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<p>Blogs are a useful teaching tool for improving student writing and increasing class interaction. However, most studies have looked at individual blogs rather than blogs maintained by a whole class. We introduced assignments involving participation in class blogs to four science communication classes with enrolments of between 15 and 36 students. We administered paper-based surveys to obtain student perceptions of the value of the blogging assignment. Based on feedback in semester one, we increased commenting requirements and spent more time integrating the blog with coursework in semester two. In semester two, students had significantly improved perceptions of the blog assignments. The most commonly cited benefit by students in both semesters was that the blog helped to improve their writing. Most enjoyed the opportunity to have increased intellectual exchange with other students and the majority agreed that knowing other students read the blog motivated them to write better. Students disliked being forced to comment and they felt that they benefited just from reading other students’ posts. However, we recommend that weekly commenting should be mandatory, as this increased involvement and perceived value of the assignment.</p><p> </p>

Collars are an attachment method commonly used to mount data collection devices on wildlife. Removal of collars at the completion of a data collection period is a high priority for the purpose of animal welfare, but retrieval of collars can often be difficult. Weak links or other drop-off devices are used by researchers with the intention of improving collar retrieval rates, and for mitigation of animal welfare risks associated with collar entanglement. However, the design and effectiveness of such devices is not regularly reported in detail in the literature. We surveyed wildlife researchers to collate and communicate their experiences with weak links, and assess their attitudes towards collaring Australian mammals in the 35–5500 g weight range. Forty-five researchers responded to the survey, of whom 25 had used weak links in at least one study. There was very little consistency between the performances of weak links, with researchers finding them effective in less than half of the scenarios reported upon. Outcomes varied depending on the type of material used for the link, the species being collared, and the environmental conditions under which the collars were being deployed. We recommend (1) researchers test weak links prior to deployment; (2) users to not rely upon weak links as the primary method of collar retrieval; and (3) continued communication of design and outcomes of all radio-collars deployed including those with weak links.

While anthropomorphism – the attribution of human characteristics to non-human things or events – is a fundamental part of human psychology and language, some scientists regard it as a source of misconceptions. This creates tension for those writing about science. Taking an experimental approach to diagnosing misconceptions, we compared the effects of anthropomorphic and non-anthropomorphic writing on 174 adult readers’ knowledge, understanding, confidence in and connection with the material. Reading any text at all improves readers’ knowledge and ability to answer questions. There was no difference in understanding, enjoyment or frequency of anthropomorphic thinking between anthropomorphic and non-anthropomorphic texts. Those who read anthropomorphic text tended to use more vivid examples and fewer generalisations. This suggests that anthropomorphism acts as an evocative, albeit potentially distracting, technique but does not cause significant misconceptions. Writers should feel free to use anthropomorphic techniques if they are appropriate for their topic and their audience.

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