A comparison of a physically fit group and a less fit group on several variables

Thesis (Ed.M.)--Boston Universit

Interview with Master teacher Tanya Channell

Interview with Master Teacher Tanya Channell -- Masters Project Proposal. In partial fulfillment of Educational Research ACES 803. Presented to Dr. Allan Miller, Fort Hays State University.https://scholars.fhsu.edu/ors/1219/thumbnail.jp

Use of the Pill Electrode for Transesophageal Atrial Pacing

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/72094/1/j.1540-8159.1985.tb05853.x.pd

Bibliography of synthesis documents on selected coastal ocean topics

This compilation of references to works which synthesize information on coastal topics is intended to be useful to resource managers in decision making processes. However, the utility must be understand in terms of its limited coverage. The bibliography is not inclusive of all the published materials on the topics selected. Coverage is clearly defined in the following paragraph. The time span of the bibliography is limited to references that were published from I983 to 1993, except for a last-minute addition of a few 1994 publications. All searches were done in mid- to late-1993. The bibliography was compiled from searches done on the following DIALOG electronic databases: Aquatic Sciences and Fisheries Abstracts, BlOSlS Previews, Dissertation Abstracts Online, Life Sciences Collection, NTlS (National Technical lnformation Service), Oceanic Abstracts, Pollution Abstracts, SciSearch, and Water Resources Abstracts. In addition, two NOAA electronic datases were searched: the NOAA Library and lnformation Catalog and the NOAA Sea Grant Depository Database. Synthesis of information is not an ubiquitous term used in database development. In order to locate syntheses of required coastal topics, 89 search terms were used in combinations which required 10 searches from each file. From the nearly 6,000 citations which resulted from the electronic searches, the most appropriate were selected to produce this bibliography. The document was edited and indexed using Wordperfect software. When available, an abstract has been included. Every abstract was edited. The bibliography is subdivided into four main topics or sections: ecosystems, coastal water body conditions, natural disasters, and resource management. In the ecosystems section, emphasis is placed on organisms in their environment on the major coastlines of the U.S. In the second section, coastal water body conditions, the environment itself is emphasized. References were found for the Alaskan coast, but none were found for Hawaii. The third section, on natural disasters, emphasizes environmental impacts resulting from natural phenomena. Guidelines, planning and management reports, modelling documents, strategic and restoration plans, and environmental economics related to sustainability are included in the fourth section, resource management. Author, geographic, and subject indices indices are provided. The authors would like to thank Victor Omelczenko and Terry Seldon of the NOAA Sea Grant Office for access to and training on the NOAA Sea Grant Depository Database. We are grateful also to Dorothy Anderson, Philip Keavey, and Elizabeth Petersen who reviewed the draft document

Assessing amino acid racemization variability in coral intra-crystalline protein for geochronological applications.

Over 500 Free Amino Acid (FAA) and corresponding Total Hydrolysed Amino Acid (THAA) analyses were completed from eight independently-dated, multi-century coral cores of massive Porites sp. colonies. This dataset allows us to re-evaluate the application of amino acid racemization (AAR) for dating late Holocene coral material, 20 years after Goodfriend et al. (GCA56 (1992), 3847) first showed AAR had promise for developing chronologies in coral cores. This re-assessment incorporates recent method improvements, including measurement by RP-HPLC, new quality control approaches (e.g. sampling and sub-sampling protocols, statistically-based data screening criteria), and cleaning steps to isolate the intra-crystalline skeletal protein. We show that the removal of the extra-crystalline contaminants and matrix protein is the most critical step for reproducible results and recommend a protocol of bleaching samples in NaOCl for 48 h to maximise removal of open system proteins while minimising the induced racemization. We demonstrate that AAR follows closed system behaviour in the intra-crystalline fraction of the coral skeletal proteins. Our study is the first to assess the natural variability in intra-crystalline AAR between colonies, and we use coral cores taken from the Great Barrier Reef, Australia, and Jarvis Island in the equatorial Pacific to explore variability associated with different environmental conditions and thermal histories. Chronologies were developed from THAA Asx D/L, Ala D/L, Glx D/L and FAA Asx D/L for each core and least squares Monte Carlo modelling applied in order to quantify uncertainty of AAR age determinations and assess the level of dating resolution possible over the last 5 centuries. AAR within colonies follow consistent stratigraphic aging. However, there are systematic differences in rates between the colonies, which would preclude direct comparison from one colony to another for accurate age estimation. When AAR age models are developed from a combined dataset to include this natural inter-colony variability THAA Asx D/L, Glx D/L and Ala D/L give a 2σ age uncertainty of ±19, ±38 and ±29 year, for the 20th C respectively; in comparison 2σ age uncertainties from a single colony are ±12, ±12 and ±14 year. This is the first demonstration of FAA D/L for dating coral and following strict protocols 2σ precisions of ±24 years can be achieved across different colonies in samples from the last 150 years, and can be ±10 years within a core from a single colony. Despite these relatively large error estimates, AAR would be a valuable tool in situations where a large number of samples need to be screened rapidly and cheaply (e.g. identifying material from mixed populations in beach or uplift deposits), prior to and complementing the more time-consuming geochronological tools of U/Th or seasonal isotopic timeseries

Engaging Opportunities: Connecting young people with contemporary research and researchers

This is the final report for ‘Engaging Opportunities’, an RCUK-funded School-University Partnership between the Open University and the Denbigh Teaching School Alliance. Informed by action research, this four-year project was designed to create structured, strategic, sustainable and equitable mechanisms for effective school-university engagement with research. The report describes an evidence-based strategy designed to embed school-university engagement with research within the University’s strategic planning for research and the operational practices of researchers. Through the early stages of our partnership we noted a lack of suitable planning tools that work for researchers, teachers and students. We therefore introduced a flexible and adaptable framework of four types of activity—open lectures, open dialogues, open inquiry and open creativity—combined with an upstream approach to planning based on a set of six principles. A sub-set of these activities were evaluated through a combination of surveys, interviews and interventions. In conclusion, we argue that institutional and professional cultures can be resistant to the prospect of fully embedding school-university engagement with research in a structured, strategic and sustainable manner, and offer suggestions for how this context could and should be changed

Maternal Education and Immunization Status Among Children in Kenya

Abstract Child morbidity and mortality due to infectious diseases continues to be a major threat and public health concern worldwide. Although global vaccination coverage reached 90 % for diphtheria, tetanus and pertussis (DTP3) across 129 countries, Kenya and other sub-Saharan countries continue to experience under-vaccination. The purpose of this study was to examine the association between maternal education and child immunization (12-23 months) in Kenya. This study used retrospective cross-sectional data from the 2008-2009 Kenya Demographic and Health Survey for women aged 15-49, who had children aged 12-23 months, and who answered questions about vaccination in the survey (n = 1,707). The majority of the children had received vaccinations, with 77 % for poliomyelitis, 74 % for measles, 94 % for tuberculosis, and 91 % for diphtheria, whooping cough (pertussis), and tetanus. After adjusting for other covariates, women with primary, secondary, and college/ university education were between 2.21 (p \ 0.01) and 9.10 (p \ 0.001) times more likely to immunize their children than those who had less than a primary education. Maternal education is clearly crucial in ensuring good health outcomes among children, and integrating immunization knowledge with maternal and child health services is imperative. More research is needed to identify factors influencing immunization decisions among less-educated women in Kenya

Realising the Ambition - Being Me : National Practice Guidance for Early Years in Scotland

Since 2013 there has been a determined focus by the Scottish Government to work towards realising the ambition for Scotland to be the best place for children to grow up in and learn. Changes to the Children and Young People (Scotland) Act 2014, have resulted in our youngest children, particularly those from birth to starting school, being at the heart of significant new developments. In 2014 Scottish Government started to increase the number of hours of funded provision to 600 hours for 3 and 4 year olds and some two year olds. The national practice guidance, “Building the Ambition” was commissioned at this time to complement the new policy developments and to support practitioners. The further expansion of funded Early Learning and Childcare (ELC) to 1140 hours per year for all 3 and 4 year olds, and for around a quarter of 2 year olds will be available from August 2020. This expansion to 1140 hours seeks not only to extend funded places, but to also improve the quality of our ELC provision across Scotland. We know that the earliest years of life are crucial for every child. Evidence tells us that, if our early learning and childcare offer is to help children fulfil their potential and contribute to closing the poverty related gap in children’s outcomes, it has to be high quality. To support the expansion it was decided to refresh the original Building the Ambition, incorporating and updating relevant aspects of the Pre-Birth to Three guidance and extending across the child’s learning journey into the early years of primary school. This new guidance, Realising the Ambition: Being Me, reflects the original principles and philosophy of Building the Ambition and complements the current policy direction of ELC and early primary education. It aspires to support practitioners in delivering what babies and young children need most and how we can most effectively deliver this in Scotland to give children the best start in life. The practice guidance aims to support anyone who works with and for babies and young children across all areas of Scotland. It has been designed to: build confidence and capability of those who work with children and families from pre-birth to starting school and beyond; make links between practice, theory and policy guidance to reinforce aspects of high quality provision and the critical role practitioners play; clarify some aspects of current practice and provide a reference which practitioners can easily use; support improvement and quality by encouraging discussion, self reflection and questioning about relevant practice in each setting, and; provide advice on achieving the highest quality of ELC and early primary provision that will enable young children to experience and to play their own part in Scotland being the best place in the world to grow up

Multilingual and Native English‐speaking Student Writers in Medical Laboratory Sciences (MLS): A Comparative Pilot Study

Medical laboratory scientists are health care practitioners who perform testing on blood and other body fluids providing vital information to physicians for the diagnosis, treatment, and management of patients in health and disease. Miscommunications between laboratory personnel and other health care practitioners can result in unwarranted delays in patient care or errors in treatment selection, which ultimately could cause patient harm, including the possible loss of life. In spite of prerequisite writing course requirements, students in our laboratory science baccalaureate degree program struggled to reach the program’s writing competencies. The situation in our program was complicated by the high percentage of multilingual students with varying abilities in English. This pilot study was initiated to describe the nature of writing in our field of practice and to analyze the current status of student writing abilities. A survey of writing activities among current laboratory science practitioners confirmed the essential nature of writing in our field and the types of writing activities performed on a regular basis. Analysis of current student writing samples showed that both native-English speaking and multilingual student writers made essentially the same types of errors although the multilingual students made significantly more errors in some categories