Welfare Impacts of Property Rights in the Seed Industry

The paper examines the welfare impact of different intellectual property right (IPR) regimes in private sector seed research. The model takes into account the period after expiration of IPR protection, and requires a simultaneous equilibrium in the markets for R&D, seeds, and final product (grain). Simulation results show that with the exception of R&D productivity, the optimal level of IPR protection is remarkably insensitive to parameters of the model. There is a range of IPR appropriability levels where the interests of consumers and producers (taken together) are complementary to the interests of R&D firms, and another range of appropriability levels where the welfare of producers and consumers can be increased only at the expense of the welfare R&D firms. These results may explain some of the acrimony in the debate about plant gene patenting and genetic use-restriction technologies (GURTs). Results suggest that the optimum IPR appropriability level is greater than that which exists in the North American seed corn market, but lower than would exist if GURTs were to become widely used. The optimal appropriability level is much higher than that which is achieved in situations where crops are open pollinated or where IPR protection is limited, and this may help explain and justify the relevance of public research in these situations.Crop Production/Industries,

Collaborating between Writing and STEM: Teaching Disciplinary Genres, Researching Disciplinary Interventions, and Engaging Science Audiences

Collaborating between Writing and STEM: Teaching Disciplinary Genres, Researching Disciplinary Interventions, and Engaging Science Audiences This poster describes a multi-pronged effort to build a writing curriculum in Physics and other STEM fields at the George Washington University, USA. These efforts include curricular collaboration, a research study conducted by the Physicists and Writing Scholars, and external funding initiatives. This project first began as a curricular collaboration through our Writing in the Disciplines (WID) curriculum, initiated by observations among Physics faculty that undergraduate students lack Physics specific writing skills. Writing faculty responded to this observation by introducing Physics faculty to the idea that writing can and must be taught, that the genres of Physics can be taught by Physics faculty, and that a focus on the writing process can improve student writing. Our curricular goal was to demonstrate to faculty who are unfamiliar with writing studies that writing is a means to learn in Physics (Anderson et al., 2017). The first phase of our effort was to persuade Physics faculty that writing contributes to learning in Physics; we describe a collaboration between Physics and Writing faculty that developed assignments and made curricular interventions. This collaboration built upon scholarship in writing studies that argues genre instruction develops capacities and skills for student writing (Swales, 1990; Winsor, 1996). While genre is not a new concept in Writing Studies, for many Physics faculty the idea that they can teach – and have students learn – how to write in disciplinary genres is novel. Collaboration around curricular revisions enabled Writing and Physics faculty to teach students that learning how to write in a new genre is a skill that can be practiced (Ericsson, 2006; Kellogg & Whiteford, 2009). We developed a process for students to follow when faced with types of writing common to Physics, but potentially new to them, such as the abstract (written), lab research notebook (written), article summary (oral), letter to colleague (written), cover letter and resumé (written), elevator pitch (oral), proposal (written and oral), presentation on issues of ethics and equity in STEM (oral), research presentation (oral), poster (written), poster presentation (oral), final research report (written), and Symposium presentation (oral). The collaboration thus created pedagogical exchange between faculty as well as scholarly synergy between the disciplines of Physics and Writing Studies. Physics faculty have observed that the curricular collaboration has had measurable results for students. Physics student participation in the campus research day has increased dramatically. We attribute this rise partly to the increased, explicit attention in classroom settings to how to engage with Physics genres of writing, especially abstracts and research posters. While the collaboration successfully brought together a small but solid group of Writing and Physics faculty, it also raised questions about how to persuade a broader range of Physics faculty, and other science faculty, that teaching disciplinary genres can improve student writing, and that writing is a means of learning. Given that faculty in STEM disciplines find empirical research persuasive, our next step was to undertake a collaborative research project to measure the impact of the teaching of writing in Physics. The new curricular focus on genre asked students to conceptualize themselves as scientific writers in relation to specific Physics or STEM audiences. The collaborative research therefore investigates if teaching Physics genres improves writing and enables students to conceptualize themselves as emerging scientists engaged in professional communication (Poe et al., 2010; Winsor, 1996). Our longitudinal analysis of student writing in Physics evaluates writing from three sequenced courses, the first before faculty-developed genre assignments, and then after genre assignments. We developed a rubric that evaluates general outcomes – audience, genre, structure, style – and a rubric that evaluates specialized learning outcomes – acknowledgement of past scholarship, working with models, incorporating scholarship, articulation of research questions, working with graphs, and articulation of methods. Preliminary research analysis shows that explicitly teaching Physics genres increases student’s abilities to write successfully in Physics, enabling students to understand how knowledge is communicated persuasively to audiences. Our goal with this research is to show STEM faculty through research by Physicists and Writing Studies scholars that teaching writing socializes students into the discipline of Physics, leading them to identify as professional scientists (Allie et al, 2010; Gere et al., 2019). This increase is exemplified by the large number of students volunteering to present a poster during the University wide research day, giving them experience presenting to an educated audience outside of Physics. Thus, a combination of strategies – curricular collaboration and intervention, collaborative research from within the discipline of Physics, and successful external funding – are what demonstrate to scientists that teaching genre and teaching writing are central to science education. Based on this experience, our contribution is that shared pedagogical and research collaborations, and funding, are what make the knowledge of Writing Studies persuasive to scientists. We have seen success with these efforts. At George Washington, other STEM faculty have observed successes in the Physics curriculum, and have joined efforts to bring writing more explicitly into their curriculum. This year, we began a Writing in STEM symposium that has grown to include faculty in Chemistry, Systems Engineering, Mathematics, Geography, Mechanical Engineering, and other fields. We have also seen an uptick in STEM courses in the WID curriculum. The Physics and Writing research collaboration has led to a National Science Foundation (NSF) submission on genre, and an NSF award for a study of writing and engineering judgement, being conducted by Writing faculty and Systems Engineering faculty. References Allie, S., Armien, M.N., Burgoyne, N, Case, J.M., Collier-Reed, B.I, Craig, T.S., Deacon, A, Fraser, D.M.,Geyer, Z, Jacobs, C., Jawitz, J., Kloot, B., Kotta, L., Langdon, G., le Roux, K., Marshall, D, Mogashana,D., Shaw,C., Sheridan, G., & Wolmarans, N. (2009). Learning as acquiring a discursive identity through participation in a community: improving student learning in engineering education. European Journal of Engineering Education, 34(4), 359-367. https://doi.org/10.1080/03043790902989457 Anderson, P., Anson, C. M., Fish, T., Gonyea, R. M., Marshall, M., Menefee-Libey, W Charles Paine, C., Palucki Blake, L. & Weaver, S. (2017). How writing contributes to learning: new findings from a national study and their local application. Peer Review, 19(1), 4. Ericsson, K. A. (2009). The Influence of experience and deliberate practice on the development of superior expert performance. In K. A. Ericsson, R. R. Hoffman, A. Kozbelt & A. M Williams (Eds.), The Cambridge handbook of expertise and expert performance (pp 685–705). Cambridge University Press. Gere, A. R., Limlamai, N., Wilson, E., Saylor, K., & Pugh, R. (2019). Writing and conceptual learning in science: an analysis of assignments. Written communication, 36(1), 99–135. https://doi.org/10.1177/0741088318804820 Kellogg, R., & Whiteford, A. (2009). Training advanced writing skills: the case for deliberate practice. Educational psychologist, 44(4), 250–266. https://doi.org/10.1080/00461520903213600 Poe, M., Lerner, N., & Craig, J. (2010). Learning to communicate in science and engineering: Case studies from MIT. MIT Press. Swales, J. (1990). Discourse analysis in professional contexts. Annual review of applied linguistics, 11, 103–114. Winsor, D. A.(1996) Writing like an engineer: A rhetorical education. Mahwah, NJ: Lawrence Erlbaum Associates

Cost of stroke in Ontario, 1994/95

Abstract Background: Stroke is a major cause of death and disability in Ontario. This study estimates the cost of stroke, which can be used to help policy-makers appreciate the burden this disease places on society. Methods: A prevalence-based study measured disease-related costs in 1994/95 incurred by people with stroke. Direct costs included expenditures on hospital and other institutional care, services of physicians and other health professionals, drugs, research, home care, emergency health services, assistive devices and community support. Indirect costs were measured using the human-capital approach, which examines lost productivity due to premature death and disability. Results: A sensitivity analysis was used to estimate the total cost of stroke in Ontario to be $857 million, with a low of$719 and a high of $964 million. Direct costs were 60% of total costs. Stroke accounted for 3.9% of acute care hospital costs, 5.0% of rehabilitation, chronic care and other institutional costs, and 6.0% of home care costs. It accounted for a relatively minor proportion of physician costs (1.0%) and drug expenditures (0.3%). Interpretation: Stroke has a major economic impact in Ontario. Most direct costs of stroke are borne by the institutional health and community support sectors. These findings may provide guidance to policy-makers when they set priorities for research and prevention activities. Because we used provincial databases containing more detailed information than national databases, cost estimates in this study are more precise than national estimates. Because we used a strict definition of stroke, cost estimates may be considered conservative

Ozone impacts on vegetation in a nitrogen enriched and changing climate

This paper provides a process-oriented perspective on the combined effects of ozone (O3), climate change and/or nitrogen (N) on vegetation. Whereas increasing CO2 in controlled environments or opentop chambers often ameliorates effects of O3 on leaf physiology, growth and C allocation, this is less likely in the field. Combined responses to elevated temperature and O3 have rarely been studied even though some critical growth stages such as seed initiation are sensitive to both. Under O3 exposure, many species have smaller roots, thereby enhancing drought sensitivity. Of the 68 species assessed for stomatal responses to ozone, 22.5% were unaffected, 33.5% had sluggish or increased opening and 44% stomatal closure. The beneficial effect of N on root development was lost at higher O3 treatments whilst the effects of increasing O3 on root biomass became more pronounced as N increased. Both responses to gradual changes in pollutants and climate and those under extreme weather events require further study

Studies on Viruses in Water

A new procedure for the detection of viral antigens in fecal material was developed. The test is performed by first diluting a fecal sample with phosphate buffered saline to give a liquid consistency. The pH is then adjusted to 8.5-9.0 and the solids are allowed to settle for five minutes. Supernatant fluid from above the fecal sediment is placed on the upper surface of a well of an inverted Immulon microtiter plate and incubated for one hour at 37 degrees C to allow virus to adsorb to the plastic. The Immulon plate is then washed three times with a Tween 20 solution and dried. Adsorbed virus is stained with fluorescein labled antiviral antibody containing Evan\u27s Blue dye. The stained preparations are examined by epi-fluorescence microsopy for the presence of viral aggregates and virus-containing cellular membranes. The test is applied in a continuous water monitoring procedure that can be used to upplement methods in which infectious viruses are isolated from water. In another study a protamine sulfate procedure for concentrating and an immunofluorescent cell procedure for assaying infectious virus (IV, reovirus that is infectious without proteolytic enzyme treatment), and potentially infectious virus (PIV, enzyme enhanceable reovirus) from polluted waters have been developed. The presence of PIV inthe environment had not previously been investigated. In following these procedures, protamine sulfate concentratiosn of 0.005 percent for the first precipitation of the sample, and 0.0025 percent for the second were used. With these protamine concentrations and 0.25 percent fetal bovine serum, IV and PIV are concentrations over 500-fold from river water inoculated with virus. Virus recoveries are between 80 and 100 percent. The IV and PIV fractions are assayed respectively before and after treatment with 200 ug fo chymotrypsin per millileter. When PIV is precipitated from river water, and the precipitate is dissolved and stored at 20 degrees C as a protamine-virus concentrate, only 5 percent of the viral infectivity is lost after 14 days. Therefore, reovirus can be precipitated from water at the sampling site, and only the protamine concentrate needs to be taken to the laboratory to be examined for virus content. When reoviruses are treated with chlorine, PIV is more resistant to inactivation thatn IV, and PIV appears to be at least as resistant to chlorination as poliovirus and coxsackievirus A-2. Granular media filtration systems (i.e., sand, anthracite coal and sand; anthracite coal; sand and garnet) are ineffectual in the removal of the acteriophage MS 2 from water when used as in-line direct filters. Batch assays have indicated a 93 percent reduction of MS 2 can occur when polyelectrolytes are added to the water. In addition, alum concentrations of 20, 30, 40, and 50 mg/1 remove 80 to 98 percent of the virus by precipitation. No reduction of MS 2 was observed at alum concentrations from 1 to 10 mg/1

A Method for Setting Northern Bobwhite Population and Habitat Objectives for Large Landscape Partnerships

Population and habitat objectives are the foundation for many conservation actions. Often objectives set at one scale are difficult to translate to larger or smaller scales. Three bird habitat Joint Ventures, Gulf Coast, Oaks & Prairies, and Rio Grande, working cooperatively with the Gulf Coast Prairie Landscape Conservation Cooperative, have a common objective to stabilize northern bobwhite (Colinus virginianus) populations in four Bird Conservation Regions. We cooperatively developed a method using the North American Breeding Bird Survey trend for several scenarios with different time horizons (10-, 20-, 30-year, or longer), the spring home range size, and the per acre cost of habitat management actions, to set spring population and habitat objectives and projected costs. The spring population objectives can easily be converted to fall population objectives using the percent summer gain. We provide an example of how three Joint Ventures could use this methodology to set bobwhite objectives within their geographies and then scale those objectives up to the next larger geography, a Landscape Conservation Cooperative geography. This methodology can be used by other multi-state partnerships (e.g., Joint Ventures and Landscape Conservation Cooperatives) across the bobwhite range to provide the bobwhite conservation community meaningful objectives at regional and national scales

Kaposi’s sarcoma–associated herpesvirus stably clusters its genomes across generations to maintain itself extrachromosomally

Genetic elements that replicate extrachromosomally are rare in mammals; however, several human tumor viruses, including the papillomaviruses and the gammaherpesviruses, maintain their plasmid genomes by tethering them to cellular chromosomes. We have uncovered an unprecedented mechanism of viral replication: Kaposi’s sarcoma–associated herpesvirus (KSHV) stably clusters its genomes across generations to maintain itself extrachromosomally. To identify and characterize this mechanism, we developed two complementary, independent approaches: live-cell imaging and a predictive computational model. The clustering of KSHV requires the viral protein, LANA1, to bind viral genomes to nucleosomes arrayed on both cellular and viral DNA. Clustering affects both viral partitioning and viral genome numbers of KSHV. The clustering of KSHV plasmids provides it with an effective evolutionary strategy to rapidly increase copy numbers of genomes per cell at the expense of the total numbers of cells infected

Exile Vol. XXIX No. 1

Once by Kate Silliman 1 Mute by Robert Youngblood 1 Photo by Walter Gunn 2 Cactus Man by Bruce Pedretti 3 From Years On Nauset Beach by 4 Lazy Days of The Matter That Fills You With Guild (And Ecstacy) by Eric Stevenson 5 Tennessee Friday by Becky Hinshaw 6 Photo by Jenny Gardner 7 Street Opera by Bill Hayes 7 Antonia by Ruth Wick 8 Photo by Sheila Waters 9 Tunnel Vision by Jeff Reynold 10 Mrs. Matthews by Kate Reynolds 10 A White Mountain by Ruth Wick 11 The Last Days Of Oliver Descantes by Jeff Hamilton 12-23 Photo by Christopher Hooper 24 Baptism by Becky Hinshaw 25 Sunday Afternoon by August West 26 The Joke\u27s On by Christopher B. Broughm 26 Photo by Mark Baganz 27 Blues by Dave Rheingold 28 Speaking To You Through Derision by Jeff Hamilton 29 Photo by Jenny Gardner 30 Northern Lights by Adrienne Wehr 31 Tripping On The Yawn Of Tomorrow by Kate Reynolds 32 Cleo by Kim Kiefer 33 Kuei Mei by Amy Pence 34 Drawing by Peter Brooke 35 Cover Drawing by Peter Brooke -title pag

The role of photograph aesthetics on online review sites:Effects of management- versus traveler-generated photos on tourists’ decision-making

Tourists searching for information about destinations on online review sites areconcurrently exposed to two different photograph aesthetics, professional (produced by destination managers) and amateur (generated by travelers). While the former is glossy and sharp, the latter is often grainy and overexposed. Although aesthetics are important factors in tourist decision-making, the effects of the exposure to both types of photo aesthetics remain largely unexamined. This research investigates how both types of aesthetics, either singularly or in combination, affect a destination’s visual appeal and tourists’ booking intentionsthrough four controlled experiments (N = 1282). Our results show that despite the ‘messy’ beauty in amateur aesthetics, photos with professional aesthetics make a depicted destinationappear more visually appealing, ultimately driving booking intentions. However, the negative effects of amateur aesthetics are mitigated when (i) viewed by risk-averse tourists, (ii) presented alongside positive reviews, and (iii) accompanied by a greater number of professional photos