Effects of wind farm construction on concentrations and fluxes of dissolved organic carbon and suspended sediment from peat catchments at Braes of Doune, central Scotland

This paper assesses the impacts of disturbance associated with the construction of a wind farm on fluxes of dissolved organic carbon (DOC) and suspended sediment from a blanket peat catchment in central Scotland during the period immediately following completion of construction. Six streams draining the site were sampled on six dates from October 2006, when construction was completed, and an additional three control streams to the west of the site were sampled on the same dates. Turbidity and stage were recorded semi-continuously in the two largest streams (one disturbed and one control), which were also sampled during storm events. Absorbance (400 nm) and DOC concentrations were determined on all samples, and suspended sediment was determined on the event samples. Absorbance and DOC were closely correlated in both the disturbed and undisturbed streams, with slightly greater absorbance per unit DOC in the disturbed streams. DOC concentrations in disturbed tributaries were always greater than those in undisturbed streams, with mean differences ranging from 2 to around 5 mg L-1. DOC and stage were positively correlated during events with maximum concentrations in excess of 30 mg L-1 at peak flow. Suspended sediment concentrations were markedly elevated in the disturbed stream with maximum concentrations at peak flow some 4-5 times greater than in the control. The colour of the sediment suggested that it was highly organic in nature at peak flow, and suspended particulate organic carbon represented a further loss of C from the site. Using flow-weighted mean DOC concentrations calculated for the storms monitored in autumn 2007, dissolved carbon losses can be estimated for the catchments of the disturbed and control streams. From these data the additional DOC loss related to disturbance associated with the wind farm is estimated at 5 g m-2

An investigation of cost variation across health care settings and the implications for economic evaluation

This thesis is concerned with the estimation of costs in economic evaluation. The thesis reviews the theoretical and applied literature on costing and highlights that studies generally ignore cost variation across health care settings. The thesis aims to assess why costs vary across health care settings, and the implications for economic evaluations. The study uses microeconomic theory to pose hypotheses for cost variation across health care settings and uses a consistent methodology to collect costs across a range of health care settings. The analysis uses multilevel models (MLMs) to test hypotheses concerning cost variation. Statistical theory suggests that MLMs accommodate the hierarchical structure of the data and may therefore be more appropriate than ordinary least squares (OLS) models for identifying reasons for cost variation across settings. The use of MLMs and OLS models for analysing reasons for cost variation are compared. The OLS models find that both patient and higher-level covariates are associated with length of hospital stay (LOS) and total cost, but these models overestimate the precision of the higher-level variables. By contrast, the MLMs show that none of the higher-level variables are associated with LOS, and the national level of spending on health care is the only higher-level variable associated with total cost. The empirical investigation also illustrates that using OLS regression analysis to report cost-effectiveness can lead to inaccurate estimates. By contrast, the MLMs recognise the structure of the data and accurately quantify mean incremental cost- effectiveness and the associated levels of uncertainty. The thesis concludes that ignoring cost variation across health care settings can lead to inaccurate estimates of cost and cost-effectiveness. Basing decision-making on inaccurate information can move the allocation of health care resources away from the target of allocative efficiency. This thesis presents a methodology for improving the conduct of cost analyses that future economic evaluations can adopt

Using social media to infer the diffusion of an urban contact dialect:A case study of multicultural London English

Sociolinguistic research has demonstrated that ‘urban contact dialects’ tend to diffuse beyond the speech communities in which they first emerge. However, no research has attempted to explore the distribution of these varieties across an entire nation nor isolate the social mechanisms that propel their spread. In this paper, we use a corpus of 1.8 billion geo-tagged tweets to explore the spread of Multicultural London English lexis across the UK. We find evidence for the diffusion of MLE lexis from East and North London into other ethnically and culturally diverse urban centres across England particularly those in the South (e.g., Luton), but find lower frequencies of MLE lexis in the North of England (e.g., Manchester), and in Scotland and Wales. Concluding, we emphasise the role of demographic similarity in the diffusion of linguistic innovations by demonstrating that this variety originated in London and diffused into other urban areas in England through the social networks of Black and Asian users

Position clamping of optically trapped microscopic non-spherical probes

We investigate the degree of control that can be exercised over an optically trapped microscopic non-spherical force probe. By position clamping translational and rotational modes in different ways, we are able to dramatically improve the position resolution of our probe with no reduction in sensitivity. We also demonstrate control over rotational-translational coupling, and exhibit a mechanism whereby the average centre of rotation of the probe can be displaced away from its centre

Editorial

Interactional competence (IC) is a concept gaining growing currency in language learning, teaching and assessment. First proposed by Kramsch (1986), IC focuses on developing second language (L2) speakers’ abilities to use language for functional purposes, ranging from “survival as a tourist or a student to negotiating treaties” (p. 366). The conceptualization of language competence as an ability for use differentiates IC from traditional understanding of proficiency, which consists of componential, de-contextualized ability indicators such as lexical range, grammatical soundness, and pronunciation. The ethos of IC emphasizes that language teaching education needs to focus on cultivating L2 speakers’ abilities to use their linguistic resources (e.g., vocabulary and grammar) to achieve meaningful social actions in real-world interactional contexts. This special issue comprises three research articles and three book reviews, each of which exemplifies the ways in which IC can be applied to face-to-face and online learning opportunities for L2 speakers.&nbsp

BEEFIN : maximizing profits from feeding beef cattle out of season

BEEFIN is a computer model that formulates profit maximising diets for finishing beef cattle to a specified carcass weight and fat thickness. It predicts cattle growth rate, feed conversion ratio, final liveweight, number of days on feed and the amount of available feedstuffs required to finish cattle to specification, The diets fulfil the animal\u27s energy, protien, mineral and roughage requirements. BEEFIN also calculates a profit and loss budget for the enterprise, performs a sensitivity analysis on changes in the price for both cattle and feed and determines the changes in feed prices needed before the composition of the diet is altered. Producers considering feeding cattle out of season can use BEEFIN to evaluate their alternative choices for feeding cattle. This free service is available through any Department of Agriculture office in the south-west

Editorial

Interactional competence (IC) is a concept gaining growing currency in language learning, teaching and assessment. First proposed by Kramsch (1986), IC focuses on developing second language (L2) speakers’ abilities to use language for functional purposes, ranging from “survival as a tourist or a student to negotiating treaties” (p. 366). The conceptualization of language competence as an ability for use differentiates IC from traditional understanding of proficiency, which consists of componential, de-contextualized ability indicators such as lexical range, grammatical soundness, and pronunciation. The ethos of IC emphasizes that language teaching education needs to focus on cultivating L2 speakers’ abilities to use their linguistic resources (e.g., vocabulary and grammar) to achieve meaningful social actions in real-world interactional contexts. This special issue comprises three research articles and three book reviews, each of which exemplifies the ways in which IC can be applied to face-to-face and online learning opportunities for L2 speakers

Editorial: Collaboration, training and funding for the professional development of teachers of EAL/D students

This issue of TESOL in Context contains four articles that complement each other in their focus and arguments concerning political ideologies, the commodification of English as an additional language/dialect (EAL/D) teaching and the professional training needs of both EAL/D and mainstream teachers in Australian education. The first two submissions are discussion papers, which set the scene for two articles reporting on results from empirical TESOL research. Four book reviews complete the volume with a focus on the work of EAL/D teachers and learners in a variety of contexts. The articles and book reviews in this issue highlight important issues in EAL/D policy, research and practice, with a particular emphasis on the imperative to prioritise teacher preparation and professional learning. Underpinning all submissions is a clear understanding of the need for authenticity, collaboration, specialisation and utilisation of all of the linguistic competencies EAL/D bring with them to classrooms. This has implications for TESOL within and beyond Australian borders and highlights the need for continued dialogue with government and funding bodies to ensure the teaching and learning of EAL/D students is comprehensively supported in a wide range of educational contexts.