Spatial Patterns of Winter Roadside Gray Wolf Sightability in Yellowstone National Park

Imperfect detection is ubiquitous among wildlife research and can affect research conclusions and management. Detection probability is often included in observation-based models. We leveraged research of gray wolves (Canis lupus) in northern Yellowstone National Park (YNP) to evaluate how the probability of sighting radio collared wolf packs from ground-based observation locations was affected by the characteristics of each spatial location (i.e., distance from the road, visibility (from a viewshed analysis), habitat openness, carcass presence, and wolf group size). We used two complementary approaches focusing on sightings during early (mid-November to mid-December) and late (March) winter periods between 1995 and 2017. First, we used 2,681 unique, daily observations of 17 wolf packs collected during 44 unique 30-day winter monitoring periods. We then compared these ground observations to the same number of random locations, each sampled from within wolf pack home ranges. Using this dataset, we used conditional logistic regression to estimate the probability of observing a group of wolves. Second, we used information on continuous observations of wolves collared with Global Positioning System (GPS) radio collars. We developed a similar probability of observing a group of wolves using logistic regression, but we compared GPS locations where wolves were observed from the ground crews to location where wolves were known to not be observed. We termed the first analysis a used-available model, and the second a used-unused model in accordance with the field of resource selection functions. Using the used-available model, we found that the probability of wolf sightings declined as wolves were farther from the road and increased when wolves were in open, visible areas and when wolves were in larger groups. These results were very similar to the used-unused model developed with only GPS-collared wolf locations. The top model included the same covariates, which each had the same directional effect on the probability of seeing wolves. We used our results to build spatial predictions for seeing wolves in YNP. These predictions are useful to managers for identifying “hot-spots” of wolf observations and can be incorporated into research related to wolf ecology and predator-prey dynamics that relies on observations of wolves

Problems of education and democracy in India

Thesis (Ph.D.)--Boston UniversityThe object of this dissertation is twofold: First, to discover the place or religion in public education India. Second, to ascertain the degree and kind of freedom and responsibility the public school system has in making available the resources of religion to students. The method or study is historical and comparative. The place of religion in public education in India has been evaluated from the very early times to the present day. The gradual growth at the principle of the separation of church and state, especially as it developed in the United States of America, is traced. The principle was generally accepted by the people by the end of the 19th century. The 20th century baa seen "two main inroads- -incorporation of some parochial schools in the public school system, retaining all the features of a parochial school, and religious education on "released time." It is generally conceded that in a composite state like the U.S.A., with its many nationalities, races, and religions, the impenetrable wall of separation between the church and the state has proved to be highly beneficial to one and all. It has helped to weld together diverse people and has given them a sense of their common nationality. The 17th and 18th century religious intolerance and sectarianism have been greatly minimized. India is also a composite secular state, with many religious groups. The principle of the separation of religion and politics is indispensable for creating national solidarity and inter-group harmony. The first major issue faced in the study is the nature and meaning or religion. There are a wide variety of definitions of religion. It is impossible to secure a general agreement on.the definitions of the term religion. The writer, through a common terminology in religious education, has attempted to state a functional philosophy of religious education. The functional approach to religious education is stated below: Religion operates at two levels--speculative and functional. At the speculative level it deals with various intellectual concepts which go to make a theology, with institutional structures which constitute ecclesiasticism and with practices which form its rites, ceremonies, and festivals. Religion also bears a functional relation to total human experience. It is an integrating process in individual and social living. It is concerned with the practical issues of living--individual well-being and general welfare. It operates in the realm of values. Finally, it is an all-pervasive quality. Religion can be taught in the schools at the functional level but not at the structural level. The functional concept is nothing new to India. Religion is the foundation, the heart and soul of India. In the ancient Hindu educational system, religion was given a central place. It entered into the warp and woof of society. The schools provided a religious environment and spiritual atmosphere where the student could "catch" religion. Islam is also an all-pervasive faith. It is interwoven in the believer's daily life. Religion is central to Islamic education. Religious operations in India, as elsewhere today, are speculative, mechanical, institutional, or superstitious. They are not genuine social functioning. This is due to the gross misunderstanding at the nature or religion. The developmental nature of religion is hardly recognized. The religions of India have remained unaltered now for many centuries. A functional concept of religion will be a great liberating and unifying force. It can lift religious life from a mere mechanical and animal level to a spiritual and cosmic level. The second major issue faced is the nature or learning. The method or teaching in traditional general education and religious education is: indoctrination or secular or sacred knowledge. Knowledge in such an education is an end in itself. Hindu, Moslem, and Christian traditional religious education is characterized by rote learning and oral transmission of sacred knowledge. Students in ancient India spent from sixteen to forty-eight years committing to memory the voluminous Vedas. In modern education, indoctrination is wholly discredited. Students learn with reference to a goal which they set for themselves. All learning is problem solving. Teaching is guiding the learning of students. The subject matter, whether secular or religious, is a means and not an end. The purpose of education is to contribute at the various age levels to the students' preparation for the needs ot every day living. The curriculum is experience-centered. It is focussed upon the needs, interests, and experiences of the students and upon the opportunities, demands, and exigencies or daily living. The teaching-learning cycle is calculated to develop in students those concepts, skills, understandings, and their learning products-ideals, attitudes, appreciations, interests and purposes--which will prepare them. for the situations and activities of life. This, in short, is the functional philosophy of education. Another major issue faced is a constitutional one. The problem under investigation hinges on the right of all persons to profess, practice, and propagate their religion and the principles of freedom of conscience and the separation of church and state (religion and politics). Three assumptions follow from these rights and principles. First, the right of every minority, whether because of religion, community, or language, to maintain its own parochial schools. Second, the right of the state to educate the children or taxpayers in state schools through the elected representatives. Third, the principle or the separation of church and state in practice means keeping religion and politics apart. It means an impenetrable wall of separation. between the two at the structural level, but not at the functional. Religion is central to all cultures. Functional religion is coterminous with life. A comparative study of the legal position of religious education in the U. S. A. and India is made. The. legal position. in the U. S. A. is confusing and contradictory. The U. S. Supreme Court in a recent; case (Mrs. Vasti McCollum v. the Champaign, Ill., Board of Education) declared the released time program there to be illegal. The question whether all released time religious education is legal or not is yet to be decided. The Draft Constitution of India has declared that there will be no religious education in the state schools. Private schools are allowed to organize religious instruction outside of school hours. But no student should be required to take part in such instruction. A minor may take part in such instruction with the permission of his parent or guardian. The practical question of the degree and kind of freedom and responsibility that the schools should have in teaching religion depends on the local community end its sensitivity to state laws. There are wide varieties of proposals and practices both in India and the U. S. .A. They reflect the thinking of two main groups the religious sects and the secularists. The proposals and practices of religious sects and sectarians may be grouped under six headings: 1. Adopt a system ot parochial schools for each denomination group, in place of the public school system. 2. Provide sectarian religious education in the public schools by employing teachers of various faiths in proportion to the number of pupils professing such faiths. 3. Provide a full afternoon each week for sectarian religious education on "dismissed time" at no cost to that public school. 4. The present arrangement of religion on "released time" should continue. 5. Let the public schools teach a "common core" of religious belief and practice. 6. Integrate the study of religion into the various school subjects. Proposals from the Secularists: 1. Teach a "common core" or ethics. 2. Teach democracy as religion. The various varieties or proposals and practices in India are included in the above categories. These proposals are not mutually exclusive. The accepted policy may have the best features of all the proposals or some of them. The following ten basic standards have emerged out or this study. Any proposal or practice which meets these standards may approximate a solution fair to the child who is the center of interest and also to the claims of the church (religious sects) and the state. 1. The principle of the separation of church and state (religion and politics) must be maintained. 2. It is the duty of the state to maintain a public school system where there is complete separation or the church and the state (religion and politics). 3. Freedom of religion demands tha right of any private agency to maintain its own parochial schools without any aid or tax money, except for state aid for the so-called "'welfare services". 4. The public schools should recognize that religion is a vital part of any culture. It should be integrated in "the program of studies at the functional level. 5. It is the duty or the religious sects to teach their scriptures, ways or worship, and prayer. 6. Religious education must take into consideration the nature and the child and the nature or the growth process. 7. Religious education must take into consideration the nature of the learning process and the teaching-learning cycle. 8. A public school is not irreligious; on the contrary, it is a great character building agency. 9. The dichotomy of the religious and secular can be removed by a functional concept of religion. 10. Lastly, it is the duty of everyone concerned to help tha growing generations to think for themselves and arrive at independent and responsible conclusions, using the highest operational values in the total culture as the criteria. The proposals and practices of the religious sects and of the secularists, in their present form, do not meet these standards. They violate one or more of them. The most popular program is religion on released time. It is generally conceded that it has not been effective in practice. There does not seem to be any correlation between such instruction and resulting conduct. It has not sensitized them to sociological processes. Finally, it has not helped them to be better citizens. The functional approach to religion in public education meets the ten basic standards. It is not proposed that it shou1d be taught as a separate subject. Ten areas of experience are selected. There is no finality about the number or the kind or experiences possible. Wherever and whenever these kinds of experiences are being developed there is religion in action. These experiences are found in the various subjects and in the total experience of the student, both in the school and outside. They are found at all age levels, and in the experience of people professing all faiths or no faith. Ten categories are as follows: 1. The dignity and worth or human personality. 2. Social sensitivity and social good will. 3. Sacriticing lower values for higher values. 4• The law of teamwork. s. Personal responsibility and accountability. 6. A scientific view of man and the universe. 7. Participation in national celebrations. 8. The spirit or progress. 9. General welfare and the common good. 10. Experiments in Truth and realizing a hierarchy of values. The following social faith proposed by the writer in another study is incorporated. The articles of faith represent the spirit of democracy and democracy as a way of life. Democracy is functional religion in action. A Common Social Faith in India 1. The dignity and worth or the individual human being must be recognized. 2. Free men and women or India liberated from political, social, and economic tyranny can and should rule themselves. 3. All minorities, whether based on religion, community, or language, should be respected and valued. 4. India, with its rich natural resources and great cultural heritage, belongs to one and all. 5. The method of non-violence, as demonstrated by Mahatma Gandhi, is superior to war. 6. Individual and community differences must, be settled through peaceful persuasion and not war. 7. General welfare should precede that of an individual or minority group, whether based on religion, community, or language. In addition to these doctrines, the following loyalties are proposed: The citizen of India is loyal: First, to himself as an individual of surpassing worth. Second, to the country first and then to the majority or minority community to which he belong. Third, to the supremacy of general welfare. Fourth, to the democratic method of peace. Fifth, to the principle of justice, liberty, equa1ity, and fraternity. Sixth, to the principle or the dignity of labor and the right to work. Seventh, to the ideal of efficiency guiding the selection of men and women in all government services. Eighth, to the ideal of national self-respect. Ninth; to the principle or cooperation in all fields of socially useful endeavor. Tenth, to a code or ethics in action in all walks of life. The following areas or social knowledge and social thought may be integrated into the social studies program: 1. Knowledge about the nature or man and the nature of the universe. 2. Knowledge of the long struggle to liberate the human mind and civilize the human heart. 3. Knowledge of the weakness and strength or Indian democracy. 4· Knowledge of the nature of totalitarianism, capitalism, socialism, and communism. 5. Knowledge about the aims and work of the United Nations. Proposed Auxiliary Agencies 1. 4-H Clubs for rural India. 2. Junior Achievement for the cities of India. 3. Student summer camps. 4. A National Conference of Hindus, Moslems, and Others to work for inter-group harmony. 5. A School of Religion to carry on research in Indian religions. Functional religion should be articulated and integrated in the total experience of students

Factors Influencing Entrepreneurial Intentions and the Role of Entrepreneurship Education in Indian Universities: A Stakeholder Perspective

Purpose:  This study aims to investigate the factors that influence the entrepreneurial intentions of university students in India, with a specific focus on family background, socio-cultural environment, and entrepreneurship education. Additionally, the research seeks to assess the current state of entrepreneurship education in Indian universities.   Theoretical framework: A conceptual framework was developed based on an extensive literature review to establish relationships between stakeholders and entrepreneurial intention. This framework serves as a guiding structure for the study, enabling the examination of the various factors influencing entrepreneurial intentions among university students in India.   Design/methodology/approach: The study employed an empirical research approach. Data was collected from a sample of 207 students using appropriate research instruments. The conceptual framework was tested using this data, enabling the identification and analysis of four stakeholder factors and three entrepreneurial intention factors.   Findings:  The findings reveal that specific dimensions of the socio-cultural environment and business development support have a positive and statistically significant impact on the entrepreneurial intention of university students in India. These results shed light on the factors that play a crucial role in shaping the entrepreneurial aspirations of students in the Indian context.   Research, Practical & Social implications:  The study emphasizes the need for high-quality entrepreneurship education, improved non-academic processes, and leveraging family background constructs to foster entrepreneurial intentions among Indian university students, providing valuable insights for policymakers and educational institutions.   Originality/value:  The study's conceptual framework, empirical research approach, unique insights, and practical recommendations contribute to the existing knowledge on entrepreneurship among Indian university students, providing valuable guidance for stakeholders in fostering a supportive educational ecosystem

Comparing the Effect of Three Different Primers on Shear Bond Strength of Metal Brackets Bonded using Transbond XT Adhesive: An Invitro study

OBJECTIVE: The aim of the present study is to compare the effect of three different primers (Transbond XT, Transbond MIP, Orthofix Anabond) on shear bond strength of brackets bonded using Transbond XT adhesive. MATERIALS AND METHODS: 90 adolescent premolars extracted for orthodontic purposes were collected over a period of 3 month period. All the teeth were examined for caries, fractures, discolorations. The sample which met the inclusion criteria were debrided and stored in 10% formalin solution. Forty-eight hours before testing the samples for shear bond strength, the brackets were bonded to the teeth samples along with their primers and adhesive allocated to the three groups (Group A Transbond XT, Group B Transbond MIP and Group C Orthofix Anabond). After bonding, the samples were stored in distilled water until the tests were initiated. Thermocycling was carried out in a stability chamber TH 90 S/G, Labline pvt ltd with a dwell time of 60 seconds in each bath for 3000x cycles. After thermocycling, the samples were mounted on a Universal Testing Machine for shear bond strength analysis. A blade at a cross-head speed of 1mm/min was applied to the bracket base until the bracket de-bonds. The values are recorded in Mega Pascals. STATISTICAL INFERENCE: Based on the statistical data, there was no significant differences between the three groups studied(ANOVA. The independent t-test between two groups showed a statistical significance between group A and group B(p= 0.44), and t-test between group B & C and group A & C showed no statistical significance(p=0.88 &p=0.06). RESULT: Thus from the above data the two MIP’s (Transbond MIP and Orthofix Anabond) showed a similar mean shear bond strength of 10.88±2.98Mpa and 11.00± 3.01Mpa.The ARI scores of the three groups showed a score of 2 for the Transbong XT group and Anabond group suggesting a bond failure between the resin. The Transbond MIP group indicated a bond failure at the tooth-resin interface (score 1). CONCLUSION: Orthofix Anabond possessed a mean value similar to that of Transbond XT and can be used as an alternate to the latter. All the three primers provided an acceptable clinical bond strength

NUMERICAL INVESTIGATION AND IMPROVEMENT IN CRYOGENIC GAS TURBINE

Micro turbines are a relatively new type of combustion turbine that produces both heat and electricity on a small scale. Micro turbines offer an efficient and clean solution to direct mechanical drive markets such as compression and air-conditioning. This report focuses on the design and development of a micro turbine driven by compressed nitrogen gas. The available literature regarding the design aspects of micro turbine were reviewed in detail. Gas turbine cycle and operation of micro turbine was studied and reported. The turbine blades and nozzles were designed with the help of Fluent software using a given set of cylindrical coordinates. The turbine has a radial inlet and axial outlet. A proper meshing scheme was used to mesh the turbine and nozzle assembly. CFD analysis was carried out by Fluent software to get the velocity vectors using a set of suitable inputs

Modulation of the Association Between Age and Death by Risk Factor Burden in Critically Ill Patients With COVID-19.

UNLABELLED: Older age is a key risk factor for adverse outcomes in critically ill patients with COVID-19. However, few studies have investigated whether preexisting comorbidities and acute physiologic ICU factors modify the association between age and death. DESIGN: Multicenter cohort study. SETTING: ICUs at 68 hospitals across the United States. PATIENTS: A total of 5,037 critically ill adults with COVID-19 admitted to ICUs between March 1, 2020, and July 1, 2020. INTERVENTIONS: None. MEASUREMENTS AND MAIN RESULTS: The primary exposure was age, modeled as a continuous variable. The primary outcome was 28-day inhospital mortality. Multivariable logistic regression tested the association between age and death. Effect modification by the number of risk factors was assessed through a multiplicative interaction term in the logistic regression model. Among the 5,037 patients included (mean age, 60.9 yr [± 14.7], 3,179 [63.1%] male), 1,786 (35.4%) died within 28 days. Age had a nonlinear association with 28-day mortality ( CONCLUSIONS: In a large population of critically ill patients with COVID-19, age had an independent exponential association with death. The number of preexisting comorbidities and acute physiologic ICU factors modified the association between age and death, but age still had an exponential association with death in subgroups according to the number of risk factors present. Additional studies are needed to identify the mechanisms underpinning why older age confers an increased risk of death in critically ill patients with COVID-19

Case Study Analysis as an Effective Teaching Strategy : Perceptions of Undergraduate Nursing Students From a Middle Eastern Country

Background: Case study analysis is an active, problem-based, student-centered, teacher-facilitated teaching strategy preferred in undergraduate programs as they help the students in developing critical thinking skills. Objective: It determined the effectiveness of case study analysis as an effective teacher-facilitated strategy in an undergraduate nursing program. Methodology: A descriptive qualitative research design using focus group discussion method guided the study. The sample included undergraduate nursing students enrolled in the Maternal Health Nursing Course during the Academic Years 2017 and 2018. The researcher used a purposive sampling technique and a total of 22 students participated in the study, through five (5) focus groups, with each focus group comprising between four to six nursing students. Results: In total, nine subthemes emerged from the three themes. The themes were “Knowledge development”, “Critical thinking and Problem solving”, and “Communication and Collaboration”. Regarding “Knowledge development”, the students perceived case study analysis method as contributing toward deeper understanding of the course content thereby helping to reduce the gap between theory and practice especially during clinical placement. The “Enhanced critical thinking ability” on the other hand implies that case study analysis increased student's ability to think critically and aroused problem-solving interest in the learners. The “Communication and Collaboration” theme implies that case study analysis allowed students to share their views, opinions, and experiences with others and this enabled them to communicate better with others and to respect other's ideas which further enhanced their team building capacities. Conclusion: This method is effective for imparting professional knowledge and skills in undergraduate nursing education and it results in deeper level of learning and helps in the application of theoretical knowledge into clinical practice. It also broadened students’ perspectives, improved their cooperation capacity and their communication with each other. Finally, it enhanced student's judgment and critical thinking skills which is key for their success

Positive predictive value of ERBB2 copy number gain by tissue or circulating tumor DNA next-generation sequencing across advanced cancers

BACKGROUND: The correlation of ERBB2 copy number gain (CNG) from tissue or circulating tumor DNA (ctDNA) by next-generation sequencing (NGS) with standard HER2 tissue evaluation is not well understood. MATERIALS AND METHODS: We retrospectively identified patients with ERBB2 CNG on commercial NGS. We described their clinical-pathologic features and calculated the positive predictive value (PPV) of ERBB2 CNG by NGS for HER2-positivity by IHC and FISH testing. RESULTS: 176 patients had NGS revealing an ERBB2 CNG (112 by tumor tissue and 91 by ctDNA). The cancer subtypes with the most cases with ERBB2 CNG by NGS were breast ( CONCLUSIONS: ERBB2 CNG by NGS is detected in numerous malignancies for which HER2 testing is not standard. Detection of ERBB2 CNG by tissue NGS and ctDNA has a high PPV for true HER2-positivity by standard IHC and/or FISH testing in breast cancer

The effect of Gonioscopy on keratometry and corneal surface topography

BACKGROUND: Biometric procedures such as keratometry performed shortly after contact procedures like gonioscopy and applanation tonometry could affect the validity of the measurement. This study was conducted to understand the short-term effect of gonioscopy on corneal curvature measurements and surface topography based Simulated Keratometry and whether this would alter the power of an intraocular lens implant calculated using post-gonioscopy measurements. We further compared the effect of the 2-mirror (Goldmann) and the 4-mirror (Sussman) Gonioscopes. METHODS: A prospective clinic-based self-controlled comparative study. 198 eyes of 99 patients, above 50 years of age, were studied. Exclusion criteria included documented dry eye, history of ocular surgery or trauma, diabetes mellitus and connective tissue disorders. Auto-Keratometry and corneal topography measurements were obtained at baseline and at three follow-up times – within the first 5 minutes, between the 10(th)-15(th )minute and between the 20(th)-25(th )minute after intervention. One eye was randomized for intervention with the 2-mirror gonioscope and the other underwent the 4-mirror after baseline measurements. t-tests were used to examine differences between interventions and between the measurement methods. The sample size was calculated using an estimate of clinically significant lens implant power changes based on the SRK-II formula. RESULTS: Clinically and statistically significant steepening was observed in the first 5 minutes and in the 10–15 minute interval using topography-based Sim K. These changes were not present with the Auto-Keratometer measurements. Although changes from baseline were noted between 20 and 25 minutes topographically, these were not clinically or statistically significant. There was no significant difference between the two types of gonioscopes. There was greater variability in the changes from baseline using the topography-based Sim K readings. CONCLUSION: Reversible steepening of the central corneal surface is produced by the act of gonioscopy as measured by Sim K, whereas no significant differences were present with Auto-K measurements. The type of Gonioscope used does not appear to influence these results. If topographically derived Sim K is used to calculate the power of the intraocular lens implant, we recommend waiting a minimum of 20 minutes before measuring the corneal curvature after gonioscopy with either Goldmann or Sussman contact lenses

Single-Cell Profiling Reveals Inflammatory Polarization of Human Carotid Versus Femoral Plaque Leukocytes

Femoral atherosclerotic plaques are less inflammatory than carotid plaques histologically, but limited cell-level data exist regarding comparative immune landscapes and polarization at these sites. We investigated intraplaque leukocyte phenotypes and transcriptional polarization in 49 patients undergoing femoral (n = 23) or carotid (n = 26) endarterectomy using single-cell RNA-Seq (scRNA-Seq; n = 13), flow cytometry (n = 24), and IHC (n = 12). Comparative scRNA-Seq of CD45+-selected leukocytes from femoral (n = 9; 35,265 cells) and carotid (n = 4; 30,655 cells) plaque revealed distinct transcriptional profiles. Inflammatory foam cell-like macrophages and monocytes comprised higher proportions of myeloid cells in carotid plaques, whereas noninflammatory foam cell-like macrophages and LYVE1-overexpressing macrophages comprised higher proportions of myeloid cells in femoral plaque (P \u3c 0.001 for all). A significant comparative excess of CCR2+ macrophages in carotid versus plaque was observed by flow cytometry in a separate validation cohort. B cells were more prevalent and exhibited a comparatively antiinflammatory profile in femoral plaque, whereas cytotoxic CD8+ T cells were more prevalent in carotid plaque. In conclusion, human femoral plaques exhibit distinct macrophage phenotypic and transcriptional profiles as well as diminished CD8+ T cell populations compared with human carotid plaques