A RETAIL CONSUMER AFFAIRS DIRECTOR REACTS TO PACKAGING CHANGES

Agribusiness,

THE DEVELOPMENT OF THE ITALIAN CELLO SONATAS BY CELLIST/COMPOSERS IN THE BAROQUE AND CLASSICAL ERAS

The solo cello sonata begins with the appearance of the violoncello in the second half of the seventeenth century. There is a correlative relationship between composers, performers, and the development of the cello as a solo instrument, which becomes evident by examination of the instrument and bow, stylistic and performance practices, and innovations in cello technique. These factors are explored in the works of four cellist/composers of the Baroque and Classical era: Domenico Gabrielli (1659-1690), Sonata #1 in G major; Giovanni Benedetto Platti (1692-1763), Sonata #1 in D major, Series II; Giovanni Battista Cirri (1724-1808), Sonata #3 in G minor, Op. 5; and Luigi Boccherini (1743-1805), Sonata #2, in C major, G6. This paper includes biographical information concerning these composers and historical information on the development of the cello, bow, and instrument's technique, and the sonata during the centuries under discussion. Each of the abovementioned sonatas is analyzed and described in terms of the changes in the equipment each of the composers might have used, the development of technique, and the compositional evolution of the solo sonata as exemplified in the abovementioned works. By examining the relationship between certain musical events occurring in the seventeenth and eighteenth century, composers who were also cellists, the evolution of the design and construction of the violoncello and bow, the advance in performance techniques, and the development of the solo sonata, it is possible to trace how the different discoveries of that time were interrelated, and to create a clearer picture of what those revolutionary times might have been like

Semantic Analysis on the Police Lingo in the Narratives of Students of Bachelor of Science in Law Enforcement Administration: A Forensic Linguistic Study

This study looks into the terminologies (police lingo) in the write-ups of Bachelor of Science in Law Enforcement Administration fourth-year students to illustrate the categorical and descriptive meanings of the words used in the narratives, identify the errors in the usage, and find out inaccuracies in the application of mechanics of writing like correct spelling, capitalization, abbreviation, and punctuation marks. Twenty-six (26) (BSLEAD) students participated in this study. They were instructed to write a narrative report in one of their experiences in the field. Police lingo identified in the statements such as nouns, verbs, and adjectives, were singled out from the narratives. These words were analyzed to determine whether they clearly stated their intention and described vividly what they meant to say. Semantic analysis was done by giving the dictionary definition of the word in the first level (categorical meaning as to parts of speech) and the illustrative meaning of the word in the second analysis (descriptive meaning), hence, the police lingo in the narratives were explained and described as to their literal meanings and clarity of intention as used in the statements. Results showed that male and female respondents have a similar choice of police lingo in writing the context of utterances in the narrative reports. They also committed errors in writing mechanics such as punctuation, spelling, and capitalization. It is recommended that the BSLEAD students engage in language learning activities like conversation using English, reading forensic texts, and listening/watching investigative programs on the radio or television that use English as a medium

International Space Station Utilization: Tracking Investigations from Objectives to Results

Since the first module was assembled on the International Space Station (ISS), on-orbit investigations have been underway across all scientific disciplines. The facilities dedicated to research on ISS have supported over 1100 investigations from over 900 scientists representing over 60 countries. Relatively few of these investigations are tracked through the traditional NASA grants monitoring process and with ISS National Laboratory use growing, the ISS Program Scientist s Office has been tasked with tracking all ISS investigations from objectives to results. Detailed information regarding each investigation is now collected once, at the first point it is proposed for flight, and is kept in an online database that serves as a single source of information on the core objectives of each investigation. Different fields are used to provide the appropriate level of detail for research planning, astronaut training, and public communications. http://www.nasa.gov/iss-science/. With each successive year, publications of ISS scientific results, which are used to measure success of the research program, have shown steady increases in all scientific research areas on the ISS. Accurately identifying, collecting, and assessing the research results publications is a challenge and a priority for the ISS research program, and we will discuss the approaches that the ISS Program Science Office employs to meet this challenge. We will also address the online resources available to support outreach and communication of ISS research to the public. Keywords: International Space Station, Database, Tracking, Method

The International Space Station (ISS) Education Accomplishments and Opportunities

The International Space Station (ISS) has the unique ability to capture the imaginations of both students and teachers worldwide and thus stands as an invaluable learning platform for the advancement of proficiency in research and development and education. The presence of humans on board ISS for the past ten years has provided a foundation for numerous educational activities aimed at capturing that interest and motivating study in the sciences, technology, engineering and mathematics (STEM) disciplines which will lead to an increase in quality of teachers, advancements in research and development, an increase in the global reputation for intellectual achievement, and an expanded ability to pursue unchartered avenues towards a brighter future. Over 41 million students around the world have participated in ISS-related activities since the year 2000. Projects such as the Amateur Radio on International Space Station (ARISS) and Earth Knowledge Acquired by Middle School Students (EarthKAM), among others, have allowed for global student, teacher, and public access to space through radio contacts with crewmembers and student image acquisition respectively. . With planned ISS operations at least until 2020, projects like the aforementioned and their accompanying educational materials will be available to enable increased STEM literacy around the world. Since the launch of the first ISS element, a wide range of student experiments and educational activities have been performed by each of the international partner agencies: National Aeronautics and Space Administration (NASA), Canadian Space Agency (CSA), European Space Agency (ESA), Japan Aerospace Exploration Agency (JAXA) and Russian Federal Space Agency (Roscosmos). Additionally, a number of non-participating countries, some under commercial agreements, have also participated in Station-related activities. Many of these programs still continue while others are being developed and added to the station crewmembers tasks on a regular basis. These diverse student experiments and programs fall into one of the following categories: student-developed experiments; students performing classroom versions of ISS experiments; students participating in ISS investigator experiments; students participating in ISS engineering education; education demonstrations and cultural activities. This paper summarizes some of the main student experiments and educational activities that have been conducted on the ISS. It also highlights some upcoming projects

The International Space Station Education Accomplishments and Opportunities

No abstract availabl

Wild Wild Women: Ten Years of Intergenerational Arts Practice at The Women’s Library led by Magic Me in collaboration with Mulberry School for Girls and local, older women. 2004 – 2013

A report by Dr Caoimhe McAvinchey into ten years of intergenerational arts projects with women, based at The Women's Library in East London, led by Sue Mayo with Magic Me

Population Dynamics Based on Resource Availability & Founding Effects: Live & Computational Models

With the looming global population crisis, it is more important now than ever that students understand what factors influence population dynamics. We present three learning modules with authentic, student-centered investigations that explore rates of population growth and the importance of resources. These interdisciplinary modules integrate biology, mathematics, and computer-literacy concepts aligned with the Next Generation Science Standards. The activities are appropriate for middle and high school science classes and for introductory college-level biology courses. The modules incorporate experimentation, data collection and analysis, drawing conclusions, and application of studied principles to explore factors affecting population dynamics in fruit flies. The variables explored include initial population structure, food availability, and space of the enclosed population. In addition, we present a computational simulation in which students can alter the same variables explored in the live experimental modules to test predictions on the consequences of altering the variables. Free web-based graphing (Joinpoint) and simulation software (NetLogo) allows students to work at home or at school

Patiromer to Enable Spironolactone Use in the Treatment of Patients with Resistant Hypertension and Chronic Kidney Disease: Rationale and Design of the AMBER Study

BACKGROUND: While chronic kidney disease (CKD) is common in resistant hypertension (RHTN), prior studies -evaluating mineralocorticoid receptor antagonists excluded patients with reduced kidney function due to risk of hyperkalemia. AMBER (ClinicalTrials.gov identifier NCT03071263) will evaluate if the potassium-binding polymer patiromer used concomitantly with spironolactone in patients with RHTN and CKD prevents hyperkalemia and allows more persistent spironolactone use for hypertension management. METHODS: Randomized, double-blind, placebo-controlled parallel group 12-week study of patiromer and spironolactone versus placebo and spironolactone in patients with uncontrolled RHTN and CKD. RHTN is defined as unattended systolic automated office blood pressure (AOBP) of -135-160 mm Hg during screening despite taking ≥3 antihypertensives, including a diuretic, and an angiotensin-converting enzyme inhibitor or an angiotensin receptor blocker -(unless not tolerated or contraindicated). The CKD inclusion criterion is an estimated glomerular filtration rate (eGFR) of 25 to ≤45 mL/min/1.73 m2. Screening serum potassium must be 4.3-5.1 mEq/L. The primary efficacy endpoint is the between-group difference (spironolactone plus patiromer versus spironolactone plus placebo) in the proportion of patients remaining on spironolactone at Week 12. RESULTS: Baseline characteristics have been analyzed as of March 2018 for 146 (of a targeted 290) patients. Mean (SD) baseline age is 69.3 (10.9) years; 52.1% are male, 99.3% White, and 47.3% have diabetes. Mean (SD) baseline serum potassium is 4.68 (0.25) mEq/L, systolic AOBP is 144.3 (6.8) mm Hg, eGFR is 35.7 (7.7) mL/min/1.73 m2. CONCLUSION: AMBER will define the ability of patiromer to facilitate the use of spironolactone, an effective antihypertensive therapy for patients with RHTN and CKD

Statistical competencies for medical research learners: What is fundamental?

IntroductionIt is increasingly essential for medical researchers to be literate in statistics, but the requisite degree of literacy is not the same for every statistical competency in translational research. Statistical competency can range from 'fundamental' (necessary for all) to 'specialized' (necessary for only some). In this study, we determine the degree to which each competency is fundamental or specialized.MethodsWe surveyed members of 4 professional organizations, targeting doctorally trained biostatisticians and epidemiologists who taught statistics to medical research learners in the past 5 years. Respondents rated 24 educational competencies on a 5-point Likert scale anchored by 'fundamental' and 'specialized.'ResultsThere were 112 responses. Nineteen of 24 competencies were fundamental. The competencies considered most fundamental were assessing sources of bias and variation (95%), recognizing one's own limits with regard to statistics (93%), identifying the strengths, and limitations of study designs (93%). The least endorsed items were meta-analysis (34%) and stopping rules (18%).ConclusionWe have identified the statistical competencies needed by all medical researchers. These competencies should be considered when designing statistical curricula for medical researchers and should inform which topics are taught in graduate programs and evidence-based medicine courses where learners need to read and understand the medical research literature