner, based on sound scientific research and findings. Solutions to the problems of dryland degradation need to be communicated as widely as possible through education at all levels. These are many reasons why UNESCO – within its mandate of science, education, culture and communication – took the intiative to organize this conference. And we are glad that so many partners have responded to our call. UNESCO considers this conference as its main contribution to the observance of the International Year of Deserts and Desertification in 2006. We have deliberately chosen the title ‘The Future of Drylands’ as we feel it is time to redefine our priorities for science, education and governance in the drylands based on 50 years of scientific research in arid and semi-arid zones. In fact UNESCO has one of the longest traditions, within the UN system, of addressing dryland problems from an interdisciplinary, scientific point of view. In 1955, the ‘International Arid Land Meetings’ were held in Socorro, New Mexico (USA). They were organized by the American Association for the Advancement of Science (AAAS), sponsored by UNESCO and supported by the Rockefeller Foundation. One important output of the International Arid Land Meetings was a book entitled The Future of Drylands, edited by Gilbert F. White and published in

United Nations Educational, Scientific and Cultural Organization (UNESCO)

https://www.thelancet.com/pdfs/journals/lancet/PIIS0140-6736(09)60248-8.pdf

Effectiveness of haemodialysis access with an autologous tissue-engineered vascular graft: a multicentre cohort study.

The emergence of additive manufacturing and 3D printing technologies is introducing industrial skills deficits and opportunities for new teaching practices in a range of subjects and educational settings. In response, research investigating these practices is emerging across a wide range of education disciplines, but often without reference to studies in other disciplines. Responding to this problem, this article synthesizes these dispersed bodies of research to provide a state-of-the-art literature review of where and how 3D printing is being used in the education system. Through investigating the application of 3D printing in schools, universities, libraries and special education settings, six use categories are identified and described: (1) to teach students about 3D printing; (2) to teach educators about 3D printing; (3) as a support technology during teaching; (4) to produce artefacts that aid learning; (5) to create assistive technologies; and (6) to support outreach activities. Although evidence can be found of 3D printing-based teaching practices in each of these six categories, implementation remains immature, and recommendations are made for future research and education policy.

Invited review article: Where and how 3D printing is used in teaching and education

Complications of arteriovenous hemodialysis access: recognition and management

Visual literacy is essential for 21st century learners. Across the higher education curriculum, students are being asked to use and produce images and visual media in their academic work, and they must be prepared to do so. The Association of College and Research Libraries has published the Visual Literacy Competency Standards for Higher Education , which, for the first time, outline specific visual literacy learning outcomes. These Standards present new opportunities for libraries to expand their role in student learning through standards-based teaching and assessment, and to contribute to campus-wide collaborative efforts to develop students' skills and critical thinking with regard to visual materials.

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Visual Literacy Standards in Higher Education: New Opportunities for Libraries and Student Learning

The National Kidney Foundation Dialysis Outcomes Quality Initiative Clinical Practice Guidelines for Vascular Access (DOQI) have defined the access-related care for patients with end-stage renal disease (ESRD). However, the standard of care across the country has fallen short of the DOQI targets. One potential explanation for these shortcomings is the lack of compelling evidence in the literature to support the recommendations. This study was designed to compare the DOQI with the best available evidence in the literature for four clinical questions relevant to the hemodialysis access surgeon: the choice of access type (autogenous versus prosthetic), the type of prosthetic graft, management of the "failing" (nonthrombosed) access, and management of the thrombosed access. The electronic literature databases MEDLINE and Evidence-Based Medicine Reviews were searched and relevant randomized controlled trials or meta-analyses were identified for review. No randomized controlled trials comparing autogenous to prosthetic accesses were identified. However, a recent systematic review reported that the patency rates for upper extremity autogenous accesses were superior to their polytetrafluoroethylene (PTFE) counterparts. The identified randomized trials suggested that the patency rates for the different types of commercially available prosthetic grafts used for access appear comparable. They suggested that standard wall PTFE thickness and prosthetic anastomotic cuffs may be associated with better graft patency, while venous cuffs may be associated with worse patency. Furthermore, the trials suggested percutaneous angioplasty of "failing" prosthetic accesses with greater than 50% stenoses did not appear to improve patency and that routine use of intraluminal stents, as an adjunct to angioplasty, was not beneficial. They did suggest that patency after open surgical revision of "failing" prosthetic accesses was superior to that after percutaneous angioplasty. Lastly, the identified trials suggested that the patency rates after open surgical revision of thrombosed prosthetic accesses was better than after endovascular treatment. Despite the magnitude of hemodialysis-related access problems, the quality of the evidence supporting the clinical decisions relevant to the access surgeon is limited and further clinical trials are justified.

Evidence‐Based Data for the Hemodialysis Access Surgeon

Issues of academic integrity, specifically knowledge of, perceptions and attitudes toward plagiarism, are well documented in post-secondary settings using case studies for specific courses, recording discourse with focus groups, analyzing cross-cultural education philosophies, and reviewing the current literature. In this paper, the authors examine the perceptions of graduate students in science, technology, engineering, and mathematics (STEM) disciplines at the University of Florida regarding misconduct and integrity issues. Results revealed students’ perceptions of the definition and seriousness of potential academic misconduct, knowledge of institutional procedures, and views on faculty actions, all with a focus on divergences between US and internationally-educated students. The open-ended questions provide anecdotal evidence to highlight personal experiences, positive and negative, aimed at the faculty, international students and undergraduates. Combined, these findings outline an important part of the campus academic integrity culture at a major American university. Recommendations for local actions also are discussed.

Perceptions of Plagiarism by STEM Graduate Students: A Case Study

Academic libraries should be aware of trends in popular culture that appeal to students and design programs that engage them in participatory experiences.  At the University of Florida, more than 1,000 undergraduates participate in the campus-wide alternate reality game, Humans vs. Zombies.  Through a partnership with the game designers, librarians successfully created a library mission that allowed zombie-hunting students to apply 21st century learning skills such as communication; collaboration; critical thinking; problem solving; creativity; innovation; and information, media, and technology literacy.  This article describes the development, marketing, and assessment of the game.

The Library is Undead: Information Seeking During the Zombie Apocalypse

Today’s students are critical thinkers, collaborators, and creators. They expect to participate in 21st century learning environments not as passive information consumers (think lectures), but as active contributors (think team-based problem-solving). There are opportunities for instruction librarians to collaborate directly with student-led organizations. These partnerships have the potential to increase attendance at library events and provide platforms for students to engage in richer forms of exploratory learning that incorporate 21st century skills. This article will discuss the literature surrounding library instruction collaborations, identify “Librarian – Student Organization Collaborations” as an important form of partnership, and supply specific case studies of successful library instruction events based on these collaborations.

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Building a Participatory Culture: Collaborating with Student Organizations for Twenty-first Century Library Instruction

As emerging technologies appear on the horizon of education every day, they are changing the world of teaching and research continuously with their adoption and integration into libraries, classrooms and research labs. Most of us are familiar with the libraries inside a lab, but hosting a lab inside a library holds tremendous potential for research and instruction. In this paper, we will feature a successful effort of integrating 3D technology and a visualization wall in the Marston Science Library at the University of Florida. We will describe how 3D printing was achieved and will highlight the benefit of the technologies related to the data visualization wall as well as recent 3D models made at the library used for research and teaching. The paper will also describe the lessons learned such as the challenges of maintaining these technologies staffing, maintenance, and environmental health and safety requirements.

Amy G. Buhler

Papers

Evidence‐Based Data for the Hemodialysis Access Surgeon

Perceptions of Plagiarism by STEM Graduate Students: A Case Study

The Library is Undead: Information Seeking During the Zombie Apocalypse

Building a Participatory Culture: Collaborating with Student Organizations for Twenty-first Century Library Instruction

3D technology in libraries: Applications for teaching and research