The study of obstetric hospitalization rates of northern Saskatchewan women and Saskatchewan registered Indian women in 1992/93

The purpose of this study was to describe the obstetric hospitalization rates of northern and registered Indian women from April 1, 1992 to March 30, 1993 and to compare them with those of southern rural women in Saskatchewan. Saskatchewan Health provided hospital separation data for 100% of northern and registered Indian women and for a 10% sample of southern rural and southern urban women hospitalized with obstetric diagnoses and procedures in 1992/93. The crude, age-specific, and age-standardized hospitalization rates were based on the number of women of reproductive age or the number of deliveries or pregnancies. The average length of stay and hospital location were examined. Crude and age-adjusted odds ratios with 95% confidence intervals and chi-square tests were used to compare rates with southern rural women as the reference group. Oneway analysis of variance was used to compare the average length of stay for obstetric episodes among study groups. The rate of obstetric episodes per 100 pregnancies were only 5 to 18% higher for northern women and southern registered Indian women. Northern and registered Indian women had higher rates for deliveries per 1,000 women, for ectopic pregnancies per 1,000 pregnancies, and for antenatal episodes with diabetes or abnormal glucose or with urinary tract infections per 100 pregnancies and lower rates of deliveries with cesarean sections, instrument use and episiotomy. Northern women had higher rates for deliveries with fetal and placental problems and for vaginal birth after cesarean section per 100 deliveries, and lower rates of antenatal episodes with hyperemesis per 100 pregnancies. All registered Indian women had lower rates of labour and delivery complications per 100 pregnancies. The average length of stay for obstetric episodes was similar for all study groups. Over 35% of northern women delivered in northern hospitals. The results support continued northern obstetric practice and provide a baseline for evaluation of health transfer and renewal for northern tribal councils and health districts. The high fertility rates among northern and registered Indian women warrant a high priority on obstetric services, hospital facilities, prenatal care and postnatal care that are age and culture sensitive

All Hands on Deck: Creating Subject Guidelines

Subject guidelines serve as a planning tool, a guide for selectors, and as a communication tool for library users, staff, administrators, and other libraries. The Ottenheimer Library at the University of Arkansas at Little Rock recently completed subject guidelines for most of the academic programs at the university. A team of three librarians and one paraprofessional developed a template for library selectors to use in creating subject-specific guidelines and guided the process to its completion. The poster session presenters described their role in creating the guidelines and shared their experiences working as a team. One of the completed guidelines was available for review

The Hippocampus and Imagining the Future: Where Do We Stand?

Recent neuroimaging work has demonstrated that the hippocampus is engaged when imagining the future, in some cases more than when remembering the past. It is possible that this hippocampal activation reflects recombining details into coherent scenarios and/or the encoding of these scenarios into memory for later use. However, inconsistent findings have emerged from recent studies of future simulation in patients with memory loss and hippocampal damage. Thus, it remains an open question as to whether the hippocampus is necessary for future simulation. In this review, we consider the findings from patient studies and the neuroimaging literature with respect to a new framework that highlights three component processes of simulation: accessing episodic details, recombining details, and encoding simulations. We attempt to reconcile these discrepancies between neuroimaging and patient studies by suggesting that different component processes of future simulation may be differentially affected by hippocampal damage

Episodic Future Thinking In Mathematical Situations

Episodic future thinking is a process of mentally projecting one\u27s self into a future event, allowing the event to be experienced before it actually occurs (Atance & O\u27Neill, 2001). The current study explores the possibility that students engage in episodic future thinking while solving mathematical tasks. Participating students were given mathematical situations and verbalized thoughts that emerged as they planned resolutions to the situations. All participants exhibited episodic future thinking and we present a categorization of these thoughts. Given extant results on the positive influence episodic future thinking has on general problem-solving ability, we propose that a similar influence might exist on mathematical problem solving

Remembering the Past and Imagining the Future in the Elderly

Recent research has demonstrated commonalities between remembering past events and imagining future events. Behavioral studies have revealed that remembering the past and imagining the future depend on shared cognitive processes, whereas neuropsychological and neuroimaging studies have shown that many of the same brain regions are involved in both remembering the past and imagining the future. Here, we review recent cognitive and neuroimaging studies that examine remembering the past and imagining the future in elderly adults. These studies document significant changes in elderly adults’ capacities to imagine future events that are correlated with their memory deficits; most strikingly, older adults tend to remember the past and imagine the future with less episodic detail than younger adults. These findings are in line with the constructive episodic simulation hypothesis [Schacter and Addis: Phil Trans R Soc B 2007;362:773-786], which holds that that past and future events draw on similar information and rely on similar underlying processes, and that episodic memory supports the construction of future events by extracting and recombining stored information into a simulation of a novel event. At the same time, however, recent data indicate that non-episodic factors also contribute to age-related changes in remembering the past and imagining the future. We conclude by considering a number questions and challenges concerning the interpretation of age-related changes in remembering and imagining, as well as functional implications of this research for everyday concerns of older adults.Psycholog

Use of Fungicidal Solvents in the Surface Sterilization of Woody Explants of Peach A1id Pecan

Horticultur

Language as purposeful: functional varieties of text. 2nd Edition

This second edition of Language as Purposeful: Functional Varieties of Text, first published in 2004, is an across-the-board revision of that first edition – one that was motivated by our teaching and research experience over the years, but also by explicit student observations. The volume now offers an even more comprehensive introduction ‘about and around’ register theory and analysis. The theoretical input has been substantially fleshed out, as well as thoroughly reworked, as have the practical samples of register analysis. Further changes are detailed in the Preface to the new edition. But some things remain the same. Our approach to functional varieties of text is still, as it has always been, unapologetically Hallidayan. Indeed, today we are more than ever convinced that the ideal model for educating our NNS of English to language awareness is his functional grammar (FG, Halliday 1985/1994/2004/2014). The reasons for this are, of course, many. To begin with, with what better tool could we carry on our relentless efforts to explode those die-hard myths that would see the study of grammar as a boring and/or elitist enterprise, even one that is basically meaningless? Indeed, FG sets its sights high: to “observe the humanity of our communication processes, not just their form” (Martin 2010: 1-2, our emphasis), or as Christie puts it, to explore “some of the most important and pervasive of the processes by which human beings build their world” (1985/1989: v). We ultimately aim to guide our students to observing/exploring these processes. And one crucial way to do this is by furnishing them with the tools that FG provides for understanding how language use is not a minor or ‘neutral’ player in the social fields of everyday life (Williams 2016: 339), as well as – why not? – encouraging them to investigate how such awareness can best be put to worthwhile social use. After all, FG is an exceptionally ‘appliable linguistics’ (e.g., Halliday 2002 [2009]: 3), one that successfully challenges the boundaries between theory and practice. And of course, as Halliday insists, “the value of a theory lies in the use that can be made of it” (1985b: 7)

Functional genetic studies of symbiotic genes in Medicago truncatula indicate a role for a CCAAT-box transcription factor in rhizobial infection

ABSTRACT Legumes form mutualistic associations with nitrogen-fixing bacteria and arbuscular mycorrhizal (AM) fungi which increases nutrient availability to the plant. Nodulation is generally restricted to legumes and has co-opted genes required for the AM symbiosis. As a result, both associations share common genes and have analogous infection strategies, including the early lipochitooligosaccharide (LCO) signals that plants perceive from the symbionts. In order to discover novel genes required for both these symbioses, I used both forward and reverse genetic approaches. A forward genetic screen in Medicago truncatula revealed an H+-ATPase mutant Mtha1 with a defective arbuscule phenotype. The reverse screen investigated several candidates previously identified as having enhanced expression in the nodule inception mutant during nodulation that were also expressed in AM-colonized roots. Four of these genes were chosen for further study. The first, a novel AM-specific gene, BiFunctional Protein (BFP) has a predicted a role in lipid modification. Phylogenetic analysis revealed that BFP was restricted to AM host plants including a member of the liverworts, Marchantia paleacea. BFP expression during AM interactions in M. truncatula was found to be dependent on the common symbiotic gene DOES NOT MAKE INFECTIONS 3. AM colonization assays using mutants for BFP in M. truncatula and Oryza sativa were inconclusive. Three CCAAT-Binding Factor transcription factors were also studied (CBF1, CBF2 and CBF3). Promoter-reporter studies revealed that these genes are also expressed during rhizobial infection of wild type plants. While the M. truncatula cbf1 mutant did not exhibit a consistent nodulation phenotype, mutant analysis for CBF3, showed it is required for normal infection during root hair colonisation of rhizobia in M. truncatula. Based on these results and a further analysis of expression data and published work, I propose a model in which CBF3 forms a complex with NF-YA1 and NF-YC2 during early responses to LCOs during nodulation

Integration and validation in hybrid-online teacher preparation: a case study of persistence in a Native American Special Education Licensure Program

University of Minnesota Ph.D. dissertation. December 2013. Major: Educational Psychology. Advisor: Geoffrey M. Maruyama, Ph.D. 1 computer file (PDF); xi, 163 pages, appendices A-F.This study explored persistence through the experience of professional studies students in a special education licensure program. The context of the study was a graduate level teacher preparation program delivered in a hybrid format of face-to-face and online learning environments. The goal of the program was to prepare teachers from a Native American perspective to work effectively with students with disabilities. The study focus was: the academic and social integration of students; the in- and out-of-class validating agents that fostered academic and interpersonal development; the perceived sense of preparedness to work Native American youth who are identified with a disability, and the bases of these perceptions; and differences between the Native American students and the non-Native students in their experience of integration, validation and preparedness. This study used qualitative methodology including program evaluation findings, individual interviews, a written survey, focus group and analysis of online postings. The participants in the study were 13 non-traditional graduate professional studies students. Results of this study suggested that both the online and the face-to-face learning environments contributed to academic and social integration. These integrating experiences were essential in creating a vibrant and supportive learning environment, and in supporting persistence. Validation was an important factor in developing a sense of belonging in the community, and in fostering self-efficacy as future special education teachers in diverse settings. Validating experiences came from both the face-to-face and online learning environments. Participants felt well-prepared to be a special education teacher in several skill areas: working with students and families, cultural awareness, ability to be a valued part of an effective team, and instructional strategies. Two areas of skills and knowledge were identified in which students did not feel well prepared: special education assessment and the paperwork associated with meeting the legal mandate of special education services. Differences between Native American and non-Native participants included the quality and quantity of giving and seeking support, reaction to challenges, and identified priorities. Key words: persistence, non-traditional, nontraditional, Native American, American Indian, hybrid, online, hybrid-online, integration, validation, professional studies, teacher preparation, special education, disability, disabilities