3,316 research outputs found

    Survival, habitat use, and movements of female mallards wintering in southwestern Louisiana

    Get PDF
    Little information is available concerning survival, habitat use, and movements of mallards (Anas platyrhychos) wintering on the Gulf Coast Chenier Plain (GCCP). Quantitative data on these parameters would be useful in making effective management decisions by GCCP waterfowl managers. Accordingly, I radio-marked 135 female mallards during winters 2004-2005 and 2005-2006 in southwestern Louisiana. My estimated survival rate for both winters combined was 0.68 ± 0.06 and did not differ by female age. Hazard ratios indicated that radio-marked females were 21-24 times more likely to die during hunted time periods than during non-hunted time periods. Estimated hunting and non-hunting mortality rates were 0.279 ± 0.062 (± SE) and 0.067 ± 0.029 (± SE), respectively, and did not differ between winters. Estimated product limit survival rates were 0.81 ± 0.05 (± SE) and 0.54 ± 0.09 (± SE) for HIGH and LOW condition birds, respectively. I found that diurnal use of areas closed to hunting was greater during hunted time periods in winter 2005-2006 than in winter 2004-2005. Nocturnally, use of areas closed to hunting was greater during SHUNT than during POST, and immatures used CLOSED lands more so than did adults. Diurnally, use of MARSH was 3.3 times greater than that of other habitats during both winters. Use of RICE and IDLE appeared to be related to availability of these habitats within the core study area. RICE acreage and use was greater in winter 2004-2005 than in winter 2005-2006, whereas IDLE acreage and use was greater in winter 2005-2006 than in winter 2004-2005. Female mallards used freshwater marsh habitats extensively; brackish or salt marsh was used much less frequently. Diel movements of female mallards generally were short (mean ± SE = 5.0 ± 0.2 km) and mean flight distances of individual females (n = 141) ranged from 3-15 km. My results suggest that mallards wintering in this area would benefit from programs and activities that target freshwater marsh for restoration and management. Management activities that increase mallard foraging habitats on areas closed to hunting may decrease hunting mortality rates and possibly increase female body condition

    Acoustic erythrocytometer for mechanically probing cell viscoelasticity

    Get PDF
    We demonstrate an acoustic device to mechanically probe a population of red blood cells at the single cell level. The device operates by exciting a surface acoustic wave in a microfluidic channel creating a stationary acoustic wave field of nodes and antinodes. Erythrocytes are attracted to the nodes and are deformed. Using a stepwise increasing and periodically oscillating acoustic field we study the static and dynamic deformation of individual red blood cells one by one. We quantify the deformation by the Taylor deformation index D and relaxation times τ1 and τ2 that reveal both the viscous and elastic properties of the cells. The precision of the measurement allows us to distinguish between individual cells in the suspension and provides a quantitative viscoelastic fingerprint of the blood sample at single cell resolution. The method overcomes limitations of other techniques that provide averaged values and has the potential for high-throughput

    Giant Cell Tumor of Bone: Documented Progression over 4 Years from Its Origin at the Metaphysis to the Articular Surface.

    Get PDF
    The exact location of origin for giant cell tumors of bone (GCTB) remains controversial, as lesions are not routinely imaged early but rather late when the tumor is large and clinically symptomatic. At the time of diagnosis, GCTB are classically described as lucent, eccentric lesions with nonsclerotic margins, located within the epiphysis to a greater extent than the metaphysis. Here we present a case of a biopsy proven GCTB initially incidentally seen on MRI as a small strictly metaphyseal lesion, which over the course of several years expanded across a closed physis to involve the epiphysis and abut the articular surface/subchondral bone plate

    Feedback for Teachers: What Evidence do Teachers Find Most Useful?

    Get PDF
    The purpose of this exploratory, descriptive study was to investigate teachers’ perceptions of three types of feedback on students’ performance to guide instructional improvements. These include: (1) formative assessment error analyses, (2) mastery charts of class progress on formative assessments, and (3) summative assessment results comparisons with previously taught classes. Self-report survey data from 92, K-12 teachers involved in a pilot mastery learning program revealed that analyses of students’ errors on formative assessments were consistently rated the most useful in planning corrective instruction and in making instructional improvements. Mastery charts and summative assessment results were considered more useful in evaluating the overall effectiveness of mastery learning and in revising implementation procedures. Implications for professional learning and program implementation are discussed

    Exploring the Factors Teachers Consider in Determining Students’ Grades

    Get PDF
    The purpose of this study was to investigate the specific factors teachers consider when assigning students’ report card grades. Data were gathered from 943 K-12 teachers from five school districts in a southeastern state in the United States who completed the Teachers’ Grading Practices Survey. Analyses focused on how teachers weigh different factors in determining report card grades, and if these factors and weights differ among teachers who teach at different grade levels and have different amounts of classroom experience. Results revealed statistically significant differences among teachers at different grade levels but no differences associated with teachers’ years of experience and no interaction effect. Differences by grade level were evident in teachers’ consideration of both cognitive and non-cognitive factors of students’ performance. Implications are discussed for improving grading policies and practices, teacher education and teacher professional development

    Mitochondrial porin of Neurospora crassa

    Get PDF
    cDNA encoding porin of Neurospora crassa, the major protein component of the outer mitochondrial membrane, was isolated and the nucleotide sequence was determined. The deduced protein sequence consists of 283 amino acids (29,979 daltons) and shows sequence homology of around 43% to yeast porin; however, no significant homology to bacterial porins was apparent. According to secondary structure predictions, mitochondrial porin consists mainly of membrane-spanning sided beta-sheets. Porin was efficiently synthesized in vitro from the cDNA; this allowed us to study in detail its import into mitochondria. Thereby, three characteristics of import were defined: (i) import depended on the presence of nucleoside triphosphates; (ii) involvement of a proteinaceous receptor-like component on the surface of the mitochondria was demonstrated; (iii) insertion into the outer membrane was resolved into at least two distinct steps: specific binding to high-affinity sites and subsequent assembly to the mature form

    The Forgotten Element of Instructional Leadership: Grading

    Get PDF
    Getting the school team coordinated on grading and reporting policies—and the purpose of grading—is too often overlooked in instructional leadership

    How Traditional Grading Contribute to Student Inequities and How to Fix It

    Get PDF
    Grades have long been identified by those in the measurement community as prime examples of unreliable measurement (Brookhart, 1994; Stiggins, Frisbie, & Griswold, 1989). What one teacher considers in calculating students’ grades may differ greatly from another teacher (Guskey & Link, 2019; McMillan, 2001; McMillan, Myran, & Workman, 2002). A major factor contributing to the unreliability of grades is teachers’ inclusion of aspects of students’ behavior in the grades they assign. Despite the recommendation of experts to separate behavior from academic achievement in formulating students’ grades, teachers at all grade levels typically include student behavior as a contributing factor in determining grades (Brookhart, Guskey, Bowers, McMillian, Smith, J., Smith, L., & Welsh, 2016; Frary, Cross, & Weber, 1993; Gullickson, 1985; Link, 2018; McMillian & Nash, 2000; Randall & Engelhard, 2010)
    • 

    corecore