Review of The British Commonwealth and Victory in the Second World War by Iain E. Johnston-White

Review of The British Commonwealth and Victory in the Second World War by Iain E. Johnston-White

The Myth of the Good War: America in the Second World War Revised Edition (Book Review) by Jacques R. Pauwels

Review of The Myth of the Good War: America in the Second World War Revised Edition by Jacques R. Pauwel

Stopping the Panzers: The Untold Story of D-Day (Book Review) by Marc Milner

Review of Stopping the Panzers: The Untold Story of D-Day by Marc Milne

Review of The Endless Battle: The Fall of Hong Kong and Canadian POWs in Imperial Japan by Andy Flanagan

Review of The Endless Battle: The Fall of Hong Kong and Canadian POWs in Imperial Japan by Andy Flanagan

Alien Registration- St Croix, Bertha (Fort Fairfield, Aroostook County)

https://digitalmaine.com/alien_docs/35914/thumbnail.jp

Feedback Control Mechanisms Regulating Breathing In Humans

The respiratory system regulates alveolar ventilation (V{dollar}\sb{lcub}\rm A{rcub}{dollar}) almost exactly to the demands of the body so that the PCO{dollar}\sb2{dollar} and PO{dollar}\sb2{dollar} of the arterial blood are hardly altered, even during strenuous exercise or other types of respiratory stress. The feedback control of ventilation was studied in human subjects using the technique of dynamic end-tidal forcings to produce perturbations in end-tidal PCO{dollar}\sb2{dollar} (P{dollar}\sb{lcub}\rm ET{rcub}{dollar}CO{dollar}\sb2{dollar}) and end-tidal PO{dollar}\sb2{dollar} (P{dollar}\sb{lcub}\rm ET{rcub}{dollar}O{dollar}\sb2{dollar}) to stimulate the respiratory chemoreceptors.;The purpose of the first study was to investigate the interaction between ventilatory drives from the central (cR{dollar}\sb{lcub}\rm c{rcub}{dollar}) and peripheral (pR{dollar}\sb{lcub}\rm c{rcub}{dollar}) chemoreceptors using their different speeds of response to enable a temporal separation of their chemical stimulation. It was demonstrated that the chemoreflexes were independent of each other, confirming that hypoxia and the CO{dollar}\sb2{dollar}-H{dollar}\sp+{dollar} complex interact at the level of the pR{dollar}\sb{lcub}\rm c{rcub}{dollar}, and the drives from the periphery and from the central chemosensitive area add together in their effects on ventilation.;The objective of the second study was to examine the contribution of the pR{dollar}\sb{lcub}\rm c{rcub}{dollar} to ventilation during the steady state of moderate intensity exercise, using hyperoxic suppression of pR{dollar}\sb{lcub}\rm c{rcub}{dollar} drive, while stabilizing the drive at the cR{dollar}\sb{lcub}\rm c{rcub}{dollar} by maintaining a constant P{dollar}\sb{lcub}\rm ET{rcub}{dollar}CO{dollar}\sb2{dollar}. The results revealed that the peripheral chemoreceptors were responsible for 15% of the ventilatory drive during moderate intensity exercise. This modest contribution supports the theory that the arterial chemoreceptors function to fine tune V{dollar}\sb{lcub}\rm A{rcub}{dollar} to minimize change in arterial blood gases. Sustained hyperoxia, however, appeared to lower the set point about which P{dollar}\sb{lcub}\rm a{rcub}{dollar}CO{dollar}\sb2{dollar} was regulated.;The technique of dynamic end-tidal forcings is based on the assumption that changes in P{dollar}\sb{lcub}\rm ET{rcub}{dollar}CO{dollar}\sb2{dollar} mirror changes in P{dollar}\sb{lcub}\rm a{rcub}{dollar}CO{dollar}\sb2{dollar}. The objective of the final study was to compare arterial PCO{dollar}\sb2{dollar} (P{dollar}\sb{lcub}\rm a{rcub}{dollar}CO{dollar}\sb2{dollar}), determined directly in the radial artery, with indirect estimates of P{dollar}\sb{lcub}\rm a{rcub}{dollar}CO{dollar}\sb2{dollar} derived from arterialized-venous blood (P{dollar}\sb{lcub}\rm av{rcub}{dollar}CO{dollar}\sb2{dollar}) and from the respired gases. Mean (P{dollar}\sb{lcub}\rm av{rcub}{dollar}CO{dollar}\sb2{dollar}) agreed most closely with mean P{dollar}\sb{lcub}\rm a{rcub}{dollar}CO{dollar}\sb2{dollar} at rest and in exercise. A significant P{dollar}\sb{lcub}\rm ET{rcub}{dollar}CO{dollar}\sb2{dollar} to P{dollar}\sb{lcub}\rm a{rcub}{dollar}CO{dollar}\sb2{dollar} difference, positively correlated with the level of inspired PCO{dollar}\sb2{dollar}, was found under both resting and exercise conditions. Of the noninvasive techniques, mean estimates calculated using the regression equation developed by Jones et al. (J. Appl. Physiol., 1979) corresponded most closely with P{dollar}\sb{lcub}\rm a{rcub}{dollar}CO{dollar}\sb2{dollar} in exercise

Review of “The Imperial Army Project: Britain and the Land Forces of the Dominions and India, 1902-1945” by Douglas E. Delaney

Review of The Imperial Army Project: Britain and the Land Forces of the Dominions and India, 1902-1945 by Douglas E. Delane

Review of The British Commonwealth and Victory in the Second World War by Iain E. Johnston-White

Review of The British Commonwealth and Victory in the Second World War by Iain E. Johnston-White

Investigation of Action Research within a Professional Learning and Development Model

There is not a single professional learning and development (PLD) model that is effective for all educators. Student and teacher needs vary from classroom to classroom, and it is essential to consider all these needs when creating a PLD plan. This study examined the extent to which educators perceive action research as having the capacity to facilitate engagement in Teaching Quality Standard (TQS) Competency 2, or engagement in “career-long professional learning and ongoing critical reflection to improve teaching and learning” (Alberta Education, 2018c, p. 4). More specifically, this study sought to understand teacher perceptions of the process of planning, executing, and evaluating a research-based process within their practice. This mixed-methods study contributed to the body of knowledge around PLD and action research through observations (n = 25), surveys (n = 38), and interviews (n = 6). The importance of this study is the high school educators’ (teachers, counsellors, and administrators) perspectives and experiences about the supports, the challenges, and how responsive action research was to TQS Competency 2. This study led to important findings regarding action research as a potential model. A teacher leader implemented the action research model, and over 23 hours and 40 minutes were allotted for educators to work on their action research projects. The key findings of this study are: (a) action research must be job- embedded, (b) action research decisions were evidence-informed, (c) the action research process must be an ongoing process supported with time, (d) action research enhances teaching practices, and (e) collaboration supports action research. Finally, action research can be an effective and potential PLD model in education

‘Capturing the magic': grassroots perspectives on evaluating open youth work

Youth work’s informal and youth-centred nature raises challenges for evaluation, challenges that are intensified by the growing dominance of measurement, market values and surveillance in the context of the neoliberal restructuring of youth services. This article builds on Griffiths’ (2012, Why Joy in Education Is an Issue for Socially Just Policies. Journal of Education Policy 27 (5): 655–670) philosophical argument for valuing the intrinsic contribution of education, thus conceptualising evaluation as encompassing more than measuring outcomes. It reports the findings of a three-year qualitative study in eight open youth work settings in England that investigated the perspectives of 143 young people, youth workers and policy makers on evaluation in youth work. While young people and youth workers had often participated in evaluations they found meaningful, some approaches to impact measurement were experienced as too formal, intrusive, insensitive and burdensome. The article argues that evaluation and accountability processes must be practice-informed, youth-centred, and anti-oppressive. It recommends the participatory and collaborative development of diverse methods and approaches to evaluation that ‘capture the magic’ of youth work while enabling further reflection and development of practice