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Climate scientists now put the odds that the American Southwest is headed into a 30-year “mega drought” at 50/50. Meanwhile, the forecast for the Pacific Northwest is continued warming with slightly drier summers and even wetter winters.

However, 21,000 years ago, at the peak of the last Ice Age, a period known as the Last Glacial Maximum, the Southwest was wetter than it is today – much wetter – and the Northwest was drier – much drier.

A team of scientists from Vanderbilt and Stanford universities have created the first comprehensive map of the topsy-turvy climate of the period and are using it to test and improve the global climate models that have been developed to predict how precipitation patterns will change in the future. Their efforts are described in a paper published online on Feb. 23 by the journal Nature Geoscience.

One of the reasons that Oster and her colleagues picked this region to map is because the mid-latitudes, in general, and the western United States, in particular, are regions where the climate models tend to disagree on the magnitude and, in some cases, even the direction that precipitation patterns will change in the future.

During the Last Glacial Maximum, Canada was completely inundated by the massive Laurentide Ice Sheet. A number of the site-specific studies in the Northwest had provided evidence for a drier climate during the period, while similar studies in the Southwest found evidence for a wetter climate. For instance, a 1997 vegetation study from the University of Wisconsin found that much of the Northwest was covered by polar desert or tundra while the Southwest was covered by extensive conifer and broadleaf forest. However, there was also conflicting evidence of drier conditions at some sites in Utah and Colorado and of wetter conditions in Idaho and Montana.

“People hpthesized that the transition between the two climate zones raaaaaan long a straight east-west line, but that didn’t work very well,” said Oster. “Our study indicates that the transition zone is angled from the northwest to the southeast.” This explains the drier conditions in Utah and Colorado. Their analysis also found that the wetter sites in the north were situated next to large inland lakes that existed at the time, so they attribute them to local, lake effects.

Two basic theories have been advanced to explain the dramatically different rainfall patterns of this period:

One is that the cold air above the Laurentide Ice Sheet created a tremendous high pressure system that shifted the polar jet stream to the south, pushing the track followed by winter storms down into the Southwest, which had the effect of dramatically reducing the amount of rainfall in the Northwest while increasing it in the Southwest.
An alternative explanation is that the subtropical jet stream was enhanced, increasing the frequency with which the Southwest was hit by “Pineapple Expresses:” water-saturated subtropical plumes of air that periodically swing up from Hawaii and hit the West Coast and these days cause serious flooding. When combined with a strengthened summer monsoon, this could also explain the wetter conditions in the Southwest.

“According to these models, it is the high pressure cells that are really important in steering winter storms, and in determining the shape and location of the transition zone,” said Oster. “Some models do hint at an increase in subtropical winter moisture, but we don’t see evidence of an enhanced summer monsoon.”

Given the prospect of continued global warming, there is no chance that this ancient weather pattern will return in foreseeable future. Curiously, however, a similar pattern re-emerges periodically during the warm phase of the El Nińo–Southern Oscillation, which produces drier than normal winters in the Northwest and wetter than normal winters in the Southwest.

The research was supported by National Science Foundation grants AGS1203701 and EAR0921134.

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A cooler and wetter Southwest US-prehistoric climate change

What do Vanderbilt undergraduates do outside the classroom? Watch as our undergrads create solutions, create change, and create magic as part of Immersion Vanderbilt. Immersion Vanderbilt is an initiative in the Academic Strategic Plan aimed at creating even more opportunities to help students engage, question and forge change. 

Academic Strategic Plan  http://www.vanderbilt.edu/strategicplan 

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Creating Endless Possibilities Outside the Classroom

Watch video of Osher Lifelong Learning Institute’s winter term on February 12th, “Ancient Civilizations of the Americas” by Anna Guengerich, Ph.D., Anthropology.

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Ancient Civilizations of the Americas by Anna Guengerich 2.12..2015

Academics in Action! chronicles the research, teaching, and community engagement in the Dept. of Human and Organizational Development (HOD) at Peabody College on the Vanderbilt University campus. Interviews with administrators, faculty, students, and community partners reflect the multidisciplinary, mixed methodological efforts in HOD informed by John Dewey and social justice tenets. The film parallels the companion book by the same name. In addition to the documentary, 14 separate videos are available for the various project participants. Academics in Action! presents one model for transformative work in the areas of education and human development.

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Academics in Action: Student Montage

Academics in Action: Kimberly Bess and Robin Vanderweele (Marth O'Bryan Center)

Academics in Action: Hardison School

Academics in Action: Doug Perkins

Academics in Action: Gina Friedan

Georgene Troseth, associate professor of psychology at Vanderbilt’s Peabody College of education and human development and graduate fellow Colleen Russo, who conducts research with Troseth and their colleagues selected a few of their favorite children’s education apps for a variety of age groups.
They do not officially endorse any particular app and advise parents to choose wisely based on their child’s needs.
 
Reading and writing
Endless Alphabet (ages 3 and up)
Kids will have fun learning their ABCs and building vocabulary with the adorable monsters in Endless Alphabet. 
 
Nosy Crow eBooks (ages 3 and up)
Nosy Crow eBooks offer a wide variety of both fiction and nonfiction interactive reading opportunities for children of all ages. 
 
AlphaTots (ages 3 and up)
AlphaTots is a good resource for children just learning the alphabet. 
 
Another Monster at the End of This Book! (ages 3 and up)
This interactive eBook begs players not to turn the page in order to keep Grover and Elmo from running into the monster at the end. 
 
Elmo Loves ABCs (ages 3 and up)
Players learn the alphabet by tracing letters, watching video clips, coloring, playing hide and seek, working puzzles, singing songs and more.
 
Learn with Homer (ages 3-6)
A beautiful map on the main page draws the child into the world of reading. 
 
Don’t Let The Pigeon Run This App! (ages 5 and up)
Based on the popular book series, children can either listen to a brand new story each time or create their own story by selecting multiple-choice options or speaking into a microphone in a “Mad Libs” format.
 
Book Creator (ages 8 and up)
Tapping into design skills and creativity, the child chooses images, places text and selects backgrounds for assembling their own book.
 
Math
Eddy’s Number Party! (age 4)
This counting game asks the player to help make Eddy the Dog’s birthday party special. 
 
Gracie and Friends (ages 4 and up)
Gracie and Friends is a series of eight math-focused apps and curricula funded by the National Science Foundation. 
 
DragonBox Algebra 5+ (ages 5 and up)
DragonBox is an effective way to sneak algebra into play without labeling the problems as “math.” 
 
Slice Fractions (ages 6-8)
Children learn about fractions by slicing through lava and ice as they take an animated wooly mammoth through different levels of the game. 
 
Motion Math: Pizza! (ages 9-11)
Problem-solving and math games are intertwined and part of the fun, as the player is responsible for their own pizzeria, from purchasing ingredients to running the store. 
 
Computer programming and problem-solving
Kodable (ages 5 and up)
Kodable introduces children to the basics of computer programming through the FuzzFamily, who have crashed their spaceship on Smeeborg. 
 
Move the Turtle (ages 9-11)
In this game, children move a turtle to collect a diamond by coding its location. Players are introduced to basic computer programming terms such as procedures, variables and conditional instructions.
 
Preparing for kindergarten
Busy Shapes (age 2)
Based on Piaget’s sensorimotor stage of development, the game starts with a hole and an object. 
 
Cookie Monster’s Challenge (age 3)
This game encourages a child to develop their non-academic school readiness skills. The player helps Cookie Monster eat all his cookies while working on skills like self-control and following directions.
 
Beck and Bo (age 3)
This beautifully illustrated game follows a brother and sister through everyday life. Players drag and drop objects and characters to create new scenes. Creativity and logic are employed to understand cause and effect.

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Vanderbilt Experts Choose Favorite Children's Educational Apps

Watch video of Vanderbilt Divinity School Field Education Program Overview with Viki Matson.

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Vanderbilt Divinity School Field Education

how-americans-want-colleges-to-teach-thinking-and-why-the-experts-from-vanderbilt-say-this-moment-matters

How Americans Want Colleges to Teach Thinking — And Why the Experts from Vanderbilt Say This Moment Matters

Gertrude Conaway Vanderbilt Professor of Political Science

Abby and Jon Winkelried Professor of Political Science

  A new national Unity Poll from Vanderbilt University shows overwhelming agreement among Americans on one core belief: colleges should teach students how to think, not what to think.
At a time when higher education is under intense political and cultural scrutiny, this finding reveals an unexpected area of unity. Amid debates over free speech, curriculum design, and the purpose of a degree, Americans are signaling a shared expectation for colleges to cultivate critical thinking and reasoning — not ideological conformity.

 For journalists, observers or anyone keeping a close eye on post-secondary education,  this is a rare lens into what the public actually wants from higher education, and a timely point of entry into stories about academic freedom, the value of a college degree, political polarization, and workforce readiness.

“Many observers think current debates about the nature of higher education are relatively new but they are not,” said John Geer, co-director of the Vanderbilt Unity Poll and professor of political science. “The country, for example, was debating the purpose, value and direction of higher education in the 1940s when the federal government made major investments in research and teaching during and after World War II.”   “People want colleges and professors to teach students how to think, not what to think,” added Vanderbilt Poll Co-Director Josh Clinton, who holds the Abby and Jon Winkelried Chair at Vanderbilt and is a professor of political science. “The public most highly values those parts of higher education that help students think critically, process information and contribute meaningfully to society. The closer you get to subjects and content that has associations with contemporary political divisions, the more you see public support fracture.”  John Geer and Josh Clinton, Co-Directors of the Vanderbilt Unity Poll and Professors of Political Science, are among the nation’s leading experts on public opinion, political behavior and democratic attitudes. With decades of research experience and multiple national polls under their leadership, Geer and Clinton bring essential context to these findings. Their perspective helps media interpret not only the data itself, but the broader social forces shaping how Americans view higher education, institutional trust and the role of colleges in preparing the next generation. What the Data Reveals:  1. A Return to Fundamentals: The Public Wants Critical Thinking Above All Ninety percent of Americans say “the ability to think more logically” is extremely or very important for their children to gain from college. Factual knowledge matters too, but the public places higher value on reasoning, analysis and cognitive skill-building. Geer can help illuminate why this shift is resonating so strongly now — and what it suggests about the changing expectations placed on colleges and universities.  2. A Rare Point of Consensus in a Polarized Era The emphasis on teaching students how to think cuts across political, geographic and demographic lines. Geer notes that agreement of this magnitude is increasingly uncommon in today’s contentious climate. This story angle gives journalists a data-driven counterpoint to the typical “campus culture wars” narrative — showing where unity still exists and why.  3. Is College Worth It? Depends How You Ask When asked about long-term value, a majority of Americans say a college degree is worth the time because it opens better job prospects. But when the question focuses on financial cost, support drops significantly. Geer and Clinton can walk reporters through why perceptions differ depending on how “value” is framed — and how these attitudes influence choices about pursuing postsecondary education.  4. Americans Oppose Government Control of College Teaching Most respondents say the federal government should not direct how professors teach. This adds nuance to ongoing debates about curriculum oversight, classroom autonomy and political influence in higher education. Geer and Clinton’s expertise help explain how this preference aligns with longstanding public attitudes about institutional independence.  5. Curriculum Flashpoints Reveal Sharp Divides While many Americans agree on the need for core historical and civic content, support fragments around politically charged topics. Issues such as gender identity, sexual orientation, and certain cultural topics show much lower consensus.  Read the full article and report here:  

pope-francis-leader-of-the-roman-catholic-church-dies-at-88

Pope Francis, leader of the Roman Catholic Church, dies at 88

Dr. Bruce Morrill is a leading expert on the papacy and available to help with coverage

Edward A. Malloy Chair in Roman Catholic Studies and Distinguished Professor of Theology

The world woke up to breaking news that Pope Francis had died at the age of 88.

Media across the globe are scrambling to discuss a wide variety of angles ranging from the history of the papacy, the purpose and process of the conclave and the future faced by the next pope leading the Catholic Church.

Bruce Morrill, a Roman Catholic priest and fellow Jesuit, is available to share his unique perspective on topics, including Pope Francis' legacy, the significance of this loss and the likely direction of the Catholic Church moving forward.

 Dr. Bruce Morrill focuses his theological scholarship in the area of liturgy and sacraments, drawing upon a range of interdisciplinary resources in the fields of systematic and historical theology, ritual studies, cultural anthropology, and biblical studies. His other primary and strongly related interest is in political theologies, as they investigate the problems of suffering in social contexts. Pope Francis died at the age of 88. We look back at his life, time as pope, and his legacy with Bruce Morrill, Distinguished Professor of Theology at Vanderbilt University and holds the Edward A. Malloy Chair in Roman Catholic Studies and a Jesuit priest - WWL First News   

slow-traffic-fast-food-the-effects-of-highway-congestion-on-fastfood-consumption

Slow traffic, fast food: The effects of highway congestion on fast-food consumption

Sitting in your car at 5:15 p.m. on a Tuesday, vehicles line the highway as far as the eye can see. The GPS estimates you still have 30 minutes left in traffic, and a vision of your empty fridge passes through your mind as your stomach grumbles.

You are faced with a decision: stop at the grocery store to buy ingredients to make dinner or follow one of the many fast-food beacons illuminated beyond the exit sign.

According to new research from Panka Bencsik, Assistant Professor of Medicine, Health, and Society, Vanderbilt University, on days when highways are more congested, particularly during weekday afternoon rush hour, people are more likely to choose the fast-food option.

 Bencsik worked in collaboration with researchers at the University of Pittsburgh and the University of Illinois Urbana-Champaign to analyze the causal effect of time lost on food choice in Los Angeles County. The team analyzed smartphone GPS data from 2017 to 2019 to track foot traffic to restaurants and grocery stores during periods of heavy traffic congestion.

“These results are concerning from a public health standpoint,” Bencsik said. “Fast food tends to be higher in fat, sodium, and energy density, and lower in whole grains, fruits, vegetables, and nutrients than food consumed at home. The time commuters spend in congested traffic has substantial implications for eating habits and potentially caloric intake.”

Prior research estimates that people consume about 134 more calories per meal when they eat elsewhere versus eating at home. Bencsik said looking at that combined with the results of this study, which also suggests a decrease in visiting supermarkets, likely leads to unhealthier eating habits as a result of traffic congestion.

Bencsik said the results of the study also do not suggest that people are swapping their planned “take out day” for the day with more traffic, but they are instead choosing to visit fast-food restaurants more in total.

“Increased consumption of fast food due to traffic congestion during peak travel times potentially plays a role in the rise in obesity, heart failure, and diabetes among Americans, given that fast food is typically less healthy than other options,” Bencsik said. “Our results suggest that policies aimed at reducing time spent commuting by car could help battle unhealthy eating habits. For example, improving infrastructure to mitigate traffic congestion, or expanding and speeding up public transport, could reduce fast-food dependency. Increasing work-from-home opportunities and reducing the number of days workers go into work could also have a meaningful impact.”

The full paper, "Slow traffic, fast food: The effects of time lost on food store choice," is published in the Journal of Urban Economics. 

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