Foraging in the limpet Patella vulgata: The influence of rock slope on the timing of activity

Preliminary observations of limpet activity at Lough Hyne, in south-west Ireland, showed that individuals on steep slopes were primarily active at night, when emersed; while those on near-horizontal rocks were often active during daytime submersion. Observations over an 11 d period of limpet populations on a near-vertical and a near-horizontal site, only 45 m apart, confirmed that animals on the near-vertical site were active on nocturnal low tides, whilst those on the near-horizontal site were active on daytime high waters. A short-term survey at ten sites, which had limpets on both extremes of slope (i.e. either near-vertical or near-horizontal), showed that limpets on near-horizontal surfaces were, on average, more active at daytime high waters than those on near-vertical faces. In 1996 and 1997 surveys of activity at daytime high, and nocturnal low waters were conducted at sites (14 - 15) with varying rock slopes (~3 - 87°). In all cases, limpets on more steep slopes were active at nocturnal emersion whilst animals on more gentle slopes were active on daytime submersion periods. In most cases these trends were significant and explained between 22 - 40% and 37 - 44% of the variation in activity with site in 1996 and 1997 respectively. Analysis of the head orientation of limpets on their home scars showed that animals orientated in a down shore direction at all sites (1997 data) suggesting that limpets do perceive and respond to slope. Whilst slope does appear to influence the timing of limpets' activity (and especially on very steep or gently sloping sites) it does not account for a large degree of the variation in activity and, on sites with slopes between 30 and 60°, is likely to work in combination with other factors.published_or_final_versio

práticas de comunicação do professor

O objetivo deste projeto de investigação prende-se com a compreensão das minhas práticas de comunicação no âmbito de discussões orais coletivas em Português, considerando as ações discursivas e a comunicação multimodal do professor, bem como as principais inquietações experienciadas durante a dinamização das atividades. O enquadramento teórico é composto por duas secções. A primeira refere-se ao ato comunicativo na sala de aula, onde se esclarece a importância da oralidade e da comunicação multimodal. A segunda apresenta o conceito de discussão oral coletiva, os pressupostos e as práticas do professor nas suas diferentes fases, bem como as práticas de comunicação do professor na dinamização de discussões orais coletivas em Português. A metodologia adotada insere-se num paradigma interpretativo de natureza qualitativa e corresponde a uma investigação sobre a própria prática. A recolha de dados foi efetuada recorrendo à observação-participante, a entrevistas e à análise documental. Os participantes do projeto foram os alunos de uma turma de 5.º ano de escolaridade e eu própria, enquanto professora estagiária da turma. O projeto de investigação foi desenvolvido a partir da seleção de três atividades de uma sequência didática que foram dinamizadas com diferentes objetivos e metodologias de trabalho. Os resultados do projeto evidenciam que, na preparação das atividades, as interações entre professora-alunos, alunos-professora e alunos-alunos, a ação discursiva questionar e os modos semióticos verbais e não-verbais foram antecipados e que esta prática foi fundamental para conseguir gerir as intervenções dos alunos com uma maior segurança no momento de dinamização das atividades, quando fui confrontada com inquietações relacionadas com o desinteresse dos alunos e com a gestão dos modos semióticos utilizados. Os resultados evidenciam, ainda, que, nas interações entre professora-alunos, as questões do tipo “Como?” e “Porquê?” foram as mais recorrentes, por apresentarem um maior potencial para desafiarem os alunos a discutirem os temas, e que os modos verbal, paraverbal e não-verbal se complementaram, auxiliando os alunos nas suas reflexões e na construção de significados coletivos.The goal of this investigation project is the understanding of my comunication practices in the context of colective oral discussions in Portuguese, considering the discursive actions and the multimodal communication of the teacher, as well as the main concerns experienced during the dinamization of the activities. The theoretical framing is composed of two sections. The first one refers to the communicative act in the classroom, where the importance of the orality and multimodal communication becomes clear. The second one presents the concept of collective oral discussion, the presuppositions and the practices of the teacher in its different phases, as well as the teacher communication practices in the dinamization of colective oral discussions in Portuguese. The adopted methodology is inserted into an interpretative paradigm of qualitative nature and corresponds to an investigation about the practice itself. The data gathering was done using participative-observation, interviews and document analysis. The project participants were the students of a 5th grade class and myself, as an intern teacher of the class. The investigation project was developed by the selection of three activities of a didatic sequence that was performed with different goals and working methodologies. The results of the project show that, in the preparation of the activities, the interactions between teacher-students, students-teacher and students-students, the discursive action questioning and the verbal and non-verbal semiotic modes were anticipated and that this practice was fundamental to be able to manage the students interventions with a higher safety, in the moment of the dinamization of the activities, when I was confronted with concerns related with the disinterest of the students and the management of the semiotic modes used. The results still show that, in the interactions between teacher-students, the questions like "How?" and "Why?" were the most recurrent, for presenting a higher potential to challenge the students to discuss the subjects, and that the verbal, paraverbal and non-verbal modes complemented each other, helping the students in their reflections and in the construction of collective meanings

Introduction of new guest molecules into BEDT-TTF radical-cation salts with tris(oxalato)ferrate

Radical-cation salts of formula β′′-(BEDT-TTF)4[(H3O)Fe(C2O4)3]·guest have produced a large number of superconductors and provided a route to introduce magnetism and chirality into the same multifunctional material. A relationship has been found in these salts between the length of the b axis and the superconducting Tc. Increasing the b axis length by introducing larger guest molecules, such as benzonitrile and nitrobenzene, gives the highest superconducting Tcs in this family of salts. Smaller guests such as pyridine show no superconducting transition, whilst asymmetrical guests which are larger than nitrobenzene have given a different bilayered structure. Other potential guest molecules have been limited by their ability to be used as the solvent in which the crystals are grown via electrocrystallisation. This paper reports a method which introduces guest molecules into the crystal which are a solid or liquid additive within the crystal-growing solvent 1,2,4-trichlorobenzene:ethanol. We present the crystal structures of five new BEDT-TTF radical-cation salts with tris(oxalato)ferrate anions using guest molecules toluene, phenol, benzaldehyde, 4-bromobenzaldehyde, and kojic acid

Flexible prey handling, preference and a novel capture technique in invasive, sub-adult Chinese mitten crabs

This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The attached file is the published version of the article

Discordant identification of pediatric severe sepsis by research and clinical definitions in the SPROUT international point prevalence study

Introduction: Consensus criteria for pediatric severe sepsis have standardized enrollment for research studies. However, the extent to which critically ill children identified by consensus criteria reflect physician diagnosis of severe sepsis, which underlies external validity for pediatric sepsis research, is not known. We sought to determine the agreement between physician diagnosis and consensus criteria to identify pediatric patients with severe sepsis across a network of international pediatric intensive care units (PICUs). Methods: We conducted a point prevalence study involving 128 PICUs in 26 countries across 6 continents. Over the course of 5 study days, 6925 PICU patients <18 years of age were screened, and 706 with severe sepsis defined either by physician diagnosis or on the basis of 2005 International Pediatric Sepsis Consensus Conference consensus criteria were enrolled. The primary endpoint was agreement of pediatric severe sepsis between physician diagnosis and consensus criteria as measured using Cohen's ?. Secondary endpoints included characteristics and clinical outcomes for patients identified using physician diagnosis versus consensus criteria. Results: Of the 706 patients, 301 (42.6 %) met both definitions. The inter-rater agreement (? ± SE) between physician diagnosis and consensus criteria was 0.57 ± 0.02. Of the 438 patients with a physician's diagnosis of severe sepsis, only 69 % (301 of 438) would have been eligible to participate in a clinical trial of pediatric severe sepsis that enrolled patients based on consensus criteria. Patients with physician-diagnosed severe sepsis who did not meet consensus criteria were younger and had lower severity of illness and lower PICU mortality than those meeting consensus criteria or both definitions. After controlling for age, severity of illness, number of comorbid conditions, and treatment in developed versus resource-limited regions, patients identified with severe sepsis by physician diagnosis alone or by consensus criteria alone did not have PICU mortality significantly different from that of patients identified by both physician diagnosis and consensus criteria. Conclusions: Physician diagnosis of pediatric severe sepsis achieved only moderate agreement with consensus criteria, with physicians diagnosing severe sepsis more broadly. Consequently, the results of a research study based on consensus criteria may have limited generalizability to nearly one-third of PICU patients diagnosed with severe sepsis

The mechanical strength of additive manufactured intraosseous transcutaneous amputation prosthesis, known as the ITAP

The focus of this research is the ability to manufacture, when using layer base production methods, the medical insert known as ITAP used for prosthetic attachment in a femur. It has been demonstrated using computational modelling that a 3-dimensional build of the ITAP has the lowest stress present when the honeycomb infill pattern’s percentage is set at 100%, with the ITAP being constructed on a horizontal printing bed with the shear forces acting adjacent to the honeycomb structure. The testing has followed the British standard ISO 527-2:2012, which shows a layer base printed tensile test sample, with a print setting of 100% infill and at a side print orientation; this was found to withstand a greater load before failure than any other printed test configuration. These findings have been validated through simulations that analyses the compression, shear and torque forces acting upon an augmented femur, with an imbedded ITAP model