Empowering Girls with Chemistry, Exercise and Physical Activity

Research suggests that a girl\u27s career interests in the areas of science, technology, engineering and mathematics (STEM) declines between grades 6 and 8. Similarly, in middle school, there is a decrease in physical activity among girls. Researchers at the University of Rhode Island (URI) conducted a chemistry-based science camp that took place over the public school spring break with the goal of increasing girls\u27 interest in chemistry and physical activity. The camp included 42 middle school age girls in grades 6 through 8 from schools throughout Rhode Island. Interdisciplinary curricula were created to link chemistry with physical activity concepts used in physical education classes. Overall, the girls enjoyed the interdisciplinary curriculum and found the connection between science and physical activity to be interesting; as a result, similar science-based interdisciplinary curricula may have the capacity to promote physical activity as well as STEM career interests in girls

Soviet Illegal Whaling: The Devil and the Details

In 1948, the U.S.S.R. began a global campaign of illegal whaling that lasted for three decades and, together with the poorly managed “legal” whaling of other nations, seriously depleted whale populations. Although the general story of this whaling has been told and the catch record largely corrected for the Southern Hemisphere, major gaps remain in the North Pacific. Furthermore, little attention has been paid to the details of this system or its economic context. Using interviews with former Soviet whalers and biologists as well as previously unavailable reports and other material in Russian, our objective is to describe how the Soviet whaling industry was structured and how it worked, from the largest scale of state industrial planning down to the daily details of the ways in which whales were caught and processed, and how data sent to the Bureau of International Whaling Statistics were falsified. Soviet whaling began with the factory ship Aleut in 1933, but by 1963 the industry had a truly global reach, with seven factory fleets (some very large). Catches were driven by a state planning system that set annual production targets. The system gave bonuses and honors only when these were met or exceeded, and it frequently increased the following year’s targets to match the previous year’s production; scientific estimates of the sustainability of the resource were largely ignored. Inevitably, this system led to whale populations being rapidly reduced. Furthermore, productivity was measured in gross output (weights of whales caught), regardless of whether carcasses were sound or rotten, or whether much of the animal was unutilized. Whaling fleets employed numerous people, including women (in one case as the captain of a catcher boat). Because of relatively high salaries and the potential for bonuses, positions in the whaling industry were much sought-after. Catching and processing of whales was highly mechanized and became increasingly efficient as the industry gained more experience. In a single day, the largest factory ships could process up to 200 small sperm whales, Physeter macrocephalus; 100 humpback whales, Megaptera novaeangliae; or 30–35 pygmy blue whales, Balaenoptera musculus brevicauda. However, processing of many animals involved nothing more than stripping the carcass of blubber and then discarding the rest. Until 1952, the main product was whale oil; only later was baleen whale meat regularly utilized. Falsified data on catches were routinely submitted to the Bureau of International Whaling Statistics, but the true catch and biological data were preserved for research and administrative purposes. National inspectors were present at most times, but, with occasional exceptions, they worked primarily to assist fulfillment of plan targets and routinely ignored the illegal nature of many catches. In all, during 40 years of whaling in the Antarctic, the U.S.S.R. reported 185,778 whales taken but at least 338,336 were actually killed. Data for the North Pacific are currently incomplete, but from provisional data we estimate that at least 30,000 whales were killed illegally in this ocean. Overall, we judge that, worldwide, the U.S.S.R. killed approximately 180,000 whales illegally and caused a number of population crashes. Finally, we note that Soviet illegal catches continued after 1972 despite the presence of international observers on factory fleets

Humpback and Fin Whaling in the Gulf of Maine from 1800 to 1918

The history of whaling in the Gulf of Maine was reviewed primarily to estimate removals of humpback whales, Megaptera novaeangliae, especially during the 19th century. In the decades from 1800 to 1860, whaling effort consisted of a few localized, small-scale, shore-based enterprises on the coast of Maine and Cape Cod, Mass. Provincetown and Nantucket schooners occasionally conducted short cruises for humpback whales in New England waters. With the development of bomb-lance technology at mid century, the ease of killing humpback whales and fin whales, Balaenoptera physalus, increased. As a result, by the 1870’s there was considerable local interest in hunting rorquals (baleen whales in the family Balaenopteridae, which include the humpback and fin whales) in the Gulf of Maine. A few schooners were specially outfitted to take rorquals in the late 1870’s and 1880’s although their combined annual take was probably no more than a few tens of whales. Also in about 1880, fishing steamers began to be used to hunt whales in the Gulf of Maine. This steamer fishery grew to include about five vessels regularly engaged in whaling by the mid 1880’s but dwindled to only one vessel by the end of the decade. Fin whales constituted at least half of the catch, which exceeded 100 animals in some years. In the late 1880’s and thereafter, few whales were taken by whaling vessels in the Gulf of Maine

A complete ancient RNA genome : identification, reconstruction and evolutionary history of archaeological Barley Stripe Mosaic Virus

The origins of many plant diseases appear to be recent and associated with the rise of domestication, the spread of agriculture or recent global movements of crops. Distinguishing between these possibilities is problematic because of the difficulty of determining rates of molecular evolution over short time frames. Heterochronous approaches using recent and historical samples show that plant viruses exhibit highly variable and often rapid rates of molecular evolution. The accuracy of estimated evolution rates and age of origin can be greatly improved with the inclusion of older molecular data from archaeological material. Here we present the first reconstruction of an archaeological RNA genome, which is of Barley Stripe Mosaic Virus (BSMV) isolated from barley grain ~750 years of age. Phylogenetic analysis of BSMV that includes this genome indicates the divergence of BSMV and its closest relative prior to this time, most likely around 2000 years ago. However, exclusion of the archaeological data results in an apparently much more recent origin of the virus that postdates even the archaeological sample. We conclude that this viral lineage originated in the Near East or North Africa, and spread to North America and East Asia with their hosts along historical trade routes

Archaeogenetic evidence of ancient Nubian barley evolution from six to two-row indicates local adaptation

Background Archaeobotanical samples of barley (Hordeum vulgare L.) found at Qasr Ibrim display a two-row phenotype that is unique to the region of archaeological sites upriver of the first cataract of the Nile, characterised by the development of distinctive lateral bracts. The phenotype occurs throughout all strata at Qasr Ibrim, which range in age from 3000 to a few hundred years. Methodology and Findings We extracted ancient DNA from barley samples from the entire range of occupancy of the site, and studied the Vrs1 gene responsible for row number in extant barley. Surprisingly, we found a discord between the genotype and phenotype in all samples; all the barley had a genotype consistent with the six-row condition. These results indicate a six-row ancestry for the Qasr Ibrim barley, followed by a reassertion of the two-row condition. Modelling demonstrates that this sequence of evolutionary events requires a strong selection pressure. Conclusions The two-row phenotype at Qasr Ibrim is caused by a different mechanism to that in extant barley. The strength of selection required for this mechanism to prevail indicates that the barley became locally adapted in the region in response to a local selection pressure. The consistency of the genotype/phenotype discord over time supports a scenario of adoption of this barley type by successive cultures, rather than the importation of new barley varieties associated with individual cultures

Legitimation, performativity and the tyranny of a ‘hijacked’ word

Outstanding education is a high level policy narrative in England rehearsed by school leaders, politicians, policy makers and inspectors alike. Lyotard’s (1979) work on the 'legitimacy' of knowledge and performativity, and Foucauldian discourse-based analysis (1972, 1991), are mobilised to examine outstanding. The paper explores how informants in the English state secondary education sector described and experienced outstanding. From examining policy documents and empirical data, the paper suggests that outstanding has become a performative tool "hijacked" by inspection regimes. It concludes that, despite the informants' best efforts, the neo-liberal and performative policy discourses which surround outstanding appear to increasingly wield a disproportionate, even tyrannical, influence upon the English education system

Assessment and Response Protocol

The purpose of this protocol is to support clinicians to use PCOC’s assessment and response framework to identify, respond to and communicate patient, and family/carer’s needs. The resource contains strategies for embedding the assessment tools into routine practice

Education: A guide for services

The purpose of this guide is to support services and organisations to embed local education and training to enable accurate and consistent use of PCOC’s assessment and response framework and participation in the PCOC outcome and benchmarking program. This guide provides information on the full range of PCOC resources and tools available to support services and organisations to develop an education plan and to ensure all staff receive adequate PCOC education