770 research outputs found
Report to Governor Neil Goldschmidt of Judge John C. Warden's corrections investigation
No full text"In accordance with Executive Order No. EO-89-12, on September 6, 1989 ..."--Page 1.Title from PDF title page (viewed on December 20, 2017).This archived document is maintained by the State Library of Oregon as part of the Oregon Documents Depository Program. It is for informational purposes and may not be suitable for legal purposes.Includes bibliographical references (page ).Mode of access: Internet from the Oregon Government Publications Collection.Text in English
Jere Nash Interview with Neil McMillen (Part 1 of 2)
No full textInterview conducted by author Jere Nash with University of Southern Mississippi history professor Neil R. McMillen in the process of writing Mississippi Politics: The Struggle for Power, 1976-2006. Topics dicussed include race and politics in Mississippi; southern historians including Dewey Grantham, C. Vann Woodward, Numan V. Bartley, John Boles; segregation in Mississippi and resistance to change; genesis of McMillin\u27s book Dark Journey; fifteenth Freedom Summer reunion at Millsaps and Tougaloo; John Ditmer; contributing to A History of Mississippi edited by Richard Aubrey McLemore and reaction by the public and University of Southern Mississippi officials; hiring of African American faculty at USM; M.M. Roberts; and William D. McCain
The Total Synthesis of Dragmacidins D and F
No full textThe dragmacidins are an emerging class of bis(indole) natural products isolated from deep-water marine organisms. Although there has been a substantial effort to prepare the simple piperazine dragmacidins, little synthetic work has been done in the area of the pyrazinone-containing family members, dragmacidins D, E, and F. These compounds are particularly interesting due to their complex structures and broad range of biological activity.
A highly convergent strategy to access dragmacidin D has been developed. In this approach, sequential halogen-selective Suzuki couplings were used to assemble the carbon scaffold of the natural product. After executing a highly optimized sequence of final events, the first completed total synthesis of dragmacidin D was achieved.
An enantiodivergent strategy for the total chemical synthesis of both (+)- and (-)-dragmacidin F from a single enantiomer of quinic acid has been developed and successfully implemented. Although unique, the synthetic routes to these antipodes share a number of key features, including novel reductive isomerization reactions, Pd(II)-mediated oxidative carbocyclization reactions, halogen-selective Suzuki couplings, and high-yielding late-stage Neber rearrangements.
The formal total syntheses of dragmacidin B, trans-dragmacidin C, and dihydrohamacanthin A are described. In addition, preliminary studies involving a novel approach for the preparation of dragmacidin E are reported.</p
The role of the wheat industry in Idaho's economy
No full textBulletin no. 768 Moscow, Idaho :University of Idaho, College of Agriculture, Cooperative Extension System, 1994-10-01. Author(s): Robinson, M. Henry; Foltz, John C.; Meyer, Neil L.; Wolf, Scott A.; Smathers, Robert L
The role of the dairy industry in Idaho's economy
No full textBulletin no. 754 Moscow, Idaho :University of Idaho, College of Agriculture, Agriculture Experiment Station, 1994-02-01. Author(s): Robinson, M. Henry; Foltz, John C.; Meyer, Neil L.; Wolf, Scott A.; Smathers, Robert L
The role of potatoes in Idaho's economy
No full textBulletin no. 756 Moscow, Idaho :University of Idaho, College of Agriculture, Agriculture Experiment Station, 1993-11-01. Author(s): Robinson, M. Henry; Guenthner, Joseph F.; Meyer, Neil L.; Foltz, John C.; Smathers, Robert L
Is capitalism in crisis?
No full textJohn Eatwell, former economic adviser to Neil Kinnock, asks what can and should be done to resolve financial turmoil in the west. Copyright (c) 2008 The Author. Journal compilation (c) 2008 ippr.
The response of two South African east coast estuaries to altered river flow regimes.
No full text1. Major reductions in catchment run-off, a result of frequent and prolonged drought conditions, together with extensive impoundment of rivers and streams, has led to concern about the possible negative effects on downstream estuaries. Preliminary studies have shown that changes in river flow and associated nutrient inputs have had a predominantly negative impact on the aquatic biota of Eastern Cape estuaries. Natural successions now have human imposed trajectories which are reducing variability and forcing both freshwater ‘deprived’ and freshwater ‘enriched’ systems into artificial cycles. 2. The Kariega and Great Fish estuaries in the Eastern Cape Province are used in a comparative manner to illustrate how differences in riverine inflow can influence the structure and functioning of selected biotic components in permanently open systems. Maximum chlorophyll a values in the freshwater deprived Kariega Estuary were 1 μg L-1, whereas maximum values in the freshwater enriched Great Fish Estuary were 22 μg L-1. Mean zooplankton biomass in the lower, middle and upper reaches of the Kariega Estuary was always below 50 mg m-3, whereas in the same reaches of the Great Fish Estuary, these values ranged from 256 to 4253 mg m-3. Similarly, mean ichthyonekton densities in the mouth region of the Kariega Estuary were 49 individuals per 100 m2 compared with 279 per 100 m2 in the Great Fish Estuary. 3. Temporal changes of riverine flow reinforce the importance of allochthonous inputs to the functioning of Eastern Cape estuaries. A comparison between a dry and wet period in the Kariega Estuary revealed mean nitrate and phosphate concentrations increasing from 5 to 101 μmol L-1 and from 1 to 5 μmol L-1, respectively. Phytoplankton stocks responded positively to freshettes in both the Kariega and Great Fish estuaries. Similarly, peaks in zooplankton biomass in the Great Fish Estuary increased rapidly in response to high food resource availability resulting from elevated river discharge. The higher ichthyoplankton and ichthyonekton densities in the Great Fish Estuary, when compared with the Kariega Estuary, were attributed to a combination of stronger olfactory cues for larval immigrants from the sea and elevated food stocks in the former system. Copyright © 2000 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]Peer reviewedfinal article publishedestuarine ecosystem integrityfishzooplanktonphytoplanktonnutrient
Developing the theory of interactive regulation: how teachers regulate student learning during whole class discussion
No full textBackground: the aim of this study is to bring a better understanding of the theory of interactive regulation. This is done by examining how learning is regulated by the teacher at a fine-grained micro level during whole class discussion. The study investigates the processes involved with the construct of ?micro regulation‘. The decision to focus on micro regulation arose from an initial interest in formative assessment which, in its broadest sense, is concerned with how teachers elicit, interpret and use evidence of student understanding to better meet the needs of learners. The literature identifies a number of weaknesses in both the conceptualisation of formative assessment and in its provision. For example, despite an investment of £150 million pounds over three years to promote formative assessment (DCSF, 2008) it has been recognised that there remains a ?comparative weakness in provision‘ (OFSTED, 2009) whilst in the words of Professor Paul Black, formative assessment is ?not happening‘ (TES, 2010). Regarding how formative assessment is conceptualised, Wiliam (2011) notes the way in which formative assessment has begun to be seen (wrongly in his view) as an assessment tool rather than a continuous process. Further reading in the field led the author to begin to view the more immediate and responsive process of micro regulation as being of primary importance, especially given his perspective as a classroom teacher. The review of the literature therefore led to a shift in focus from formative assessment to micro regulation.The construct of micro regulation is conceptualised as preceding formative assessment which is more concerned with making decisions about the next steps in instruction. The view was taken that it makes sense to examine the regulation that occurs prior to formative assessment as it is this initial regulation that may serve to inform decisions regarding whether or not subsequent instruction needs to be adjusted. Whilst some studies have been carried out into this more immediate form of regulation, there remains limited understanding surrounding this level of regulation as a continuous process, hence the need for this research. The literature review comprises two chapters. The first chapter attempts to make sense of formative assessment by examining the way in which it has evolved conceptually in the literature and the second chapter examines how regulation is conceptualised and highlights the main issues that this study addresses.Research questions: the main research question asks ?What is the nature of the teacher-led regulation that takes place during whole class discussion?‘ Subsidiary research questions are asked about (i) the mechanisms that teachers use to regulate learning (ii) the way in which these mechanisms interact with other elements of the instructional activity (iii) the extent to which regulation is a continuous feature of the instructional activity and (iv) the perceived strengths and weaknesses of the regulation that takes place during the instructional activity.Results and analysis: a qualitative methodology was developed in order to comprehensively describe the structure of both the whole class discussion activity and the regulation that exists within this activity. Teacher – student discourse that took place across 20 lessons (involving five teachers and three different curriculum subjects) was audio recorded and transcribed in full resulting in over 100,000 words of transcribed text. A qualitative content analysis was carried out using ?analytic induction‘, an approach to data analysis that involves the initial development of an analytic scheme (i.e. coding) followed by its subsequent modification (Znaniecki, 1934). A number of ?analysis-guiding‘ secondary research questions emerged inductively as the data analysis unfolded. During data analysis, the research literature was also been drawn upon with the result that the findings that emerged are both grounded in the data and validated by the literature. There were two distinct stages to the data analysis: descriptive and interpretive. Descriptive coding was used to describe the structure of whole class discussion activities and interpretive coding was carried out in order to identify the nature of the regulation that was evident within this structure.Findings and discussion: it was found that the structure of whole class discussion may be described in terms of a series of three-part and extended question-response-feedback (QRF) cycles. Validation for these QRF cycles was found in the literature. From a comprehensive description of the whole class discussion activity, it has been possible to identify the nature of the regulation that takes place. Micro regulation was found to comprise both regulatory questioning and regulatory feedback. In answer to the first subsidiary research question, it was found that regulatory questioning involves the use of modifiers and probes, whilst regulatory feedback involves teachers in confirming, rejecting, reformulating, providing answers to their own questions and finally by prompting students to help one another to solve a problem. In answer to the second subsidiary research question, it was found that regulation is a significant part of what a teacher does: an enlarged concept of regulation has developed in which regulation takes place both at the point at which evidence of student understanding is elicited (through teacher questioning) and also at the point at which this evidence is used to move learning forward (through feedback); regulation is both fully embedded in, and at the same time is an identifiable part of, the instructional activity. In answer to the third subsidiary research question, it was been found that regulation is a continuous feature of the whole class discussion activity. Finally, in answer to the fourth subsidiary research question, it was found that the strength of the regulation that takes place during whole class discussion activities varies greatly. Regulation remains weak if it takes place only during the three-part QRF cycle in which it is restricted to regulatory feedback alone. There is a stronger regulatory influence in the extended QRF cycle where teachers modify their questioning, however there is also evidence of a number of weaknesses in teacher questioning including the ?guessing game‘, the ?poorly worded question‘ and the ?premature modifier‘. Strongest of all is the regulatory influence exerted in extended cycles through the use of probing questions. The outcome of this study is a conceptual model that shows how experienced teachers regulate learning during whole class discussion as well as a definition of the construct micro regulation.Conclusion: after summarising the main findings to come out of this study, this chapter discusses how teachers adjust the cognitive complexity of their questioning. Two further constructs emerge as a result of this discussion: regulatory questioning that has a ?constructive‘ function and regulatory questioning that has a ?deconstructive‘ function. A call is made for future research to focus less on regulatory feedback (which is often evaluative) and more on regulatory questioning which may be conceptualised in terms of these two functions. Such research would likely focus on emerging patterns of the adjustment of the cognitive complexity of questioning. In furtherance to this notion, a practical tool is proposed – the Regulatory Questioning Matrix – with which teachers might examine their own regulatory practice. Finally, this study draws to a close by taking a step back in order to consider the relationship micro regulation may have to other dimensions of interactive regulation. Together with formative assessment and self-regulated learning, micro regulation is considered a dimension of interactive regulation and an attempt is made to bridge the conceptual gap between these three dimensions by considering how they may interact with, and impact upon, one another throughout the process of teaching an
Comparative susceptibilities of salmonids to Lepeophtheirus salmonis infections: Biochemical and physiological studies
No full textThe objective of the present study was to investigate possible mechanisms behind the differential susceptibility of coho salmon ( Oncorhynchus kisutch), rainbow trout (O. mykiss) and Atlantic salmon (Salmo salar) to sea lice (Lepeophtheirus salmonis) infection. Baseline levels of a number of innate immune factors in fish mucus and plasma were examined to establish a foundation from which to examine immunological, biochemical and physiological changes associated with lice infection. Finally, the response of lice to mucus of different species was examined.For the sea lice challenge experiment, rainbow trout, coho and Atlantic salmon were cohabited to ensure equal sea lice infection levels. To determine the response of lice to the mucus of different species, live lice were incubated in the presence of fish skin mucus or seawater. (Abstract shortened by UMI.).Source: Masters Abstracts International, Volume: 40-03, page: 0634.Advisers: John F. Bunka; Neil W. Ross
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