A Method to Determine the Viability of Photovoltaic Systems in Various Climate Regions

The purpose of this study is to manufacture and disseminate 37 photovoltaic test systems which will be located at various United States Air Force installations worldwide. The Air Force\u27s goals in renewable energy are to determine the potential for systems to aid in promoting resiliency for an installation\u27s energy demands. The test systems are designed to collect climate and power production data from each test site and associated photovoltaic cells. The overall goal of the test system data collection is to determine the correlation between power output of photovoltaic panels and the associated geographic region climate classification. This study does not include a complete analysis of the data as a full year of data has not yet been recorded. A full year of data, including all four seasons, is required for a proper analysis to be completed. The conclusion which can be drawn from this study is that the test systems performed as expected. Not including hardware malfunctions, the systems were able to measure all data as designed. Analysis was able to be completed on four months data which provided initial results and observations on the climate region\u27s Performance

Knee angle affects posterior chain muscle activation during an isometric test used in soccer players

It has been suggested that altering the knee flexion angle during a commonly used supine isometric strength test developed with professional soccer players changes preferential hamstring muscle recruitment. The aim of this study was to examine the electromyography (EMG) knee joint-angle relationship during this test, as these data are currently unknown. Ten recreational male soccer athletes (age: 28 ± 2.4 years) were recruited and performed a supine isometric strength test on their dominant leg with the knee placed at two pre-selected flexion angles (30° and 90°). The surface EMG of the gluteus maximus, biceps femoris, semitendinosus, and medial gastrocnemius was measured, in addition to the within-session reliability (intraclass correlation coefficient (ICC) and coefficient of variation (CV)). Within-session reliability showed large variation dependent upon the test position and muscle measured (CV% = 8.8⁻36.1) Absolute mean EMG activity and percentage of maximum voluntary isometric contraction (MVIC) indicated different magnitudes of activation between the two test positions; however, significant mean differences were present for the biceps femoris only with greater activation recorded at the 30° knee angle (% MVIC: 31 ± 9 vs. 22 ± 7; = 0.002). These differences (30% mean difference) were greater than the observed typical measurement error (CV% = 13.1⁻14.3 for the 90° and 30° test positions, respectively). Furthermore, the percentage MVIC showed a trend of heightened activation of all muscles with the knee positioned at 30°, but there was also more within-subject variation, and this was more pronounced for the gluteus maximus (CV% = 36.1 vs. 19.8) and medial gastrocnemius (CV% 31 vs. 22.6). These results indicate that biceps femoris and overall posterior chain muscle activation is increased with the knee positioned at 30° of flexion; however, the 90° angle displayed less variation in performance within individual participants, especially in the gluteus maximus and medial gastrocnemius. Thus, practitioners using this test to assess hamstring muscle strength should ensure appropriate familiarisation is afforded, and then may wish to prioritise the 30° knee position

Search for Mars lander/rover/sample-return sites: A status review

Ten Mars sites were studied in the USA for four years. The sites are the Chasma Boreale (North Pole), Planum Australe (South Pole), Olympus Rupes, Mangala Valles, Memnonia Sulci, Candor Chasma, Kasel Valles, Nilosyrtis Mensae, Elysium Montes, and Apollinaris Patera. Seven sites are being studied by the USSR; their prime sites are located at the east mouth of Kasel Valles and near Uranius Patera. Thirteen geological maps of the first six USA sites are compiled and in review. Maps of the Mangala East and West sites at 1:1/2 million scale and a 1:2 million scale map show evidence of three episodes of small-channel formation interspersed with episodes of volcanism and tectonism that span the period from 3.5 to 0.6 b.y. ago. The tectonic and geological history of Mars, both ancient and modern, can be elucidated by sampling volcanic and fluvial geologic units at equatorial sites and layered deposits at polar sites. The evidence appears clear for multiple episodes of fluvial channeling, including some that are quite recent; this evidence contrasts with the theses of Baker and Partridge (1986) and many others that all channels are ancient. Verification of this hypothesis by Mars Observer will be an important step forward in the perception of the history of Mars

Assessable Learning Outcomes for the EU Education and Training Framework core and Function A specific modules: Report of an ETPLAS Working Group

Article 23(2) of the European Union Directive 2010/63/EU, which regulates welfare provisions for animals used for scientific purposes, requires that staff involved in the care and use of animals for scientific purposes be adequately educated and trained before they undertake any such work. However, the nature and extent of such training is not stipulated in the Directive. To facilitate Member States in fulfilling their education and training obligations, the European Commission developed a common Education and Training Framework, which was endorsed by the Member States Competent Authorities. An Education & Training Platform for Laboratory Animal Science (ETPLAS) Working Group was recently established to develop further guidance to the Learning Outcomes in the Framework, with the objective to clarify the levels of knowledge and understanding required by trainees, and to provide the criteria by which these Learning Outcomes should be assessed. Using the Framework document as a starting point, assessment criteria for the Learning Outcomes of the modules required for Function A persons (carrying out procedures on animals) for rats, mice and zebrafish were created with sufficient detail to enable trainees, providers and assessors to appreciate the level of knowledge, understanding and skills required to pass each module. Adoption and utilization of this document by training providers and accrediting or approving bodies will harmonize introductory education and training for those involved in the care and use of animals for scientific purposes within the European Union, promote mutual recognition of training within and between Member States and therefore free movement of personnel

Employing culturally responsive pedagogy to foster literacy learning in schools

 In recent years it has become increasingly obvious that, to enable students in schools from an increasingly diverse range of cultural backgrounds to acquire literacy to a standard that will support them to achieve academically, it is important to adopt pedagogy that is responsive to, and respectful of, them as culturally situated. What largely has been omitted from the literature, however, is discussion of a relevant model of learning to underpin this approach. For this reason this paper adopts a socio-cultural lens (Vygotsky, 1978) through which to view such pedagogy and refers to a number of seminal texts to justify of its relevance. Use of this lens is seen as having a particular rationale. It forces a focus on the agency of the teacher as a mediator of learning who needs to acknowledge the learner’s cultural situatedness (Kozulin, 2003) if school literacy learning for all students is to be as successful as it might be. It also focuses attention on the predominant value systems and social practices that characterize the school settings in which students’ literacy learning is acquired. The paper discusses implications for policy and practice at whole-school, classroom and individual student levels of culturally-responsive pedagogy that is based on a socio-cultural model of learning. In doing so it draws on illustrations from the work of a number of researchers, including that of the author

Identification of Low Molecular Weight Glutenin Alleles by Matrix-Assisted Laser Desorption/Ionization Time-Of-Flight Mass Spectrometry (MALDI-TOF-MS) in Common Wheat (Triticum aestivum L.)

Low molecular weight glutenin subunits (LMW-GS) play an important role in determining dough properties and breadmaking quality. However, resolution of the currently used methodologies for analyzing LMW-GS is rather low which prevents an efficient use of genetic variations associated with these alleles in wheat breeding. The aim of the current study is to evaluate and develop a rapid, simple, and accurate method to differentiate LMW-GS alleles using matrix-assisted laser desorption/ionization time-of-flight mass spectrometry. A set of standard single LMW-GS allele lines as well as a suite of well documented wheat cultivars were collected from France, CIMMYT, and Canada. Method development and optimization were focused on protein extraction procedures and MALDI-TOF instrument settings to generate reproducible diagnostic spectrum peak profiles for each of the known wheat LMW-GS allele. Results revealed a total of 48 unique allele combinations among the studied genotypes. Characteristic MALDI-TOF peak patterns were obtained for 17 common LMW-GS alleles, including 5 (b, a or c, d, e, f), 7 (a, b, c, d or i, f, g, h) and 5 (a, b, c, d, f) patterns or alleles for the Glu-A3, Glu-B3, and Glu-D3 loci, respectively. In addition, some reproducible MALDI-TOF peak patterns were also obtained that did not match with any known alleles. The results demonstrated a high resolution and throughput nature of MALDI-TOF technology in analyzing LMW-GS alleles, which is suitable for application in wheat breeding programs in processing a large number of wheat lines with high accuracy in limited time. It also suggested that the variation of LMW-GS alleles is more abundant than what has been defined by the current nomenclature system that is mainly based on SDS-PAGE system. The MALDI-TOF technology is useful to differentiate these variations. An international joint effort may be needed to assign allele symbols to these newly identified alleles and determine their effects on end-product quality attributes

Developing reading-writing connections; the impact of explicit instruction of literary devices on the quality of children's narrative writing

The purpose of this collaborative schools-university study was to investigate how the explicit instruction of literary devices during designated literacy sessions could improve the quality of children's narrative writing. A guiding question for the study was: Can children's writing can be enhanced by teachers drawing attention to the literary devices used by professional writers or “mentor authors”? The study was conducted with 18 teachers, working as research partners in nine elementary schools over one school year. The research group explored ways of developing children as reflective authors, able to draft and redraft writing in response to peer and teacher feedback. Daily literacy sessions were complemented by weekly writing workshops where students engaged in authorial activity and experienced writers' perspectives and readers' demands (Harwayne, 1992; May, 2004). Methods for data collection included video recording of peer-peer and teacher-led group discussions and audio recording of teacher-child conferences. Samples of children's narrative writing were collected and a comparison was made between the quality of their independent writing at the beginning and end of the research period. The research group documented the importance of peer-peer and teacher-student discourse in the development of children's metalanguage and awareness of audience. The study suggests that reading, discussing, and evaluating mentor texts can have a positive impact on the quality of children's independent writing

The Reader, the text, the Context: An Exploration of a Choreographed Response to Literature

Much current theory about response to literature stresses the reader's active role in constructing meaning, with reader, text, and context affecting the responses of individual readers (Beach, 1993). Response to literature, like most classroom interaction, tends to take a linguistic form. In a supportive classroom environment, however, a range of response media can potentially mediate students' transactions with literature. The present exploratory study used stimulated recall to elicit a retrospective account from two alternative school students who choreographed a dance to depict their understanding of the relationship between the two central characters in a short story. In their account they indicate that in composing their text they (a) initiated their interpretation by empathizing with the characters, (b) represented the characters' relationship through spatial images and configurations, and (c) used the psychological tool of dance to both represent and develop their thinking about the story. Their thought and activity were further mediated by the social context of learning, including the communication genres of the classroom, their own interaction, their teacher's intervention, and the stimulated recall interview itself. Their account illustrates the way in which reader, text, and context participate in a complex transaction when readers construct meaning for literature. Their experience also illustrates the ways in which the values of an instructional setting influence the extent to which learners may take advantage of the psychological tools available to them for growth.Yeshttps://us.sagepub.com/en-us/nam/manuscript-submission-guideline

Adherence to Interferon β-1b Treatment in Patients with Multiple Sclerosis in Spain

Adherence to interferon β-1b (INFβ-1b) therapy is essential to maximize the beneficial effects of treatment in multiple sclerosis (MS). For that reason, the main objectives of this study are to assess adherence to INFβ-1b in patients suffering from MS in Spain, and to identify the factors responsible for adherence in routine clinical practice.This was an observational, retrospective, cross-sectional study including 120 Spanish patients with MS under INFβ-1b treatment. Therapeutic adherence was assessed with Morisky-Green test and with the percentage of doses received. The proportion of adherent patients assessed by Morisky-Green test was 68.3%, being indicative of poor adherence. Nevertheless, the percentage of doses received, which was based on the number of injected medication, was 94.3%. The main reason for missing INFβ-1b injections was forgetting some of the administrations (64%). Therefore, interventions that diminish forgetfulness might have a positive effect in the proportion of adherent patients and in the percentage of doses received. In addition, age and comorbidities had a significant effect in the number of doses injected per month, and should be considered in the management of adherence in MS patients.Among all the available methods for assessing adherence, the overall consumption of the intended dose has to be considered when addressing adherence

Making Sense Through Participation

In this chapter we discuss the issue of social differences in relation to learning. In theories on co-operative learning or collaborative learning social differences are treated as characteristics of individual learners. The focus on learning as a social process is primarily elaborated in terms of interaction between pupils and the combined construction of knowledge. Sociocultural theory (Vygotsky, Lave & Wenger), however, understands ‘social’ not only in terms of knowledge/meaning being constructed in interaction with others, but also in terms of the cultural practices/activities informing these interaction processes. Learning can be understood as increasing participating in communities of practice. As social differences are an intrinsic part of the culture in which students are learning to participate, these are also an inherent aspect of learning processes in schools. Students learn to participate in practices in different ways, depending on their social position, and thus develop distinguished cultural identities. In this chapter we elaborate on this tenet, using examples from various empirical research projects on learning in secondary education. We not only show how social differences in the cultural practices that underpin learning influence what is learned by whom, but also explore the consequences of this perspective for the pedagogical space of the school