Populatieontwikkeling wortelknobbelaaltjes in aardappel : Meloidogyne chitwoodi en M. fallax

PPO onderzocht de levenscyclus en ontwikkeling van de wortelknobbelaaltjes Meloidogyne chitwoodi (maïswortelknobbelaaltje) en M. fallax (bedrieglijk maïswortelknobbelaaltje) op aardappel, om vast te stellen hoeveel generaties van deze aaltjessoorten onder Nederlandse omstandigheden per groeiseizoen mogelijk zijn en welke generatie de nieuw gevormde knollen daadwerkelijk infecteert. Er worden minimaal twee generaties gevormd en de tweede generatie is verantwoordelijk voor de schade aan de knollen. Bestrijdingsstrategieën die uitgaan van het voorkomen van de tweede generatie juvenielen bieden de beste mogelijkhede

Coping with the Forced Swim Stressor: Towards Understanding an Adaptive Mechanism

In the forced swim test (FST) rodents progressively show increased episodes of immobility if immersed in a beaker with water from where escape is not possible. In this test, a compound qualifies as a potential antidepressant if it prevents or delays the transition to this passive (energy conserving) behavioural style. In the past decade however the switch from active to passive "coping" was used increasingly to describe the phenotype of an animal that has been exposed to a stressful history and/or genetic modification. A PubMed analysis revealed that in a rapidly increasing number of papers (currently more than 2,000) stress-related immobility in the FST is labeled as a depression-like phenotype. In this contribution we will examine the different phases of information processing during coping with the forced swim stressor. For this purpose we focus on the action of corticosterone that is mediated by the closely related mineralocorticoid receptors (MR) and glucocorticoid receptors (GR) in the limbic brain. The evidence available suggests a model in which we propose that the limbic MR-mediated response selection operates in complementary fashion with dopaminergic accumbens/prefrontal executive functions to regulate the transition between active and passive coping styles. Upon rescue from the beaker the preferred, mostly passive, coping style is stored in the memory via a GR-dependent action in the hippocampal dentate gyrus. It is concluded that the rodent's behavioural response to a forced swim stressor does not reflect depression. Rather the forced swim experience provides a unique paradigm to investigate the mechanistic underpinning of stress coping and adaptation

The New RF Control System for the CERN SPS Accelerator

The old SPS RF control system designed in 1972 has been replaced completely, i.e. both hardware and software. The new system has to control both RF equipment conceived during the last 23 years and future (modern) equipment. Using information analysis methods, we derived a model of an RF command and designed a data base accordingly (ORACLE®). Information from this data base is used for command generation and processing and also for archiving settings. The advantage is purely generic software, i.e. the same computer code is used for switching on an RF amplifier, as for setting a frequency synthesizer. New equipment is added very simply by entering new records in the data base. Additional features include a reservation scheme whereby a user can take private control of any piece of equipment, a reporting facility notifying the user of the simultaneous control activity by other users on RF equipment, and a capability scheme assigning a level of expertise to each user restricting action on the equipment

Commissioning of the 400 MHz LHC RF System

The installation of the 400 MHz superconducting RF system in LHC is finished and commissioning is under way. The final RF system comprises four cryo-modules each with four cavities in the LHC tunnel straight section round IP4. Also underground in an adjacent cavern shielded from the main tunnel are the sixteen 300 kW klystron RF power sources with their high voltage bunkers, two Faraday cages containing RF feedback and beam control electronics, and racks containing all the slow controls. The system and the experience gained during commissioning will be described. In particular, results from conditioning the cavities and their movable main power couplers and the setting up of the low level RF feedbacks will be presented

Self-reported personality traits in forensic populations: a meta-analysis

FSW - Self-regulation models for health behavior and psychopathology - ou

First Beam Commissioning of the 400 MHz LHC RF System

Hardware commissioning of the LHC RF system was successfully completed in time for first beams in LHC in September 2008. All cavities ware conditioned to nominal field, power systems tested and all Low level synchronization systems, cavity controllers and beam control electronics were tested and calibrated. Beam was successfully captured in ring 2, cavities phased, and a number of initial measurements made. These results are presented and tests and preparation for colliding beams in 2009 are outlined

Specialty-based, voluntary incident reporting in neonatal intensive care: description of 4846 incident reports

OBJECTIVES: To examine the characteristics of incidents reported after introduction of a voluntary, non-punitive incident reporting system for neonatal intensive care units (NICUs) in the Netherlands; and to investigate which types of reported incident pose the highest risk to patients in the NICU. DESIGN: Prospective multicentre survey. METHODS: Voluntary, non-punitive incident reporting was introduced in eight level III NICUs and one paediatric surgical ICU. An incident was defined as any unintended event which (could have) reduced the safety margin for the patient. Multidisciplinary, unit-based patient safety committees systematically collected and analysed incident reports, and assigned risk scores to each reported incident. Data were centrally collected for specialty-based analysis. This paper describes the characteristics of incidents reported during the first year. Bivariate logistic regression analysis was conducted to identify high-risk incident categories. RESULTS: There were 5225 incident reports on 3859 admissions, of which 4846 were eligible for analysis. Incidents with medication were most frequently reported (27%), followed by laboratory (10%) and enteral nutrition (8%). Severe harm was described in seven incident reports, and moderate harm in 63 incident reports. Incidents involving mechanical ventilation and blood products were most likely to be assigned high-risk scores, followed by those involving parenteral nutrition, intravascular lines and medication dosing errors. CONCLUSIONS: Incidents occur much more frequently in Dutch NICUs than has been previously observed, and their impact on patient morbidity is considerable. Reported incidents concerning mechanical ventilation, blood products, intravascular lines, parenteral nutrition and medication dosing errors pose the highest risk to patients in the NIC

Protein Pattern Formation

Protein pattern formation is essential for the spatial organization of many intracellular processes like cell division, flagellum positioning, and chemotaxis. A prominent example of intracellular patterns are the oscillatory pole-to-pole oscillations of Min proteins in \textit{E. coli} whose biological function is to ensure precise cell division. Cell polarization, a prerequisite for processes such as stem cell differentiation and cell polarity in yeast, is also mediated by a diffusion-reaction process. More generally, these functional modules of cells serve as model systems for self-organization, one of the core principles of life. Under which conditions spatio-temporal patterns emerge, and how these patterns are regulated by biochemical and geometrical factors are major aspects of current research. Here we review recent theoretical and experimental advances in the field of intracellular pattern formation, focusing on general design principles and fundamental physical mechanisms.Comment: 17 pages, 14 figures, review articl

Students' difficulties, conceptions and attitudes towards learning algebra : an intervention study to improve teaching and learning

The skills necessary to identify and analyse errors and misconceptions made by students are needed by teachers of all levels especially at the lower secondary school level in Malaysia. If students are to be successful in tackling mathematical problems later in their schooling, the one prerequisite is the mastery of basic concepts in algebra. Despite the best efforts of the teachers, students still develop algebra misconceptions. Is it possible to reduce or eliminate these misconceptions? The research involved a survey of 14 year-old students in Form 2 (Grade 8) in the Penampang district of Sabah, East Malaysia. The focus of this study lies in students’ difficulties, conceptions and attitudes towards learning algebra in the framework of conceptual change. A possible way to help students overcome their learning difficulties and misconceptions is by implementing diagnostic teaching involving conflict to foster conceptual change. The study involved evaluating the efficacy of a conceptual change instructional programme involving cognitive conflict in (1) facilitating Form 2 students’ understanding of algebra concepts, and (2) assessing changes in students’ attitudes towards learning mathematics, in a mixed quantitativequalitative research design.A 24-item Algebra Diagnostic Test and a 20-item Test of Mathematics-Related Attitudes (TOMRA) questionnaire were administered as a pretest and a posttest to 39 students in each of a heterogeneous high-achieving class and a below-average achieving class. In addition 9 students were purposefully selected to participate in the interview.The results of the study indicated that students’ difficulties and misconceptions from both classes fell into five broad areas: (1) basic understanding of letters and their place in mathematics, (2) manipulation of these letters or variables, (3) use of rules of manipulation to solve equations, (4) use of knowledge of algebraic structure and syntax to form equations, and (5) generalisation of rule for repetitive patterns or sequences of shapes.The results also showed that there was significant improvement in students’ achievement in mathematics. Further, students’ attitude towards inquiry of mathematics lessons showed significant positive improvement. Enjoyment remained high even though enjoyment of mathematics lesson showed no change. Also, changes in students’ understanding (from unintelligible to intelligible, intelligible to plausible, plausible to fruitful) illustrated the extent of changes in their conceptions.Different pedagogies can affect how conceptual change and challenge of misconceptions occurs. Therefore, knowledge of the origin of different types of misconceptions can be useful in selecting more effective pedagogical techniques for challenging particular misconceptions. Also, for teachers to create an effective learning experience they should be aware of and acknowledge students’ prior knowledge acquired from academic settings and from everyday previous personal experiences. Since all learning involves transfer from prior knowledge and previous experiences, an awareness and understanding of a student’s initial conceptual framework and/or topic can be used to formulate more effective teaching strategies. If this idea is taken a step further, it could be said that, because misconceptions comprise part of a conceptual framework, then understanding origins of misconceptions would further facilitate development of effective teaching strategies.Further research is needed to help teachers to understand how students experience conflict, how students feel when they experience conflict, and how these experiences are related to their final responses because cognitive conflict has both constructive and destructive potential. Thus, by being able to interpret, recognise and manage cognitive conflict, a teacher can then successfully interpret his/her students’ cognitive conflict and be able to make conceptual change more likely or help students to have meaningful learning experiences in secondary school algebra