The Problem of Planting Louisiana Swamplands when Nutria (\u3cem\u3eMyocastor coypu\u3c/em\u3e) are Present

Logging of baldcypress (Taxodium distichum) in the swamps of the southeastern United States is once again becoming common and an area of particular concern in Louisiana is the regeneration of cypress in its natural environment. One way to ensure the proper stocking of cypress is to plant seedlings, but nutria usually damage or destroy newly planted seedlings and are a deterrent to cypress regeneration in flooded areas. In 1985 cypress seedlings were planted in a flooded logged area and in an area where flooding was preventing the establishment of natural seedlings. Nutria destroyed 86% of the seedlings in the Barataria watershed (logged area) and 100% in the Lake Verret watershed. One-half of the Barataria seedlings were protected with Vexar seedling protectors, but these were no deterrent to nutria. A second planting was made in the Lake Verret basin and the seedlings surrounded by chicken wire fencing. Nutria did no damage to the protected seedlings. A third planting was made in the Lake Verret area in September 1985 to determine if nutria would destroy late planted seedlings. Once again no nutria damage was observed. Implications are that spring-planted seedlings need protection to allow them to establish a root system making them more difficult for the nutria to pull up. Fall-planted seedlings appear to be less susceptible to damage because of the abundant food supply provided by aquatic plants that grow during the summer and fall. Once firmly established, cypress seedlings are less susceptible to nutria damage

The Second World War\u27s impact on the progressive educational movement: Assessing its role

Evidence found in The New York Times from 1939 to 1945 and corroborating sources are used to demonstrate the impact of the Second World War on the progressive educational movement. We posit that December 7, 1941 initiated the waning of the progressive education movement in the secondary social studies curriculum. Progressive education emphasized a child-centered, experiential curriculum, an issues-centered approach to learning, and a critical analysis of society. Our findings indicate that the educational climate during the Second World War initiated a shift from questioning American institutions to celebrating them. Education became more centralized and many educational organizations were mobilized to support the war effort. Specifically, the secondary social studies curriculum became one of several propaganda vehicles in support of the war. In addition, colleges and universities became training grounds for teachers, defense workers, and soldiers. A war on the home front ensued. The progressive secondary social studies curriculum itself was viewed as placing the nation at risk. While other factors such as the Back-to-Basics movement and the Cold War contributed to the waning of the secondary progressive educational movement, World War Two (WWII) set the decline in motion

Dielectric-Recovery Characteristic of Power Arcs in Large Air Gaps

A satisfactory test technique has been developed for studying the rates of dielectric recovery of large air gaps and other types of power-system insulation. This permits the accurate control of the fault conditions so that all practical types of fault currents can be studied. These are: (1) very high magnitude short-duration surges typical of lightning currents; (2) currents of power-system frequencies; and (3) intermediate duration currents such as those which might result from high-frequency current zeros produced by natural system oscillations. Results are presented showing the rate of dielectric recovery of 3-, 6-, and 11-inch standard rod gaps for power frequency fault currents up to 700 amperes. Electrode cooling effects were found important at 3-inch gap spacings but not at six inches or above. The 11-inch gap data are proportionately higher than the 6-inch data indicating that the results can be extrapolated. The data show that for arcs of a few cycles actual duration has little effect on rate of recovery. A range of current magnitudes from 50 to 700 amperes causes only about a 2-to-1 variation in rate of recovery. For the normal ratios of transmission-line insulation level to operating voltage (about four to one) minimum delay times of from 0.025 second for 100-ampere faults to 0.05 second for 700 ampere faults are required before the recovery voltage reaches the magnitude of the normal applied voltage. Time intervals of 0.05 to 0

Separate measurement- and feedback-driven entanglement transitions in the stochastic control of chaos

We study measurement-induced entanglement and control phase transitions in a quantum analog of the Bernoulli map subjected to a classically-inspired control protocol. When entangling gates are restricted to the Clifford group, separate entanglement ($p_\mathrm{ent}$) and control ($p_\mathrm{ctrl}$) transitions emerge, revealing two distinct universality classes. The control transition has critical exponents $\nu$ and $z$ consistent with the classical map (a random walk) while the entanglement transition is revealed to have similar exponents as the measurement-induced phase transition in Clifford hybrid dynamics. This is distinct from the case of generic entangling gates in the same model, where $p_\mathrm{ent} = p_\mathrm{ctrl}$ and universality is controlled by the random walk.Comment: 6 + 1 pages, 4 + 1 figure

The question-behaviour effect: a theoretical and methodological review and meta-analysis

Research has demonstrated that asking people questions about a behaviour can lead to behaviour change. Despite many, varied studies in different domains, it is only recently that this phenomenon has been studied under the umbrella term of the question-behaviour effect (QBE) and moderators of the effect have been investigated. With a particular focus on our own contributions, this article: (1) provides an overview of QBE research; (2) reviews and offers new evidence concerning three theoretical accounts of the QBE (behavioural simulation and processing fluency; attitude accessibility; cognitive dissonance); (3) reports a new meta-analysis of QBE studies (k = 66, reporting 94 tests) focusing on methodological moderators. The findings of this meta-analysis support a small significant effect of the QBE (g = 0.14, 95% CI = 0.11, 0.18, p < .001) with smaller effect sizes observed in more carefully controlled studies that exhibit less risk of bias and (4) also considers directions for future research on the QBE, especially studies that use designs with low risk of bias and consider desirable and undesirable behaviour separately

The learning experiences of health and social care paraprofessionals on a foundation degree

Foundation degrees have been developed in the UK as a means of meeting the learning needs of paraprofessionals in health and social care and the services within which they work in a cost-effective fashion. Workplace learning is an intrinsic component to these degrees. Taking a socio-cultural perspective, this paper examines how the students' workplaces, life circumstances and sense of career trajectory shaped their learning experience and motivation. A small-scale evaluation study, using semi-structured interviews, focused on the learning experiences of a group of paraprofessionals enrolled in a foundation degree in health and social care. Data revealed fragmented employment patterns, underpinned by consistent vocational drives. While the study resonated with vocation, participants were ambivalent or lacked information about career progression. Workplace conditions, relationships and limited time shaped learning and coping strategies. A strategic and focused approach to student learning is required and includes attention to career pathways, workforce development strategy, the requirements of a range of stakeholders, workplace supervision and support for learning