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Much of the evolutionary ecology of toxic algal blooms (TABs) remains unclear, including the role of algal toxins in the adaptive 'strategies' of TAB‐forming species. Most eukaryotic TABs are caused by mixotrophs that augment autotrophy with organic nutrient sources, including competing algae (intraguild predation). We leverage the standing diversity of TABs formed by the toxic, invasive mixotroph Prymnesium parvum to identify cell‐level behaviours involved in toxin‐assisted predation using direct observations as well as comparisons between genetically distinct low‐ and high‐toxicity isolates. Our results suggest that P. parvum toxins are primarily delivered at close range and promote subsequent prey capture/consumption. Surprisingly, we find opposite chemotactic preferences for organic (prey‐derived) and inorganic nutrients between differentially toxic isolates, respectively, suggesting behavioural integration of toxicity and phagotrophy. Variation in toxicity may, therefore, reflect broader phenotypic integration of key traits that ultimately contribute to the remarkable flexibility, diversity, and success of invasive populations. [ABSTRACT FROM AUTHOR]

Debriefing is one of the most important learning practices and takes place after the simulation is completed to stimulate further learning and reflection for the participant to gather feedback on their performance. This purpose is to explore the differences between instructor-led and peer-led techniques in debriefing after simulation exercises in undergraduate nursing education. A group of students will participate in a simulation scenario and then debrief with an instructor and then the same group will participate in another scenario and debrief through a peer-led group discussion. The debriefings will be evaluated using the Debriefing Assessment for Simulation in Healthcare (DASH) questionnaire. The results indicate that there is not a significant difference in the overall learning experience for the students between the two debriefing styles. Overall, the students ranked the debriefing processes for both experiences as very positive. The overall results indicate no difference in learning outcomes, however there were significant differences on five individual questions, in which the students preferred debriefing with an instructor for increased knowledge base and feedback from the instructor. [ABSTRACT FROM AUTHOR]

The ancient Mayans were an extensively literate culture, yet there arefew Mayan books, or codices, that have survived into the modern era. What has endured is the writing found on Mayan temples and tombs and in a handful of remaining Mayan codices. This article is a history of specific Mayan codices: the Paris Codex, the Madrid Codex, and the Dresden Codex, including a discussion of the controversial Grolier Codex and its rediscovery. Included in this article is an overview of the ancient Maya, describing their culture and history, a background on the Mayan language and writing system, and a short history of Mayan book and papermaking. The microhistory of the Mayan texts lends to a discussion of the significance and value of historical documents in libraries, and the usefulness offacsimile reproductions in libraries and research institute collections. This article also includes a discussion of how libraries have contributed to the history and preservation of the Mayan codices. [ABSTRACT FROM AUTHOR]

The way students experience higher education in today's world is rapidly changing, and students have the choice to earn their college degree in a number of non-traditional ways. Library services also need to transform to meet the needs of all students regardless of how they experience higher education. The following article outlines how library circulation and document delivery services can be provided to distance education students. Two institutions' services are compared: the distance education circulation services offered at the Leatherby Libraries at Chapman University and the equivalent services at the Ottenheimer Library at University of Arkansas at Little Rock. This case study provides examples of how document delivery and interlibrary loan can fill the resource needs of distance education patrons. [ABSTRACT FROM PUBLISHER]