Length-frequency estimation for yellowfin tuna (Thunnus albacares) caught by commercial fishing gear in the Eastern Pacific Ocean

ENGLISH: Methods of collecting samples for the purpose of estimating the numbers and weights of fish caught, by length interval, are described. Several models for two-stage sampling are described, and the equations for the estimators and their variances are given. The results from a brief simulation study are used to show the differences between estimates made with the different models. Estimators for the average weights of fish in the catch and their variances are also described. These average weights are used to provide improved estimates of the total annual catches of yellowfin taken from the eastern Pacific Ocean, east of 150°W, between 1955 and 1990. SPANISH: Se describen los métodos de recoger de muestreo para estimar el número o peso de peces capturados, por intervalo de talla. Se describen varios modelos para el muestreo de dos etapas, y se presentan las ecuaciones para los estimadores y sus varianzas. Se usan los resultados de un breve estudio de simulación para indicar las diferencias entre estimaciones realizadas con los distintosmodelos. También se describe un estimador para el peso promedio de peces en la captura y su varianza. Se usan estos estimadores para calcular estimaciones mejoradas de las capturas anuales totales de aleta amarilla tomadas del Océano Pacífico oriental, al este de 150°W, entre 1955 y 1990. (PDF contains 41 pages.

Justice outsourced: why Concentrix’s tax credit mistakes matter

Administrative justice issues rarely attract the attention they deserve. However, the recent revelations about the tax credit checks undertaken by Concentrix on behalf of HMRC – and the poor service inflicted upon people – highlights a fundamental challenge to administrative justice posed by outsourcing and privatisation. Robert Thomas and Joe Tomlinson argue that the episode highlights the need for government to take administrative justice more seriously when it contracts out important tasks to private companies

Designing for diverse learners

Learning and teaching are only sustainable if accessible and inclusive. For this reason, we produced the Designing for diverse learners poster, a set of easy to follow guidance on developing learning resources to support learners with a variety of needs. This poster (Figure 1) has been adopted by many institutions and has had a significant impact on practice for many teaching in higher education. This conference session launched the next version of the Designing for diverse learners poster-a fully interactive and digital version that includes how and why each of these design decisions is made. An accompanying website was demonstrated for the first time, and delegates were invited to consider ways in which it could support their learning and development practice, give feedback, and suggest further improvements. The idea of 'diverse learners' is fundamental to the poster resource and to its use by learning developers. The practices outlined in our new website will benefit every learner-including those who may require specific adjustments. We hope the new version of the poster and the accompanying website will help support the development of greater access and inclusion in learning development practice

Space-Based Tethered Array Radar (STAR) - A Distributed Small Satellite Network

The Space-Based Tethered Array Radar (STAR) concept evolved from the DoD need for an affordable, launchable, survivable, and expandable Space-Based Radar for wide-area surveillance of airborne targets and for ballistic missile defense applications. Because low-observable threats can undermine conventional large monolithic Space-Based Radar satellite designs by forcing power-aperture products (inversely proportional to target radar cross-section) so high that the resulting heavy and expensive satellite could not be built or launched, innovative solutions are needed. One such solution is the use of a tether concept which derives strength and stability by tension rather than stiffness and bulk. The tether concept avoids rigid structures by embracing the premise of a Distributed Sparse Array Radar (DSAR) which coherently nets small satellite subarrays which are not physically interconnected. The STAR concept is a network of distributed small satellite subarrays each of which is a tethered set of elements or a string . Each string is a vertical linear array orbiting independently and made up of dipole array elements each with its own transmit/receive module and power source. In order to operate as a Distributed Sparse Array Radar, the relative locations of individual small satellite subarrays must be known to small fractions of a wavelength. In this paper after a brief discussion of SBR architecture, selected methods for cohering the Sparse Array, and for signal distribution, and signal combination are presented. Finally, an example design of a space based DSAR using tethers is described along with a communication scenario

The perceptions of a situated learning experience mediated by novice teachers' autonomy

With the development of online language learning comes a growing need for courses in language teaching to incorporate educational technologies into course content. The challenge this development poses is how to incorporate educational technologies in teacher education programmes to prepare teachers for online language teaching. This study explores the way in which an authentic environment of English online and at a distance is facilitated by novice teachers and how their perceptions of the experience influence their own autonomy. The article presents how novice teachers cope with the complexity of the design of online materials, their pedagogy and their expectations. Data were collected via semi-structured interviews and novice teachers’ own evaluations of the course. The study found the opportunities and challenges for novice teachers in materials design, more complex roles and course expectations as they self-direct themselves in terms of both their learning and pedagogical skills. These findings suggest that teachers’ perceptions of situated learning can be shaped by their own teacher autonomy

Glimmerglass Volume 20 Number 11 (1961)

Official Student Newspaper Issue is 6 pages long

Glimmerglass Volume 20 Number 12 (1961)

Official Student Newspaper Issue is 6 pages long

Glimmerglass Volume 20 Number 12 (1961)

Official Student Newspaper Issue is 6 pages long

Glimmerglass Volume 20 Number 01 (1960)

Official Student Newspaper Issue is 8 pages long

Glimmerglass Volume 20 Number 05 (1960)

Official Student Newspaper Issue is 8 pages long