The energetics of nestling birds

The nestling energy budget is examined with particular reference to the Dipper. Dippers showed an adaptive strategy of differential growth allowing premature fledging. Sex-specific differences in energetics and growth dynamics were observed which may result in differential mortality between the sexes. Field thermoregulation costs were lower than laboratory estimates, however heat loss did not obey the 0.67 exponent rule in the Dipper. Adults appear to adjust their brooding behaviour in response to nestling body temperature. Activity costs measured directly were only about 10% of previous indirect estimates. Brood activity costs increased exponentially with increasing brood-size thus offsetting any reduction in thermoregulation costs through huddling; implications of these results are discussed. Time-activity-laboratory estimates of daily energy expenditure provided excellent agreement with field measurements using doubly-labelled water on 'mature* Dipper nestlings. TAL estimates, however, progressively over-estimated daily metabolised energy (DME) in younger nestlings. Sources of this error are evaluated, and a predictive equation for nestling DME presented. Influences of brood DME on parental care are discussed. Energetic implications of hatching asynchrony were examined in the House Martin. Four hypotheses are discussed. (1) Nest failure; (2) Brood reduction; (3) Peak load reduction, and (4) Reduced sibling rivalry. The latter two were modelled and tested in the field. Little evidence was found for the hypotheses considered, lending support to the view that hatching asynchrony is an incidental trait, and moreover one in which costs may outweigh benefits

Breathing Life into the Syllabus: The Collaborative Development of a First-Year Writing Course for Nursing Students

In this essay, we tell the story of how a team of English and nursing professors came together to develop curriculum for a mandatory first-semester writing course in the collaborative Bachelor of Science, Nursing (BScN) at Fanshawe College and Western University, both in London, Ontario. The discussion focuses on the implementation of the course at the Fanshawe site. Following a review of literature that has informed our thinking about writing in nursing, we discuss how the team, consisting of both English/writing and nursing faculty, solved curriculum problems to develop an effective course. We also look forward to areas for future development. *** In this essay, we tell the story of how a team of English and nursing professors came together to develop curriculum for a mandatory first-semester writing course in the collaborative Bachelor of Science, Nursing (BScN) at Fanshawe College (hereafter Fanshawe) and Western University (hereafter Western). The need to build this course resulted in ongoing discussions among educators of very different disciplinary backgrounds about topics ranging from the basic mission of the course to the development of discipline-relevant assignments. Our reflections on this process will likely interest educators interested in developing a similar course; however, these reflections also raise larger questions regarding students’ needs, interdisciplinary and cross-institutional collaboration, and curriculum development processes

Theatre at Work: The Characteristics, Efficacy and Impact of Participatory Actor-Based Applied Theatre in the Workplace

AHRC full time postgraduate awardThis thesis examines the use of actor-based Applied Theatre methods within the workplace. Typically such methods are employed for behavioural skills training with the intention of enabling staff to effectively perform their work roles in a context of rapid and fundamental change to work practices and structures. This research uses case studies and mixed methods and finds that whilst work-based Applied Theatre may be commissioned for reasons of efficiency, in practice there is also the potential for individual efficacy. Whilst competitive forces drive the imperative for increased efficiency, the practice opens a space where the human consequences of this pressure can be explored. Studies of Applied Theatre have ignored or excluded the workplace as a site of research and consequently applications of these methods are under researched and little understood. This thesis questions the exclusive assumptions of the academic field, presenting a more complex picture of the practice than currently appears in the literature. Whilst the workplace presents many tensions that must be negotiated, this research finds that the participative, embodied and dialogic qualities of the practice can enable a space for catharsis, negotiation, expression and learning not possible through other methods. These dialogic and participatory qualities are found to promote a social model of leadership and interaction that is progressive, facilitating a shift away from pervasive mechanistic command and control approaches to management and leadership. A central quality of this efficacy and impact was found to be the role of the workplace actor which has evolved beyond the delivery of performance and into innovative approaches that aim to increase the actor’s contribution to learning. This emerging hybrid role is defined here as the ‘pedagogical actor’, drawing on skills of calibration, feedback and facilitation in addition to delivering a credible performance. Case Studies include an examination of the use actor-based role-play within financial services company Friends Provident and Forum Theatre used by the multi-national 3M, in addition to numerous case examples.Arts & Humanities Research Counci

Discussion meeting issue 'Arctic sea ice reduction: the evidence, models and impacts (Part 2)'. Philosophical Transactions of the Royal Society A: Mathematical, Physical and Engineering Sciences, (373) 2052

This meeting explores the recent, rapid Arctic sea ice reduction. We will discuss the evidence for change, the inability of our climate models to predict these changes, the processes responsible for sea ice reduction and improved representation of these processes in climate models, and the impacts of sea ice change on local and global weather and climate

Effect of shear rupture on aggregate scale formation in sea ice

A discrete element model is used to study shear rupture of sea ice under convergent wind stresses. The model includes compressive, tensile, and shear rupture of viscous elastic joints connecting floes that move under the action of the wind stresses. The adopted shear rupture is governed by Coulomb’s criterion. The ice pack is a 400 km long square domain consisting of 4 km size floes. In the standard case with tensile strength 10 times smaller than the compressive strength, under uniaxial compression the failure regime is mainly shear rupture with the most probable scenario corresponding to that with the minimum failure work. The orientation of cracks delineating formed aggregates is bimodal with the peaks around the angles given by the wing crack theory determining diamond-shaped blocks. The ice block (floe aggregate) size decreases as the wind stress gradient increases since the elastic strain energy grows faster leading to a higher speed of crack propagation. As the tensile strength grows, shear rupture becomes harder to attain and compressive failure becomes equally important leading to elongation of blocks perpendicular to the compression direction and the blocks grow larger. In the standard case, as the wind stress confinement ratio increases the failure mode changes at a confinement ratio within 0.2–0.4, which corresponds to the analytical critical confinement ratio of 0.32. Below this value, the cracks are bimodal delineating diamond shape aggregates, while above this value failure becomes isotropic and is determined by small-scale stress anomalies due to irregularities in floe shape

Theatre at work : the characteristics, efficacy and impact of participatory actor-based applied theatre in the workplace

This thesis examines the use of actor-based Applied Theatre methods within the workplace. Typically such methods are employed for behavioural skills training with the intention of enabling staff to effectively perform their work roles in a context of rapid and fundamental change to work practices and structures. This research uses case studies and mixed methods and finds that whilst work-based Applied Theatre may be commissioned for reasons of efficiency, in practice there is also the potential for individual efficacy. Whilst competitive forces drive the imperative for increased efficiency, the practice opens a space where the human consequences of this pressure can be explored. Studies of Applied Theatre have ignored or excluded the workplace as a site of research and consequently applications of these methods are under researched and little understood. This thesis questions the exclusive assumptions of the academic field, presenting a more complex picture of the practice than currently appears in the literature. Whilst the workplace presents many tensions that must be negotiated, this research finds that the participative, embodied and dialogic qualities of the practice can enable a space for catharsis, negotiation, expression and learning not possible through other methods. These dialogic and participatory qualities are found to promote a social model of leadership and interaction that is progressive, facilitating a shift away from pervasive mechanistic command and control approaches to management and leadership. A central quality of this efficacy and impact was found to be the role of the workplace actor which has evolved beyond the delivery of performance and into innovative approaches that aim to increase the actor’s contribution to learning. This emerging hybrid role is defined here as the ‘pedagogical actor’, drawing on skills of calibration, feedback and facilitation in addition to delivering a credible performance. Case Studies include an examination of the use actor-based role-play within financial services company Friends Provident and Forum Theatre used by the multi-national 3M, in addition to numerous case examples.EThOS - Electronic Theses Online ServiceArts & Humanities Research CouncilGBUnited Kingdo

Theatre at work : the characteristics, efficacy and impact of participatory actor-based applied theatre in the workplace

This thesis examines the use of actor-based Applied Theatre methods within the workplace. Typically such methods are employed for behavioural skills training with the intention of enabling staff to effectively perform their work roles in a context of rapid and fundamental change to work practices and structures. This research uses case studies and mixed methods and finds that whilst work-based Applied Theatre may be commissioned for reasons of efficiency, in practice there is also the potential for individual efficacy. Whilst competitive forces drive the imperative for increased efficiency, the practice opens a space where the human consequences of this pressure can be explored. Studies of Applied Theatre have ignored or excluded the workplace as a site of research and consequently applications of these methods are under researched and little understood. This thesis questions the exclusive assumptions of the academic field, presenting a more complex picture of the practice than currently appears in the literature. Whilst the workplace presents many tensions that must be negotiated, this research finds that the participative, embodied and dialogic qualities of the practice can enable a space for catharsis, negotiation, expression and learning not possible through other methods. These dialogic and participatory qualities are found to promote a social model of leadership and interaction that is progressive, facilitating a shift away from pervasive mechanistic command and control approaches to management and leadership. A central quality of this efficacy and impact was found to be the role of the workplace actor which has evolved beyond the delivery of performance and into innovative approaches that aim to increase the actor’s contribution to learning. This emerging hybrid role is defined here as the ‘pedagogical actor’, drawing on skills of calibration, feedback and facilitation in addition to delivering a credible performance. Case Studies include an examination of the use actor-based role-play within financial services company Friends Provident and Forum Theatre used by the multi-national 3M, in addition to numerous case examples.EThOS - Electronic Theses Online ServiceArts & Humanities Research CouncilGBUnited Kingdo

What Do You Mean I Wrote a C Paper? Writing, Revision, and Self Regulation

Students often express surprise at their grades on papers. This gap between expectation and achievement may stem in part from lack of facility with revision strategies. How, then, can teachers work with their students to foster more effective revisions? This question in teaching and learning has inspired an interdisciplinary collaboration: one of us is a management and leadership professor (Sharen), and the other is an English/communication professor (Feltham). In this essay, we describe a research study from winter 2013 in which we explored how a series of interventions improved students’ mindsets about the process of drafting and revising reports for a second-year-university course entitled “Women and Leadership.” After outlining key aspects of this study that we feel are of general interest, we then present a series of reflective suggestions about how to teach revision derived from both our experiences and a selective survey of the literature on both revision and self-regulation