EFFECT OF AN INSECT GROWTH REGULATOR ON NON-TARGET ARTHROPODS IN AN AERIAL APPLICATION AGAINST THE SPRUCE BUDWORM, CHORISTONEURA FUMIFERANA (LEPIDOPTERA: TORTRICIDAE), IN NEW BRUNSWICK, CANADA

Airplane application of the insect growth regulator CGA 13353, a juvenile hormone mimic used experimentally against spruce budworm, Choristoneura fumiferana (Clem.), did not drastically reduce percentage parasitism in field samples of that host, but there was some evidence of susceptibility. Exploratory sampling of maple defoliators suggested that one species and its parasitoids suffered some mortality, but another species and its parasitoids did not. The treatment did not influence the viability of ant colonie

Sustainability Education as a Catalyst for University and Community Partnerships

Universities are uniquely positioned to lead society toward sustainability and their collaborations with community organizations are essential to this transition. The Biodiesel Program at Loyola University Chicago Center for Urban Environmental Research and Policy provides a case study of course-based service-learning projects facilitating synergies between the university and the community while concomitantly fostering urban sustainability. This article discusses the program’s design andstructure, and describes specific examples of community partnerships that havebenefited the university, the community, and the environmen

Emergency endovascular repair of ruptured visceral artery aneurysms.

BACKGROUND: Visceral artery aneurysms although rare, have very high mortality if they rupture. CASE PRESENTATION: An interesting case of a bleeding inferior pancreaticduodenal artery aneurysm is reported in a young patient who presented with hypovolemic shock while being treated in the hospital after undergoing total knee replacement. Endovascular embolization was successfully employed to treat this patient, with early hospital discharge. CONCLUSION: Prompt diagnosis and endovascular management of ruptured visceral aneuryms can decrease the associated mortality and morbidity.RIGHTS : This article is licensed under the BioMed Central licence at http://www.biomedcentral.com/about/license which is similar to the 'Creative Commons Attribution Licence'. In brief you may : copy, distribute, and display the work; make derivative works; or make commercial use of the work - under the following conditions: the original author must be given credit; for any reuse or distribution, it must be made clear to others what the license terms of this work are

Experimental Heat Transfer Distributions Over An Aft Loaded Vane With A Large Leading Edge At Very High Turbulence Levels

The purpose of this study is to experimentally investigate the effects of high free-stream turbulence on an aft loaded vane designed with a large leading edge. The large leading edge vane design was chosen to help reduce the heat transfer levels on the leading edge of the vane, while also generating a large enough area in the leading edge to allow the vane be cooled internally using a double wall cooling design. Heat transfer measurements were acquired on a linear cascade using a constant heat flux technique to help determine the effects of turbulence over this vane design. The cascade that was used was designed as a four vane, three passage linear cascade with adjustable bleed flows and tailboards which are adjustable to the periodic streamlines of the blade to blade analysis. The heat transfer measurements were taken at a wide range of Reynolds numbers, ranging from 500,000 to 2,000,000, and seven different turbulence levels. The turbulence levels range from a low turbulence condition of 0.7% to a high turbulence condition of 17.4%. The other turbulence conditions are a small grid far condition (Tu = 3.5%), a small grid near condition (Tu = 7.9%), a large grid condition (Tu = 8.0%), an aero-combustor with a decay spool condition (Tu = 9.3%), and an aero-combustor closely placed to the cascade (Tu = 13.7%). Inlet and exit pressure distributions along with vane pressure distributions were taken to help ensure the aerodynamic accuracy of the cascade. The heat transfer levels taken at these turbulence levels were correlated in terms of the approach flow Reynolds number and the turbulence condition. This was then compared to recent cylindrical leading edge test surface data using the TRL parameter. The surface heat transfer measurements that were taken were based off of the exit Reynolds numbers and displayed in terms of the Stanton number. These were then compared to predictive comparisons generated from a boundary layer calculation (STAN 7), using an algebraic turbulence model (ATM), and a transition model (Mayle). At the low turbulence levels the predictions show a close resemblance to the heat transfer distributions based on the exit Stanton number. As the turbulence levels increase the predictions tend to under predict at the stagnation region of the vane and tend to predict early transition on the suction surface of the vane. The inaccuracies in the transition prediction indicate a need to account for the complex curvature effects on the suction surface. Also to help accurately predict the heat transfer the physics of the turbulent response in the stagnation region would have to be included in the modeling. Also, these inaccuracies show some of the challenges faced when using engineering turbulence models. Later, the heat transfer distributions were then compared to suction surface heat transfer data taken with a heated and unheated endwall to show the impact of secondary flows on heat transfer in this region. The heat transfer distributions taken with a heated endwall showed a dramatic increase in the heat transfer levels at the edge of the vane and should provide a more relevant representation of the heat transfer levels in this region

Ecological Awareness: Enacting An Ecological Composition Curriculum To Encourage Student Knowledge Transfer

In 2012, Kathleen Blake Yancey, Karen Taczak and Liane Robertson published a book entitled Writing Across Contexts: Transfer, Composition and Sites of Writing, in which they advocate for explicit instruction to help students transfer the writing expertise they gain in college composition courses to other writing contexts. That same year, the online journal Composition Forum put out a special issue dedicated to knowledge transfer. Since then, the call to investigate, and indeed teach for, knowledge transfer in the field of writing studies has been echoing around the discipline. In responding to this call, this dissertation project applies an ecological model of writing to a First Year Composition curriculum and pedagogy to promote writing knowledge transfer. This study examines how the framework of an ecological model of writing, or “writing ecologies pedagogy” can support students’ transfer of prior knowledge into the FYC classroom, as they encounter threshold concepts identified in composition studies (Adler-Kassner and Wardle, 2015). In addition, this project examines how a writing ecologies pedagogy can support the transfer of threshold concepts beyond FYC. While initial steps have been taken to theorize prior knowledge and teach explicitly for transfer (Yancey, Robertson and Taczak; Reiff and Bawarshi), the focus to this point has been on genre awareness transferred from prior writing experiences and practices that happen before entering college—contexts solely dependent on students’ experience in school. This project attempts to expand the focus from experiences prior to FYC, to experiences after as well. It also expands beyond the context of school to include home and personal discourse communities to complete the picture of where students write, and for what purposes. This dissertation triangulates between survey data collected from students at the beginning and end of their FYC courses, and longitudinal interviews with seven students to follow their trajectories of within and beyond the composition course. The surveys reveal that students are, for the most part, able to appropriately negotiate useful prior knowledge with the threshold concepts presented within the writing ecologies courses. The interviews reveal that students are able to transfer the threshold concepts of “Writing is a Social and Rhetorical Act” and “Writing is Linked to Identity,” very strongly. The focus of explicit instruction within the writing ecologies courses promotes the transfer of these two threshold concepts, though not all of the threshold concepts that were initially outlined in the curriculum. Ultimately, therefore, findings from this project suggest that further research on the effects of a writing ecologies curriculum and pedagogy on the transfer of writing knowledge can help pedagogical theorists, instructors and composition researchers develop a deeper understanding of how an ecological model of writing development can support knowledge transfer for students throughout their college careers, and beyond