Straw production, carbon and ash content variations after ten cycles of recurrent selection in bread wheat grown under tilled and non-tilled soils

The objective of this work was to determine the change for straw production, carbon and ash content in vegetative tissues through ten cycles of recurrent selection in bread wheat, evaluated under tilled (CT) and non-tilled (NT) soils. Twenty-four wheat genotypes, four for each one of the 0, 2, 4, 6, 8 and 10 cycles of recurrent selection (RS), were used in this study. Experiments were established during two successive seasons. Ash content was expressed on dry mass basis. To estimate the carbon content, we based our calculation on the assumption that organic matter is 50% carbon. Straw dry weight was measured. For each trait, a linear mixed model (regression) was fitted to the experimental data. In response to the number of selection cycles, the ash content percentage increased under CT and decreased under NT. Carbon content decreases under CT, but increases under NT. The sequestered straw carbon and the straw production significantly decrease under CT meanwhile there was no change under NT. The observed increase for straw ash content would be related to the highest rate of transpiration in the more advanced recurrent selection cycles. Consistent with these results, the percentage of straw carbon content decreased because of the mobilization of reserves from the stems and leaves to the grains

Knowledge ‘Translation’ as Social Learning: Negotiating the Uptake of Research-Based Knowledge in Practice

BACKGROUND: Knowledge translation and evidence-based practice have relied on research derived from clinical trials, which are considered to be methodologically rigorous. The result is practice recommendations based on a narrow view of evidence. We discuss how, within a practice environment, in fact individuals adopt and apply new evidence derived from multiple sources through ongoing, iterative learning cycles. DISCUSSION: The discussion is presented in four sections. After elaborating on the multiple forms of evidence used in practice, in section 2 we argue that the practitioner derives contextualized knowledge through reflective practice. Then, in section 3, the focus shifts from the individual to the team with consideration of social learning and theories of practice. In section 4 we discuss the implications of integrative and negotiated knowledge exchange and generation within the practice environment. Namely, how can we promote the use of research within a team-based, contextualized knowledge environment? We suggest support for: 1) collaborative learning environments for active learning and reflection, 2) engaged scholarship approaches so that practice can inform research in a collaborative manner and 3) leveraging authoritative opinion leaders for their clinical expertise during the shared negotiation of knowledge and research. Our approach also points to implications for studying evidence-informed practice: the identification of practice change (as an outcome) ought to be supplemented with understandings of how and when social negotiation processes occur to achieve integrated knowledge. SUMMARY: This article discusses practice knowledge as dependent on the practice context and on social learning processes, and suggests how research knowledge uptake might be supported from this vantage point

The barriers and facilitators influencing the sustainability of hospital-based interventions: a systematic review

Acknowledgements University of Stirling for providing financial support for open access costs Funding This review was funded by the Chief Scientist Office, grant number GCA/17/26. JC, PC and EAD are employed by the Nursing, Midwifery and Allied Health Professions Research Unit, which is funded by the Chief Scientist Office in Scotland.Peer reviewedPublisher PD

Does the stock market see a zero or small positive earnings surprise as a red flag?

10.1111/j.1475-679X.2009.00354.xJournal of Accounting Research481105-13

Assessing Inclusion Quality: The SpeciaLink Early Childhood Inclusion Quality Scale

Recent advances in policy development and professional practice in the field of early learning and child care have led to the expectation that it is appropriate and advantageous to include children with disabilities and extra support needs in early child care and learning programs. Yet, to date, evidence-based research on the effects of experiences in inclusive programs has been hampered by the lack of appropriate measures to assess inclusion quality that are reliable, valid, and relatively easy to administer. The purpose of the current study was to examine a newer measure, the SpeciaLink Early Childhood Inclusion Quality Scale (SECIQS), using data from 588 classrooms in child care centres and preschool programs across Canada. Through examination of inter-item consistency and reliability, along with exploratory and confirmatory factor analyses, evidence is provided for the utility and reliability of the measure. In addition, the validity of using both subscales is supported. Implications for policy and practice include recommending the use of all items in the SECIQS and scoring for all three factors in research studies. Further, separate subscale scores for the Inclusion Principles and Inclusion Practices subscales are recommended as useful for centre assessments, quality improvement initiatives, and for educating the field about the contributors to inclusion effectiveness