Letter from H. W. Rolfe to John Muir, 1906 Jul 5 .

Stanford University, July 5, 1906.Dear Mr. Muir:When you were in Palo Alto you bad the kindness to say that my brother might stop and see you a bit on his way out to us. He leaves New York on the- 5th, and spends probably two days at the Canon. If you are at liberty for an hour he will be very glad, and also if you can tell him. how to get guidance to the Forest. But if you are busy, do say so. He is a very easy person, and would rather be told if you were engaged.I presume you got the word I sent through Mr. Keeler, that there is nothing in paleaobotany here, but that there are plenty of persons at Stanford who would be glad to get a box of books sent to you from either Harvard College library or the Congressional, if you will say the word.Very truly yours,[illegible]0374

X-ray CT analysis after blast of composite sandwich panels

Four composite sandwich panels with either single density or graded density foam cores and different face-sheet materials were subjected to full-scale underwater blast testing. The panels were subjected to 1kg PE4 charge at a stand-off distance of 1 m. The panel with graded density core and carbon fiber face-sheets had the lowest deflection. Post-blast damage assessment was carried out using X-ray CT scanning. The damage assessment revealed that there is a trade-off between reduced panel deflection and panel damage. This research has been performed as part of a program sponsored by the Office of Naval Research (ONR)

Partnership research with older people: moving towards making the rhetoric a reality

As nursing develops closer partnerships with older people in delivering care, it also needs to develop partnerships in order to create the knowledge base for practice in a way that challenges professional hegemony and empowers older people. However, the process of developing partnerships in research takes place against a background of academic research traditions and norms, which can present obstacles to collaboration. This paper is a reflection on the issues that have arisen in three projects where older people were involved in research at different levels, from sources of data to independent researchers. It points to some of the areas that need further exploration and development

Reagent based DOS: A "Click, Click, Cyclize" strategy to probe chemical space

The synthesis of small organic molecules as probes for discovering new therapeutic agents has been an important aspect of chemical-biology. Herein we report a reagent-based, diversity-oriented synthetic (DOS) strategy to probe chemical and biological space via a “Click, Click, Cyclize” protocol. In this DOS approach, three sulfonamide linchpins underwent cyclization protocols with a variety of reagents to yield a collection of structurally diverse S-heterocycles. In silico analysis is utilized to evaluate the diversity of the compound collection against chemical space (PC analysis), shape space (PMI) and polar surface area (PSA) calculations

Liveweight performance of cattle grazing Redlands and Wondergraze leucaena north Queensland

Leucaena is a rapid-growing, perennial legume which has potential to intensify beef production in the northern rangelands of Australia. Adoption of leucaena in north Queensland has been limited, in-part by the prevalence of the leucaena psyllid (Heteropsylla cubana). Psyllid infestations cause yield losses (Bray and Woodroffe 1991) and all cultivars previously used by industry are susceptible. Leucaena leucocephala 'Redlands' (R) released in 2018 has genetic resistance to psyllids with potential to increase leucaena productivity in psyllid prone regions and increase adoption. However, the performance of R under commercial grazing was untested and cattle grazing a leucaena palatability trial at Whitewater Station in north Queensland, initially grazed other leucaena varieties in preference to R (Keating 2019)

Cyclic catalytic upgrading of chemical species using metal oxide materials

Processes are disclosure which comprise alternately contacting an oxygen-carrying catalyst with a reducing substance, or a lower partial pressure of an oxidizing gas, and then with the oxidizing gas or a higher partial pressure of the oxidizing gas, whereby the catalyst is alternately reduced and then regenerated to an oxygenated state. In certain embodiments, the oxygen-carrying catalyst comprises at least one metal oxide-containing material containing a composition having one of the following formulas: (a) Ce.sub.xB.sub.yB'.sub.zB''O.sub..delta., wherein B=Ba, Sr, Ca, or Zr; B'=Mn, Co, or Fe; B''=Cu; 0.01<x<0.99; 0<y<0.6; 0<z<0.5; and 1<.delta.<2.2; (b) Sr.sub.vLa.sub.wB.sub.xB'.sub.yB''.sub.zO.sub..delta., wherein B=Co or Fe; B'=Al or Ga; B''=Cu; 0.01<v<1.4; 0.1<w<1.6; 0.1<x<1.9; 0.1<y<0.9; 0<z<2.2; and 3<.delta.<5.5)

Mind the Gap

Mind the Gap sought to improve the metacognition and academic attainment of pupils in Year 4. There were two aspects to the intervention. The first involved training teachers in how to embed metacognitive approaches in their work, and how to continue to effectively and strategically involve parents. This training took place over a day and was provided by a consultant. The second component focused on parental engagement and offered families the opportunity to participate in a series of facilitated workshops where children and parents work together to create an animated film. Sessions were coordinated by a practitioner who helped participants to think about how they are learning, create learning goals and reflect on their progress; to be metacognitive about the learning process they were engaged in together. The families were offered 2 hours of workshops per week for 5 weeks (10 hours in total). The project targeted schools in four areas of England: Birmingham, Devon, London and Manchester. It was delivered by the Campaign for Learning, with assessments carried out by Durham University. Delivery started in September 2012 and finished in October 2013. The project was evaluated using a randomised controlled trial, which compared the interventions to a ‘business-as-usual’ control group. It is important to note that it was eligibility for the animation course, not participation, that was randomised, so the results must be regarded as estimating the effect of being offered the animation course (alone or in combination with teacher training, as appropriate) rather than participating in it

A contemporary assessment of land condition in the Northern Gulf region of Queensland

A framework using assessments of soil condition, pasture composition and woodland density was applied to describe 14 grazing land types as being in A (100% of original carrying capacity), B (75%), C (45%) or D (20%) condition. We assessed the condition of 260 sites, principally along public and some station roads, to provide a benchmark for current land condition. Land types were also assigned relative grazing values between 10 (best) and 0, reflecting soil fertility and potential biomass production. The method identifies particular, 'at-risk' land types for priority investment of resources, while the rationale behind assessments might point to management interventions to improve the condition of those land types. Across all land types, 47% of sites were in A condition, 34% in B condition, 17% in C condition and only 2% in D condition. Seventy-five percent of land types with grazing values >5 were in A or B condition, compared with 88% for those with grazing values ?5. For Georgetown granites, only 27% of sites were in A or B condition, with values for other land types being: alluvials 59%, black soils 64% and red duplex soils 57%, suggesting that improving management of these land types is a priority issue. On land types with high grazing value, the major discounting factor was pasture composition (72% of sites discounted), while increasing woodland density was the main discount (73% of sites discounted) on low grazing value land types

Changing Mindsets: Effectiveness trial

The Changing Mindsets project aimed to improve attainment outcomes at the end of primary school by teaching Year 6 pupils that their brain potential was not a fixed entity but could grow and change through effort exerted. The programme, delivered by Portsmouth University, taught pupils about the malleability of intelligence through workshops. Teachers attended short professional development courses on approaches to developing a ‘growth mindset’ before delivering sessions to pupils weekly, over eight consecutive weeks. Teachers were encouraged to embed aspects of the growth mindset approach throughout their teaching—for example, when giving feedback outside of the sessions. They were also given access to digital classroom resources, such as a video case study of Darwin overcoming adversity in his own life, as a practical example of the importance of having a growth mindset. The project was a randomised controlled trial (RCT) and included 101 schools and 5018 pupils across England, assigned to either intervention or control groups. The trial ran from September 2016 to February 2017. The process evaluation involved interviews with teachers, focus groups with pupils receiving the intervention, lesson observations, and surveys of both treatment schools and control groups throughout the course of the intervention. Key conclusions 1. Pupils in schools that received the intervention did not make any additional progress in literacy nor numeracy—as measured by the national Key Stage 2 tests in reading, grammar, punctuation, and spelling (GPS), and maths—compared to pupils in the control group. This finding has high security. 2. This evaluation also examined four measures of non-cognitive skills: intrinsic value, self-efficacy, test anxiety, and selfregulation. The evaluation did not find evidence of an impact on these measures for pupils in schools that received Changing Mindsets. A positive impact was found for the intrinsic value measure, but the impact was small and was not statistically significant. 3. Among pupils eligible for free school meals (‘FSM pupils’), those in schools that received the intervention did not make any additional progress in literacy nor numeracy—as measured by the national Key Stage 2 tests in reading, GPS, and maths— compared to FSM pupils in schools that did not receive the intervention. 4. One explanation for the absence of a measurable impact on pupil attainment is the widespread use of the growth mindset theory. Most teachers in the comparison schools (that did not receive the intervention) were familiar with this, and over a third reported that they had attended training days based on the growth mindset approach