Controlled Parturition in the Ewe

The ability to control the time of parturition offers the sheep producer a valuable management tool to increase the efficiency of his operation. In small flocks controlled parturition could be used for the entire flock. In larger flocks controlled parturition could be used effectively as a clean-up tool by inducing parturition in all ewes lambing by 141 days after removal of rams from the breeding flock. Advantages which the producer might obtain from controlled lambing include more efficient utilization of available space and labor, less death loss due to increased supervision and more uniform lamb crops

Planned Parturition: Progress Report

Management is probably the one most important factor in a successful sheep operation. The ability to exercise control over the lambing period through induced or planned parturition would give the producer another managmenet tool with which to work. Possible benefits of induced parturition include (1) a concentration of labor resources, (2) maximum usage of lambing facilities, (3) shortening of gestation for multiple lambing systems, (4) reducing birth weights of lambs and (5) clean up of late lambing ewes. Current research at South Dakota State University is designed to study the effect of certain hormones in relation to induced parturition

The results of the in-flight attitude sensor calibration for the Arthur Holly Compton Gamma Ray Observatory

The Arthur Holly Compton Gamma Ray Observatory (GRO) was launched by the shuttle Atlantis in April 1991. This paper presents the results of the attitude sensor calibration that was performed during the early mission. The GSFC Flight Dynamics Facility (FDF) performed an alignment calibration of the two fixed-head star trackers (FHST's) and two fine Sun sensors (FSS's) on board Compton GRO. The results show a 27-arcsecond shift between the bore sights of the FHST's with respect to prelaunch measurements. The alignments of the two FSS's shifted by 0.20 and 0.05 degree. During the same time period, the Compton GRO science teams performed an alignment calibration of the science instruments with respect to the attitude reported by the on board computer (OBC). In order to preserve these science alignments, FDF adjusted the overall alignments of the FHST's and FSS's, obtained by the FDF calibration, such that when up linked to the OBC, the shift in the OBC-determined attitude is minimized. FDF also calibrated the inertial reference unit (IRU), which consists of three dual-axis gyroscopes. The observed gyro bias matched the bias that was solved for by the OBC. This bias drifted during the first 6 days after release. The results of the FDF calibration of scale factor and alignment shifts showed changes that were of the same order as their uncertainties

Learning to assess in higher education: exploring the interplay of ‘formal’ and ‘informal’ learning in the academic workplace.

While there has been considerable research into HE teachers’ development and their conceptions of teaching more generally (see, for instance, Trigwell et al., 1994, Trigwell et al., 1999, Kane et al., 2002, Eley, 2006), the way in which HE staff become assessors and learn about assessment has not been widely researched. Researchers such as Knight et al. (2006) have highlighted the importance of non-/informal learning in the academic workplace, and there is conflicting evidence for the impact of more formal academic development. Research on workplace learning stresses that formal and informal dimensions of learning are intertwined, but also that formal learning opportunities have a role to play in the development of expertise (Tynjälä, 2008). This paper explores the ways in which academics learn to assess in HE. It draws on empirical data from two research projects undertaken at one UK university. The ‘assessment cultures’ project explores interrelationships between socio-cultural context and academic assessment practices. 37 interviews were conducted; 24 initial and 13 follow-up interviews. In the initial interviews lecturers described how they assess in specific modules they teach. In the follow-up interviews themes such as disciplinary and occupational background and the ways lecturers learned to assess were explored. The ‘staff learning’ project examines learning about assessment through different types of academic development: a compulsory course on assessment for new academics, a module on assessment for learning for experienced staff and a university assessment for learning network providing support and activities to its members. 31 semi-structured interviews were conducted: 17 with network members, 8 with participants of the course for new academics and 6 with participants of the course on assessment for learning. Interviewees were asked about the benefits or otherwise of the type of academic development experienced, changes in their understanding of assessment and changes in their assessment practices. Taken together, the data generated by the two projects provide insight into the complex process whereby formal and informal interact. Using data from the two projects has enabled us to extend the scope of each individual project in order to address questions which could otherwise not have been answered. It has also provided an opportunity to examine the data through the lenses of different theoretical frameworks, thus heightening our awareness for the ‘the theoretical frames of reference and methodological approaches which shape (…) [our] knowledge claims’ (Shay, p.1). The collaboration has increased our awareness for our own approaches and backgrounds and has required us to engage with each others’ theoretical and professional perspectives: that of Foucauldian post-structuralism and a focus on the discursive construction of identity with that of academic development and a focus on scholarship of teaching and learning and evaluation of academic development initiatives. It has also meant drawing on each others’ respective research backgrounds in student and teacher learning in higher education research on the one hand and workplace learning research on the other. In the critical review of student learning research which Shay refers to in her ‘think piece’, Haggis (2009) explicitly highlights the potential of the workplace learning literatures and debates for ‘thinking differently’ about higher education research. By challenging ways of knowing through collaboration, the paper intends to make a contribution to the ‘region’ (Shay, p.2). Our focus in the analysis is on the interrelationships between theoretical concepts and assessment practices. In some interviews encounters with a concept such as ‘assessment for learning’ were described as a lens which sheds light onto existing assessment practices as well as a tool which enables the development of practice. This draws attention to the importance of the discursive resources that are available to academics for talking about their practice. In addition, certain ways of learning appear to be significant both in everyday workplace practice and in academic development activities, for instance learning from and through others. Interaction with other members of staff, particularly from other disciplines, enables staff to question the taken for granted and re-think their assessment practices. The data suggest that the simple distinction between formal and informal learning in the academic workplace may be too crude and that it may therefore be difficult to evaluate or ‘prove’ the impact of formal learning opportunities. However, the findings have implications for academic development since they draws attention to the potential of specific types of ideas and learning activities to transform understandings of assessment and assessment practices. The paper will discuss the main findings as well as the benefits and challenges of working with data across two research projects with different theoretical underpinnings

The localization transition at finite temperatures: electric and thermal transport

The Anderson localization transition is considered at finite temperatures. This includes the electrical conductivity as well as the electronic thermal conductivity and the thermoelectric coefficients. An interesting critical behavior of the latter is found. A method for characterizing the conductivity critical exponent, an important signature of the transition, using the conductivity and thermopower measurements, is outlined.Comment: Article for the book: "50 Years of Anderson Localization", edited by E. Abrahams (World Scientific, Singapore, 2010

Production of Intermediate or Medium Carbon Ferro Chrome at FACOR

FACOR has foreseen the need to develop the intermediate carbon ferro chrome alloy to meet the demands of alloy and stainless steel manufacturers.The paper describes the decarbonisation of liquid high carbon ferro chrome in. an AOD convertor with respect to : (a) Theoretical aspects and fundamentals, (b) Plant and equipment, (c) Process of making intermediate carbon ferro chromium., (d) Advantages of the processto improve the quality with respect to titanium, silicon, hydrogen and nitrogen in intermediate carbon ferro chromium

Electronic Health Record Availability and Anxiety Treatment in Office Based Practices

Objective: This study compared the probability of receiving anxiety treatment during a physician visit to primary care practices with and without an electronic health record (EHR). Methods: The 2007–2010 National Ambulatory Medical Care Survey was used to identify visits for anxiety (N=290). The outcome was receipt of anxiety treatment. The independent variable was the presence of a fully functioning EHR. Logistic regression was used to conduct the analysis. Results: Patients who were seen in practices with a fully functioning EHR had lower odds of being offered antianxiety medication (adjusted odds ratio [AOR]=.37, 95% confidence interval [CI]=.15–.90, p=.028), mental health counseling (AOR=.43, CI=.18–1.04, p=.061), and any anxiety treatment (AOR=.40, CI=.15–1.05, p=.062) compared with patients at practices without a fully functioning EHR. Conclusions: EHRs may have a negative impact on the delivery of care for anxiety during primary care visits. Future studies should monitor the impact of EHRs on delivery and quality of care

Inaugural BMC Ecology and Evolution image competition: the winning images

The inaugural BMC Ecology and Evolution image competition attracted entries from talented ecologists and evolutionary biologists worldwide. Together, these photos beautifully capture biodiversity, how it arose and why we should conserve it. This editorial celebrates the winning images as selected by the Editor of BMC Ecology and Evolution and senior members of the journal’s editorial board