13,408 research outputs found
Replication of Vesicular Stomatitis Virus in L Cells
Get PDFTitle: Replication of Vesicular Stomatitis Virus in L Cells, Author: Martin Petric, Location: ThodeA heat resistant strain (HR-LT) of the Indiana serotype of vesicular stomatitis virus was characterized. Virus specific RNA and protein components of the cytoplasmic extract of cells infected with this strain of virus in the presence and absence of interference, were examined.ThesisMaster of Science (MS
Heritability and Linkage Analysis of Appendicitis Utilizing Age at Onset
Get PDFAppendicitis usually afflicts the young, but there is a large tail in the distribution of onset age. The genetics of this disease are still not well understood. A heritability analysis and genome wide linkage analysis of a large twin dataset was undertaken. Treating age of onset of appendicitis as a censored survival trait revealed a heritability of 0.21, and found evidence of linkage to Chromosome 1p37.3. Author(s): Christopher Oldmeadow 1 * | Kerrie Mengersen 2 | Nicholas Martin 3 | David L. Duffy
Primary school teachers' knowledge of phonemic awareness and its importance as a factor in learning to read
No full textThe purpose of this research was to gain an understanding of the knowledge that teachers in New Zealand primary school classrooms have in regard to phonemic awareness, their understanding of its importance as a factor in learning to read, and the methods they use to assess and teach it. International assessments continue to highlight an unacceptably large gap in reading achievement between good and poor readers in New Zealand primary schools (Mullis, Martin, Foy, & Drucker, 2012; Tunmer, Chapman, Greaney, Prochnow, & Arrow, 2013a). Up to 20% of children in New Zealand primary school classrooms are struggling to learn to read (Education and Science Committee, 2001, 2008; Education Review Office, 2005). Research shows that explicit instruction in phonemic awareness will help children struggling with reading to learn to read (Ehri et al., 2001; Hatcher, Hulme, & Snowling, 2004; Nicholson, 2003; Pressley, 2006; Ryder, Tunmer, & Greaney, 2008; Strattman & Hodson, 2005; Torgesen et al., 2001). Teachers’ knowledge of phonemic awareness becomes important in the context of providing this explicit instruction.
An online survey was used to assess 68 in-service teachers’ knowledge of phonemic awareness. Four semi-structured interviews were also conducted which allowed the survey findings to be investigated further in four local contexts to add depth to the researcher’s understanding. Results revealed that participants struggled to define phonemic awareness, and did not understand the differences between phonemic awareness, phonological awareness, and phonics. Participants found some tasks more difficult than others, in particular phoneme counting and phoneme identity. There were also discrepancies between the participants’ perceived knowledge and their actual knowledge. Participants tended to overestimate their actual knowledge, perceiving themselves as more knowledgeable with regard to phonemic awareness than they actually were. Phonemic awareness did not appear to be regularly assessed nor explicitly taught in most of the participants’ classrooms. The findings suggest that the teachers who participated in this study did not typically have the knowledge of phonemic awareness needed to be able to provide the explicit instruction in phonemic awareness children struggling to learn to read need in order to become successful readers
Velocity-Gradient Probability Distribution Functions in a Lagrangian Model of Turbulence
No full textThe Recent Fluid Deformation Closure (RFDC) model of lagrangian turbulence is recast in path-integral language within the framework of the Martin-Siggia-Rose functional formalism. In order to derive analytical expressions for the velocity-gradient probability distribution functions (vgPDFs), we carry out noise renormalization in the low-frequency regime and find approximate extrema for the Martin-Siggia-Rose effective action. We verify, with the help of Monte Carlo simulations, that the vgPDFs so obtained yield a close description of the single-point statistical features implied by the original RFDC stochastic differential equations
Wealth reallocation and sustainability under climate change
No full textClimate change is often described as the greatest environmental challenge of our time. In addition, a changing climate can reallocate natural capital, change the value of all forms of capital and lead to mass redistribution of wealth. Here we explain how the inclusive wealth framework provides a means to measure shifts in the amounts and distribution of wealth induced by climate change. Biophysical effects on prices, pre-existing institutions and socio-ecological changes related to shifts in climate cause wealth to change in ways not correlated with biophysical changes. This implies that sustainable development in the face of climate change requires a coherent approach that integrates biophysical and social measurement. Inclusive wealth provides a measure that indicates sustainability and has the added benefit of providing an organizational framework for integrating the multiple disciplines studying global change.Peer reviewe
The information sources and journals consulted or read by UK paediatricians to inform their clinical practice and those which they consider important: a questionnaire survey
No full textBackground: Implementation of health research findings is important for medicine to be
evidence-based. Previous studies have found variation in the information sources thought to be of greatest importance to clinicians but publication in peer-reviewed journals is the traditional route for dissemination of research findings. There is debate about whether the impact made on clinicians should be considered as part of the evaluation of research outputs. We aimed to determine first which information sources are generally most consulted by paediatricians to inform their clinical practice, and which sources they considered most important, and second, how many and which peer-reviewed journals they read.
Methods: We enquired, by questionnaire survey, about the information sources and academic
journals that UK medical paediatric specialists generally consulted, attended or read and
considered important to their clinical practice.
Results: The same three information sources – professional meetings & conferences, peerreviewed
journals and medical colleagues – were, overall, the most consulted or attended and ranked the most important. No one information source was found to be of greatest importance to all groups of paediatricians. Journals were widely read by all groups, but the proportion ranking them first in importance as an information source ranged from 10% to 46%. The number of journals read varied between the groups, but Archives of Disease in Childhood and BMJ were the most read
journals in all groups. Six out of the seven journals previously identified as containing best paediatric evidence are the most widely read overall by UK paediatricians, however, only the two most prominent are widely read by those based in the community.
Conclusion: No one information source is dominant, therefore a variety of approaches to
Continuing Professional Development and the dissemination of research findings to paediatricians should be used. Journals are an important information source. A small number of key ones can be identified and such analysis could provide valuable additional input into the evaluation of clinical research outputs
RRS Discovery Cruise 351, 10-28 May 2010. The Extended Ellett Line 2010.
Get PDFThe Extended Ellett Line is a full-depth hydrographic section between Iceland, 60°N 20°W, Rockall and Scotland. The original Ellett Line across the Rockall Trough was first occupied in 1975 when measurements were attempted four times a year. In 1996 the line was extended to Iceland and occupied approximately annually. The data form a 35 year time-series of the oceanic conditions west of the British Isles.The section monitors the characteristics of the warm water inflow into the Nordic Seas and thence to the Arctic, and observes part of the returning cold water outflow with measurements of the Iceland-Scotland Overflow and the overflow of the Wyville-Thomson Ridge into the Rockall Trough.The 2010 occupation, RRS Discovery Cruise 351, was completed successfully with 48 CTD stations worked between the Iceland and Scotland shelf edges. Additionally, Line G, part of the SAMS observation network of the Scottish continental shelf was completed. Samples were taken for inorganic nutrients, iron and trace metals, bioluminescence and microscope analysis. Incubation experiments were performed to investigate the role of microzooplankton grazing and the speciation of iron, and to investigate the presence of dinoflagellate bioluminescence.In addition to the planned programme, sampling took place to investigate the extent of the fall out from the ash plume emitted by the Iceland volcano, Ejyafjallajokull, and its impact on the biogeochemistry and productivity of the upper ocean.A trial tow of SeaSoar and a short survey of the upper ocean over the Anton Dohrn seamount were successfully completed
John L. Martin: Hall of Fame Inductee
No full textJohn L. Martin: Hall of Fame Inductee
Author of the greatest era in Winona State University swimming history, John L. Martin served as the Warrior swimmers’ head coach from 1963-70 and again during 1973-74. During his nine years as head coach, Martin’s swimming teams won three conference championships and six times finished among the top ten teams in the NAIA national championships. His teams never suffered a losing season in dual-meet competition and two of his swimmers earned first team All-American honors.Coach Martin in 1977 was inducted into the NAIA Swimming Hall of Fame for his work as president of the NAIA Swimming Coaches’ Association, as chairman of the NAIA swimming rules and sites committee, and for his long tenure as a referee of NAIA national competition in swimming and diving.
He also served as a member of the United States Olympic Committee, AAU Swimming Committee, Board of Directors of the International Swimming Hall of Fame and assistant U.S. team coach during the 1973 World University Games held in Moscow.In addition to coaching swimming, Martin for 29 of his 30 years at Winona State University served as a football coach, 28 years as an assistant. He was the head football coach during the 1986 season. During his distinguished tenure at the University, he served as Chairman of the Health, Physical and Recreation Department.Martin earned both his undergraduate and masters degrees from the University of Wisconsin-LaCrosse and his Ph.D. from the University of Utah. He began his career at Winona State in 1963, retiring in 1994.https://openriver.winona.edu/halloffameinductees/1038/thumbnail.jp
Teaching adults to read better and faster : results from an experiment in Burkina Faso
Get PDFTwo cognitively oriented methods were tested in Burkina Faso to help illiterates learn to read more efficiently. These were (a) speeded reading of increasingly larger word units and (b) phonological awareness training to help connect letters to speech. Learners were given reading tests and a computerized reaction time test. Although the literacy courses were shortened by the arrival of rains and government delays, the piloted methods helped adults read better than those in the standard"control"classes. Learners enrolled in the experimental classes performed better on the outcome tests than did learners enrolled in control classes. Ninety percent of the possible comparisons between treatment classes and control classes favored classes receiving treatments, and 72 percent of the measurements in favor of treatments were statistically significant. The evidence suggests that phonological awareness training is particularly effective in situations where the training period was short, and that rapid reading was more advantageous in longer training situations. Overall, the results are indicative of the potential that scientifically backed methods have in making adult literacy instruction more effective. However, due to the short duration of the classes (3-4 months) learners apparently did not receive sufficient practice to consolidate skills. Literacy skills may still be prone to being forgotten if readers do not learn to read automatically and if opportunities to read are few.Curriculum&Instruction,Teaching and Learning,Nonformal Education,Primary Education,ICT Policy and Strategies,Nonformal Education,ICT Policy and Strategies,Primary Education,Teaching and Learning,Curriculum&Instruction
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