New conception of the function of the general vasodilator reflexes

A survey of the literature regarding the vasodepressor and cardiodepressor reflexes is given. Evidence is put forward that the impulses which arise from the cardioaortic and carotid sinus regions control not only the normal vagus restraint of the heart but also the capacity of the circulation. Loss of these impulses not only causes cardiac acceleration but results in an increased return of venous blood to the heart. It is shown that conditions which are believed to be produced in exercise and which are known to reduce the vagus restraint of the heart at the same time reduce the effect of the carotid sinus impulses upon the vessels. The view is therefore put forward that an important function of the vasodepressor reflxes is to control the capacity of the circulation in order to provide a reserve of blood for use in physical exercise, just as is provided a cardiac reserve to deal with such blood maintained by similar reflex mechanisms. The possible clinical significance of the findings is indicated, and a bibliography of the literature referred to in the text is given

The endoribonucleolytic N-terminal half of Escherichia coli RNase E is evolutionarily conserved in Synechocystis sp. and other bacteria but not the C-terminal half, which is sufficient for degradosome assembly

Escherichia coli RNase E, an essential single-stranded specific endoribonuclease, is required for both ribosomal RNA processing and the rapid degradation of mRNA. The availability of the complete sequences of a number of bacterial genomes prompted us to assess the evolutionarily conservation of bacterial RNase E. We show here that the sequence of the N-terminal endoribonucleolytic domain of RNase E is evolutionarily conserved in Synechocystis sp. and other bacteria. Furthermore, we demonstrate that the Synechocystis sp. homologue binds RNase E substrates and cleaves them at the same position as the E. coli enzyme. Taken together these results suggest that RNase E-mediated mechanisms of RNA decay are not confined to E. coli and its close relatives. We also show that the C-terminal half of E. coli RNase E is both sufficient and necessary for its physical interaction with the 3'-5' exoribonuclease polynucleotide phosphorylase, the RhlB helicase, and the glycolytic enzyme enolase, which are components of a "degradosome" complex. Interestingly, however, the sequence of the C-terminal half of E. coli RNase E is not highly conserved evolutionarily, suggesting diversity of RNase E interactions with other RNA decay components in different organisms. This notion is supported by our finding that the Synechocystis sp. RNase E homologue does not function as a platform for assembly of E. coli degradosome components

Is feedforward the way forward?

Objectives: The Feedforward Interview (FFI) is a means of structuring conversations (Kluger & Nir, 2006), such as performance appraisals, or indeed coaching in organisations. Conceptually situated in a positive psychological paradigm, FFI techniques build on appreciative inquiry (Cooperrider & Srivastva, 1987), positive psychology (Seligman & Csikszentmihalyi, 2002) and Feedback Intervention Theory ( Kluger & DeNisi, 1996). The objective of this research was to investigate how FFI affects individual outcomes compared to traditional feedback as part of a coaching session. Design: we conducted a quasi-experimental longitudinal study allocating Fifty four participants randomly to either a FFI or Feedback based coaching intervention. Methods: We measured self-efficacy, mood and strengths-confidence as well goal attainment before and after each intervention. Results: Self-efficacy significantly increased following FFI compared to feedback; participants were more likely to obtain their goals in the FFI condition. There were no significant differences for mood; and no main effects for strengths-knowledge but a significant interaction. Conclusions: The results indicate that FFI appears a valid intervention to facilitate positive psychological change as part of a coaching session. We discuss the potential for further research including the evaluation of transfer of learning arising from FFI in experimental paradigms as well as behavioural observations

Implementation of the FAA research and development electromagnetic database

The Idaho National Engineering Laboratory (INEL) has been assisting the FAA in developing a database of information about lightning. The FAA Research and Development Electromagnetic Database (FRED) will ultimately contain data from a variety of airborne and ground-based lightning research projects. An outline of the data currently available in FRED is presented. The data sources which the FAA intends to incorporate into FRED are listed. In addition, it describes how the researchers may access and use the FRED menu system

Learning organisations: A literature review and critique

Approved for Public Release - UnclassifiedA literature review on the Learning Organisation field was conducted, examining the dominant assumptions and creating a solid foundation for the practical application of the learning organisation concept to the Australian Army. In order to examine the literature's dominant assumptions, we asked the following questions: (i) What are the various meanings attributed to learning organisations?; (ii) What sorts of learnings are privileged within the literature?; (iii) What are the key characteristics or "building blocks" that make up a learning organisation? We discovered that the learning organisation construct represents an evolution from bureaucratic and performance-based organisational form to innovative and flexible organisations. In surveying the literature, other factors found to impact on learning organisations included cognitive, social, cultural, technological and structural elements. For example, learning organisations apply increasingly sophisticated understanding of knowledge and personnel management to best exploit their social, intellectual and knowledge capital. In contrast, some factors are not adequately explored in the literature; for example, the significance of power relations, hierarchy and authority on learning within and by organisations has not been fully elucidated. There is an increasing number of studies investigating the direct impact of developing a learner-centric approach on organisational outcomes; the number of studies linking learning to improved organisational performance is growing. There are real, significant and measureable benefits of developing the learning capabilities of an organisation.Steven Talbot, Christina Stothard, Maya Drobnjak and Denise McDowal

Total Determination of Material Parameters from Electromagnetic Boundary Information

In this paper we complete the proof that the material parameters can be obtained for a chiral electromagnetic body from the boundary admittance map. We prove that from the admittance map, the parameters are uniquely determined to infinite order at the boundary. This removes the assumption of such knowledge in the result of the second author regarding interior determination for chiral media

A MULTIDIMENSIONAL EXAMINATION OF PARENT INVOLVEMENT ACROSS CHILD AND PARENT CHARACTERISTICS

The purpose of this study was to clarify equivocal findings in the parent-involvement literature and examine novel interactions in a New Zealand context. Specifically, this study tested direct effects of school year, parent education, family structure, and child gender on parent involvement in elementary school. In addition, interactions between parent, family, and child characteristics were explored as moderators on the relation of school year and parent involvement. Participants were 421 primary caregivers of children attending their first through final years of elementary school on New Zealand’s South Island. Structural equation models were used to detect direct and interaction effects. Findings revealed statistically significant direct effects for several parent, family, and child characteristics examined. No interaction effects were found. Implications and future research directions are discussed

A MULTIDIMENSIONAL EXAMINATION OF PARENT INVOLVEMENT ACROSS CHILD AND PARENT CHARACTERISTICS

The purpose of this study was to clarify equivocal findings in the parent-involvement literature and examine novel interactions in a New Zealand context. Specifically, this study tested direct effects of school year, parent education, family structure, and child gender on parent involvement in elementary school. In addition, interactions between parent, family, and child characteristics were explored as moderators on the relation of school year and parent involvement. Participants were 421 primary caregivers of children attending their first through final years of elementary school on New Zealand’s South Island. Structural equation models were used to detect direct and interaction effects. Findings revealed statistically significant direct effects for several parent, family, and child characteristics examined. No interaction effects were found. Implications and future research directions are discussed

Children's informal learning at home during COVID-19 lockdown

The national COVID-19 lockdown during school Term 1 2020 provided a unique context to investigate children’s experiences of informal, everyday learning in their household bubble. In Terms 3 and 4, 178 children in Years 4–8 from 10 primary schools agreed to participate in a group art-making activity and an individual interview about their experiences. The research adopted a strengths-based approach on the basis that most children are capable actors in their social worlds. This report documents children’s accounts of the multiple ways in which they negotiated the novel experience of forced confinement over a period of several weeks with family and whānau. The report is rich with children’s own accounts of their everyday living and learning during lockdown. To foreground children’s descriptions and explanations of their lockdown experience in this way is an acknowledgement of their right to express their views on matters of interest to them in their lives, and to have those views listened to, and acted on, by adults. Similarly, the approach reflects a growing educational research interest in student voice: enabling children to articulate their experiences so that adults can use this knowledge to better respond to and support children’s learning aspirations and needs. This research report does not speak for all children or all children’s experiences. Nevertheless, it does provide valuable insights about the phenomenon of children’s informal and everyday learning during lockdown, gained from a group of children for whom it was a mostly positive experience, and through which they learned much about themselves as persons and as members of a family and whānau. Several months after the event, children in this study were able and willing to recall their experiences of learning during lockdown. They could identify social, cultural, and historical dimensions of their learning at home. Some children were able to recount rich, detailed stories about their lockdown experience and the ways in which they organised their days and activities. For some others, their days were largely shaped for them by family and whānau members, but even so, the children were able to explain what they enjoyed, or did not, and why. Variations in children’s learning across the group highlighted the complexity of learning that each child experienced, and the importance of having social relations, environments, and contexts that encourage and support their learning. Children demonstrated an understanding and appreciation of the value of this learning.falsehttp://www.nzcer.org.nz/research/publications/learning-during-lockdownNew Zealand Council for Educational Researc

Learning and livelihoods: The experience of the FSIPM project in southern Malawi

Do resource-poor farmers in sub-Saharan Africa face severe crop losses from pests and diseases? What are the different ways that rural households earn a living, and who are the poor? How does social organization shape the way that new technology is used and shared? How can we encourage farmers to participate in the design and evaluation of field experiments, yet still obtain results that are statistically valid? How can we create 'learning projects' that can change direction in response to the needs of their clients and what they find on the ground? These were some of the questions that challenged the Farming Systems Integrated Pest Management Project during four years of intensive fieldwork with resource-poor farmers in the Blantyre Shire Highlands, southern Malawi. In searching for answers, the project drew on expertise from pest management, agronomy, economics and anthropology. Learning and Livelihoods: The Experience of the FSIPM Project in Southern Malawi reflects on the project's experience, reviews the major lessons learned, and outlines an agenda for a follow-up project that addresses smallholders' needs for food security, cash income and information about new technology. The book will appeal not only to those interested in Malawi but also to those concerned with the wider issues raised by developing technology with resource poor farmers