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Determining the minimum postmortem interval (minPMI) from an entomological perspective relies mainly on development data recorded for various species of flies collected from a crime scene or suspicious death. This study focused on the larval and pupal development of Lucilia sericata (Meigen), with an emphasis on the changes of the external morphology of the puparium and its pupal content throughout the duration of metamorphosis. Colonies of L. sericata were reared on 3 types of swine tissue (skeletal muscle, liver tissue, and heart tissue) at 2 different temperature regimes; 24 ± 1 °C and 30 ± 1 °C. The overall developmental time, larval width and length, and inner and outer pupal morphology changes were observed and recorded. The results show that: (i) temperature significantly influenced overall development time, as well as changes in larval width and length, but this effect was not dependent on tissue type; (ii) larval development duration was longest on heart tissue, and shortest on skeletal muscle for both temperatures; and (iii) pupation was longest for larvae reared on skeletal muscle at 24 ± 1 °C, and on liver tissue at 30 ± 1 °C, while those larvae reared on liver tissue at 24 ± 1 °C and heart tissue at 30 ± 1 °C had the shortest pupation period. A seven-character checklist plus 4 landmark stages were developed comprising the external morphology of the puparium and pupal content changes of L. sericata. In conclusion, the study provides larval and pupal development timetables, as well as checklists and photo guides for pupal character development that may be useful for future postmortem determinations.

Many disciplines are utilized within the field of veterinary forensic sciences, including forensic entomology. Understanding the initial colonization period by flies of forensic importance can contribute to estimating the minimum postmortem interval. There is limited data regarding the time of colonization of animals with fur, and the interpretation of this data is difficult due to the variation in animal models used. The purpose of this study was to examine the initial insect colonization of cats (Felis catus), with light and dark fur. Twelve domestic short-haired cats were placed in cages 15.2 m apart in a grassy field in West Lafayette, IN, United States. Weather data (temperature, precipitation, sun/cloud exposure, humidity), insect activity, time to oviposition, and decomposition changes were documented. Eggs from initial oviposition events were collected and reared to identify the primary colonizing species. Although the time of first oviposition event was not different between the treatments, fur color did affect fly colonization, and cats with dark fur had more oviposition events than cats with light fur (t = 2.639, df = 4, P = 0.029). Three species of Lucilia (Diptera: Calliphoridae) colonized the cats on the initial day of placement. Further studies in cats should include the decompositional studies to understand the unique characteristics that occur during each stage of decomposition, which could aid in developing a scoring system for animals with fur. Additional studies could include analyzing how fur length would affect colonization.

Proper fixing and long-term preservation of entomological evidence are essential in collections and research and crucial in applied fields such as forensic entomology. Incorrectly stored samples may lose important morphological features over time, rendering molecular analyses exceedingly difficult. The most effective method for preserving soft samples such as larvae is fluid preservation. It uses a combination of a wide range of fixatives and storage fluids. However, very little comparative work has been done to determine the effects of long-term storage on sample quality in terms of color, shape, and DNA stability. Moreover, the current golden standard in forensic entomology has been tailored for age estimation of larvae of Diptera, which differ from larvae of Coleoptera in morphology and subsequently in applied methods. We compared the effects of combinations of 6 commonly used fixatives and 6 commonly used storage fluids on midsized larvae of the forensically important beetle, Necrodes littoralis (Linnaeus, 1758), in terms of color, shape, and suitability for DNA analyses over a 2-yr period. We were looking for combinations that can preserve specimens in a satisfactory state, can be used on a regular basis, do not require advanced protection or skills of the personnel, and are not toxic or too harmful to the environment. We found not only several methods that scored significantly better in the tested parameters compared with the golden standard but also several common methods that should be avoided. The effects of agents on each tested category are discussed in detail.

Numerous factors influence insect colonization and development on decomposing remains and can influence postmortem interval (PMI) estimations when insects are used in investigations of suspicious deaths. This study aimed to determine whether insect repellent influences insect colonization of decomposing remains. Pig feet were divided into 4 groups: a control not sprayed with repellent, 40% DEET repellent, 98% DEET repellent, and lemon eucalyptus repellent. The feet were placed in containers, and insect visitation was observed over the course of 3 days, then insects were collected at the end of the third day. This was repeated twice a month from April through November 2022. The analysis focused on the order Diptera. Pairwise comparison determined that there was a significant delay in visitation time for remains with 98% DEET compared to remains with no repellent and 40% DEET. There were significantly fewer adult Diptera collected and more remains with no larvae or eggs present among remains treated with 98% DEET. It was concluded that low concentrations of DEET and lemon eucalyptus repellent did not delay colonization, but that high concentrations of DEET delayed visitation, reduced the number of adult flies collected from the remains, and reduced the likelihood of collecting eggs or larvae from the remains. This contributes to the understanding of factors that can influence insect colonization and development that allow for more accurate PMI estimations by suggesting that insect repellent does not need to be accounted for in PMI estimation, but a high concentration of DEET can deter insects in the short term.

The genetic structure of forensically important blow fly (Brauer & Bergenstamm) (Diptera: Calliphoridae) populations has remained elusive despite high relatedness within wild-caught samples. This research aimed to determine if the implementation of a high-resolution spatiotemporal sampling design would reveal latent genetic structure among blow fly populations and to elucidate any environmental impacts on observed patterns of genetic structure. Adult females of the black blow fly, Phormia regina (Meigen) (Diptera: Calliphoridae), were collected from 9 urban parks in Indiana, USA over 3 yr and genotyped at 6 polymorphic microsatellite loci. The data analysis involved 3 clustering methods: principal coordinate analysis (PCoA), discriminant analysis of principal components (DAPC), and STRUCTURE. While the PCoA did not uncover any discernible clustering patterns, the DAPC and STRUCTURE analyses yielded significant results, with 9 and 4 genetic clusters, respectively. Visualization of the STRUCTURE bar plot revealed N = 11 temporal demarcations indicating barriers to gene flow. An analysis of molecular variance of these STRUCTURE-inferred populations supported strong temporally driven genetic differentiation (FST = 0.048, F'ST = 0.664) relative to geographic differentiation (FST = 0.009, F'ST = 0.241). Integrated Nested Laplace Approximation and Boosted Regression Tree analyses revealed that collection timepoint and 4 main abiotic factors (temperature, humidity, precipitation, and wind speed) were associated with the genetic subdivisions observed for P. regina. A complex interplay between environmental conditions, the unique reproductive strategies of the blow fly, and the extensive dispersal abilities of these organisms likely drives the strong genetic structure of P. regina in the Midwestern US.

Background Utilizing the objective structured clinical examination (OSCE) ensures objectivity when it comes to the assessment of nursing students’ skills and competency. However, one challenge in OSCE integration is rater and examinee training and orientation. Aim This study employed a quasi-experimental design to evaluate the effectiveness of different instructional methodologies in training and preparing raters and examinees for the OSCE. Methods Participants were divided into three group of training methodologies: online, simulation, and traditional lecture (six raters and 18 examinees were assigned to each group). A total of 18 raters and 54 examinees partook. Results The study found that raters trained through simulation exhibited a slight agreement with their rates, compared to those who were trained online and in traditional lectures. Moreover, examinees who were trained through the simulation methodology performed better compared to those trained via the other methodologies. Conclusions The study findings indicate that using simulation by training raters and examinees in the OSCE is the most effective approach.

Purpose of the study: The object of this paper is to explore the literature in order to discover on what conditions a video-mediated form of instruction can be a learning instrument, the one that enhances teaching, increases the potential of improving learners’ performance and leads to a change in students’ knowledge and behaviours. Methodology: This exploration is literature based and involves a critical discussion of articles on video-based instruction and video pedagogies. Main findings: Video-based forms of teaching and learning are steadily gaining popularity in the classroom and beyond and are supported by a growing body of academic and professional literature. However, while the pedagogical use of video within a lesson has been explored, what is missing is a focus on the pedagogy within the video – the pedagogical style or design of the video that leads to learning – the transformation of information. Applications of this study: Research involving university students suggests that students conceive of video as an important element of their learning process and they will often choose to use videos for support and clarification rather than any other form of digital instruction. The conducted analysis of the research subject will eliminate concerns of instructional designers over the video design and help employ video more consciously and efficiently. Novelty/Originality of this study: In the last decade, the majority of the literature focusing on creating video for learning purposes adopt a transmission of knowledge approach. Thus, the authors focus on a list of characteristics that will facilitate the transmission of content. Few of the articles focus on learning per se. This paper discusses the results of our review of the literature that support the transmission styles of learning, the “hygiene” principles and then it explores the literature to identify the elements that enable a more transformative learning pedagogy for video.

Secondary teachers nationwide are encouraged by the Common Core State Standards and recent research to enact disciplinary literacy instruction. However, little is known about how teachers make sense of teaching disciplinary literacy skills to adolescents. To what extent might adolescents still need the kinds of foundational support provided by what Shanahan and Shanahan called intermediate strategy instruction, or instruction in general reading comprehension strategies? In this article, the authors describe findings from a disciplinary literacy project in which a group of high school social studies teachers (and the authors) discovered that a complex layering of intermediate and disciplinary literacy work was required to meet students’ needs. Implications for teams of teachers wishing to explore this tension and keep their focus on helping students access and communicate content material are shared.

This article describes how one urban elementary school's professional development workshop on technology helped teachers grow in their knowledge and practice of a digital reading and writing workshop model. Created in partnership with university faculty, school administration, and elementary teachers, this whole‐school professional development initiative enabled urban elementary school teachers to learn how to translate the workshop model to technology‐enhanced teaching practice. Significant elements of the professional development workshop included an opening, a minilesson, small‐group and independent work, conferring, sharing, and debriefing. Data sources included a preworkshop needs assessment survey, postworkshop evaluation surveys, and observational field notes. In describing the components for the professional development workshop and particular learning outcomes for the teachers, this article sheds some light on what is possible in supporting schoolwide technology‐enhanced teacher professional learning.

Often coauthored by university‐ and school‐based educators, preservice teachers, and youths, this department column considers how literacies are best developed through context‐crossing partnerships among university, school, and community constituents.