Computer program determines exact two-sided tolerance limits for normal distributions

Computer program determines by numerical integration the exact statistical two-sided tolerance limits, when the proportion between the limits is at least a specified number. The program is limited to situations in which the underlying probability distribution for the population sampled is the normal distribution with unknown mean and variance

Re-examination of the Effects of Food Abundance on Jaw Plasticity in Purple Sea Urchins

Morphological plasticity is a critical mechanism that animals use to cope with variations in resource availability. During periods of food scarcity, sea urchins demonstrate an increase in jaw length relative to test diameter. This trait is thought to be reversible and adaptive by yielding an increase in feeding efficiency. We directly test the hypotheses that (1) there are reversible shifts in jaw length to test diameter ratios with food abundance in individual urchins, and (2) these shifts alter feeding efficiency. Purple sea urchins, Strongylocentrotus purpuratus, were collected and placed in either high or low food treatments for 3 months, after which treatments were switched for two additional months between February and September, 2015 in La Jolla, CA (32.8674°N, 117.2530°W). Measurements of jaw length to test diameter ratios were significantly higher in low compared to high food urchins, but this was due to test growth in the high food treatments. Ratios of low food urchins did not change following a switch to high food conditions, indicating that this trait is not reversible within the time frame of this study. Relatively longer jaws were also not correlated with increased feeding efficiency. We argue that jaw length plasticity is not adaptive and is simply a consequence of exposure to high food availability, as both jaw and test growth halt when food is scarce

Growing up pioneer : Nannie Jeannette Williams, a second generation pioneer woman, Oklahoma Territory, 1895-1907.

As the men and women traveled to the American frontier in the nineteenth century, they experienced harsh conditions that would test their accepted gender norms. Survival became the primary importance with all hands working to forge a new path for the family. These first generation pioneers blurred the gender lines creating flexible roles focused on the maintenance of the family. After becoming established the first generation pioneers attempted to reinstate the traditional gender roles, but the daughters or second generation pioneer women saw a different roles for themselves. They took the opportunities the West offered and expanded their influence to include public works, school and social activities outside the domestic home. By looking at the unpublished diary of a second generation pioneer, Nannie Jeannette Williams from 1895-1907 in Enid, Oklahoma, I assert that the men and women who pioneered the American West created new flexible gender identities that were viewed and learned by their children. The harsh conditions often forced women to work harder than they had previously, and while they thrived to maintain the established gender roles, the West created new opportunities and freedoms for their daughters, the second generation pioneer woman. Nannie was born in the western frontier in the budding county of Wichita, Texas. She traveled with her parents as a small child to various parts of Texas, before settling in Enid, Oklahoma Territory. As a second generation pioneer and a child, she helped with both inside and outside work alongside her brothers. Her mother encouraged her to pursue her education, and she did, taking great pride in her studies. Nannie experienced opportunities the West, and her mother's hard work afforded her, giving her the ability to transcend the public and private spheres. First generation pioneers were raised with a certain value system that placed women in the domestic sphere and men within the public. This generation always worked to re-establish the old system; however, the unforgiving frontier made transition between the spheres necessary. The daughters of these women or second generation pioneers saw a new role for themselves, one that while it remained rooted inside the home, expanded into public works, school and social activities. As an adult, Nannie Williams continued her education receiving a master's degree, and while still serving as the primary caregiver for the domestic sphere, she entered the workforce alongside her husband. The field of western women's history developed as a way to tell women's stories and add them to the pages of history. While dissimilarities exist on how to tell that story, most historians agree on who should voice the narrative; the women themselves. Diaries and journals have been recognized as important primary documents to interpreting the history of the ordinary frontier woman. My research utilizes as its primary source the diaries of Nannie Williams, a second generation pioneer woman in Oklahoma Territory, 1895-1907. To substantiate her documents, I utilized US Census records, newspapers, magazines, and school records. The assortment of documents includes ten boxes with two containing the diaries of Nannie Williams, spanning 1895 to 1907. Several folders contained letters between Nannie and her sister Eula "Sister" and between Nannie, "Sister," and their mother, Mary Williams. The majority of the collection encompassed school records, and notebooks, as well as financial and personal information of John Sherman Gifford, Nannie's future husband. Both John Gifford and his wife appeared to be avid keepers of paper, though it could be argued John Gifford was the perpetrator, keeping class curricula of his time at four universities, his lesson plans during his extensive career as a teacher and school superintendent and family letter correspondences. A plethora of information could be obtained from the documents kept by Nannie which aided in the construction of a 192 person family tree created during research of this project. I read the diaries in their entirety and by reading the entire set of books that spanned ten years and almost daily, I recognized nuances and personality traits were recognized that would have been otherwise missed. The relationship that develops between the reader, the writer, and the text can be problematic. There exists a fine line between representing the writer for who they are and the want by the reader to make extraordinary, the ordinary woman. The historian can also have difficulty with the meaning of words which can change over time. These confines need to be recognized with attempts made to overcome them. A distinction also needs to be made between the objective truth of facts and the subjective truth of the individual. While factual information can be substantiated with newspapers, government documents, and magazines, the interpretations of Nannie's feelings are educated assumptions. History is not a stagnant field with the written word being final. Chapter 1 reviews the path of women's history and the many scholars involved in its development. Great strides have been made to include ordinary women in the narrative, and great strides continue to happen to include all women's stories creating a diverse image of the female pioneer. Chapter 2 looks at the relationship between the first generation and second generation pioneers. It explores the history of the family and the journey of Nannie's parents, Mary and John Williams, as first generation pioneers. The difficulties they had the first few years in Oklahoma Territory and the role of Mary Williams while her husband is away prospecting. The matriarchal stance of Mary during this time was learned by her daughter, who didn't limit herself to strictly the private sphere. The chapter also examines diaries as artifacts and what they can tell us about the daily activities of women. Chapter 3 develops on these topics, analyzing societal expectations of women. Females created networks that enabled them to work together to support one another in their domestic duties. While the first generation pioneers worked to reestablish the accepted gender norms, the second generation was interpreting gender roles in a new way. School became an opportunity for women to leave the domestic realm; Nannie worked hard at school and was often excused from chores to study. Education along with growing consumer and economic opportunities, allowed second generation pioneer women new independence and freedoms. The life of every woman will be slightly different; however, some commonalities of experience exist for women during the turn of the century. Chapter 4 reviews the diaries of three Oklahoma women in addition to Nannie Williams. It really focuses on the diaries themselves and what they do and do not say. Women were not the stereotypes portrayed by popular history but diverse actors in the history of the American West which can be seen in their diaries

Black and minority ethnic trainees’ experiences of physical education initial teacher training

The official published version can be accessed at the link below.This report draws together the findings of research that aimed to explore black and minority ethnic (BME) trainees’ experiences of Physical Education (PE) initial teacher training (ITT). Although the numbers of BME trainees opting to enter teaching have improved considerably over the last few years, PE remains one of three specific subject areas where they remain significantly under-represented. Current figures suggest that PE attracts approximately 3% of trainees from BME backgrounds, compared with 11% for new entrants into teaching overall. The relative lack of success in attracting BME trainees into PE teaching compared to other subject areas suggests that the subculture of the subject may be a compounding factor. Over the last decade or so, a number of studies have explored the impact of ethnicity on teachers’ professional socialisation and their experiences as teachers in school, but none have focused on experiences within specific subject cultures. The centrality of the body in PE, and the link between this and the perceived low status of the subject, are influencing factors highlighted in the broader literature, including sports studies. For example, research exploring racism and the under-representation of BME participants in sport has highlighted the prevalence of stereotypical attitudes about their physicality and abilities held by coaches, administrators and spectators. Other research has suggested that some minority ethnic groups favour higher status, better paid, careers in areas such as law or medicine rather than teaching. As yet, there has been little attention to ‘race’ and ethnicity within PEITT, although studies have shown the impact of gender on trainees’ developing professional identities, and how teachers’ gendered bodies are important ‘tools’ of their work. In addition, there has been little research that has acknowledged trainees’ multiple identities, or the complex ways in which ‘race’, ethnicity, class and gender and other identity markers intersect to impact on the professional socialisation process. The research on which this report is based sought to fill some of these gaps in our understandings of BME trainees’ experiences of PEITT, and to identify strategies that might help in their recruitment and retention in the longer term. The research was funded through a small Recruitment and Retention Challenge Grant from the Teacher Development Agency (TDA). These grants form part of the TDA’s wider policy agenda to widen the diversity of new intakes opting into teaching. Higher education institutions have been encouraged, through targets and financial support and incentives, to develop specific strategies aimed at widening the diversity of their cohorts. Examples of such strategies include the provision of specialist admission help for BME prospective trainees; opportunities to gain experience in schools; open days and ‘taster’ events; advertising in the ethnic minority media, and the development of good practice guides and staff training to help ITT providers address issues of ‘race’ and ethnicity. 5 The impetus for this research resulted, in part, from presentations and discussions at a one day PEITT Network1 staff seminar on diversity held in October, 2007. The quantitative research conducted by the Association for Physical Education (AfPE) and the Ethnic Minority Foundation (EMF) presented here, showed the extent of the national under-representation of BME students in PEITT. Although the day focused on addressing reasons for BME under representation and strategies that might be used for improving recruitment, we felt it was also important to learn about the qualitative experiences of trainees that have been attracted into PEITT. Understanding the experiences of our current BME trainees might offer useful insights into how we might recruit and retain future such trainees. Our choice of qualitative research was supported by a national study published shortly after the network day, investigating the links between gender, ethnicity and degree attainment (Higher Education Academy, HEA, 2008), which specifically calls for further qualitative studies of students’ experiences of different subject areas.Funding from the Training and Development Agency (TDA

Flight and wind-tunnel comparisons of the inlet-airframe interaction of the F-15 airplane

The design of inlets and nozzles and their interactions with the airplane which may account for a large percentage of the total drag of modern high performance aircraft is discussed. The inlet/airframe interactions program and the flight tests conducted is described. Inlet drag and lift data from a 7.5% wind-tunnel model are compared with data from an F-15 airplane with instrumentation to match the model. Pressure coefficient variations with variable cowl angles, capture ratios, examples of flow interactions and angles of attack are for Mach numbers of 0.6, 0.9, 1.2, and 1.5 are presented

Whitened Geographies and Education Inequalities in Southern Chile

In this paper we draw on critical geographies and sociologies of race and education to explore ways in which the meanings and conducts of whiteness are reproduced in and through Chilean secondary education in an indigenous-majority area. We focus on links between socio-economic, geographical and racial criteria to understand how the privileges of whiteness are naturalised in the region’s educational provision and among Mapuche indigenous pupils. Although socio-economic inequalities are widely recognised to structure inequality between young people in Chile, we highlight the pervasiveness and unmarked nature of whiteness in the educational system in relation to the socio-spatial segregation of Mapuche pupils, secondary teachers’ attitudes, and young peoples’ self-positioning in the nation. These combine to marginalise and disempower Mapuche populations across the landscape of rural secondary schools in the Araucanía region of Chile.This work was supported by the Economic and Social Research Council [grant number RES-062- 23-3168].This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Intercultural Studies on 3 March 2015, available online: http://wwww.tandfonline.com/10.1080/07256868.2015.1008433