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The black-lip pearl oyster, Pinctada margaritifera, used for round pearl production in Polynesia, is generally cultured using “ear-hanging” where they are attached to a rope to form “chaplets.” In other countries, pearl oysters are cultured using panel (pocket) nets that are more expensive than chaplets but afford more protection to cultured oysters. Prior research has shown panel nets produce pearls of higher quality and value, potentially generating higher profits. This study used cost–benefit analysis to compare pearl production using chaplet-based and panel net-based culture methods. Whole farm data, including gross revenues and annual production costs, fixed and variable, were analyzed. Average production cost per pearl using panel net-based culture was USD 22.47 and for chaplet-based culture was USD 21.55. However, use of panel nets saved around 3,430 hr (USD 6,860) of labor a year, offsetting the greater capital investment. A chaplet-based pearl farm generated USD 65,738 in annual profits compared to USD 88,774 for a panel net-based farm. Positive cash flow was achieved 1 year earlier (Year 7) for the panel net-based farm. This is the first economic analysis of different pearl culture methods for P. margaritifera and evidence of profitability will support further development of the black-lip pearl industry in the Indo-Pacific region.

Since the 2001 "black box" warning on droperidol, its use in the prehospital setting has decreased substantially in favor of haloperidol. There are no studies comparing the prehospital use of either drug. The goal of this study was to compare QTc prolongation, adverse events, and effectiveness of droperidol and haloperidol among a cohort of agitated patients in the prehospital setting.In this institutional review board-approved before and after study, we collected data on 532 patients receiving haloperidol (n = 314) or droperidol (n = 218) between 2007 and 2010. We reviewed emergency department (ED) electrocardiograms when available (haloperidol, n = 78, 25%; droperidol, n = 178, 76%) for QTc length (in milliseconds), medical records for clinically relevant adverse events (defined a priori as systolic blood pressure (SBP)90 mmHg, seizure, administration of anti-dysrhythmic medications, cardioversion or defibrillation, bag-valve-mask ventilation, intubation, cardiopulmonary arrest, and prehospital or in-hospital death). We also compared effectiveness of the medications, using administration of additional sedating medications within 30 minutes of ED arrival as a proxy for effectiveness.The mean haloperidol dose was 7.9 mg (median 10 mg, range 4-20 mg). The mean droperidol dose was 2.9 mg (median 2.5 mg, range 1.25-10 mg.) Haloperidol was given i.m. in 289 cases (92%), and droperidol was given i.m. in 132 cases (61%); in all other cases, the medication was given i.v.. There was no statistically significant difference in median QTc after medication administration (haloperidol 447 ms, 95% CI: 440-454 ms; droperidol 454 ms, 95% CI: 450-457). There were no statistically significant differences in adverse events in the droperidol group as compared to the haloperidol group. One patient in the droperidol group with a history of congenital heart disease suffered a cardiopulmonary arrest and was resuscitated with neurologically intact survival. There was no significant difference in the use of additional sedating medications within 30 minutes of ED arrival after receiving droperidol (2.9%, 95% CI: -2.5-8.4%).In this cohort of agitated patients treated with haloperidol or droperidol in the prehospital setting, there was no significant difference found in QTc prolongation, adverse events, or need for repeat sedation between haloperidol and droperidol.

This paper proposes a model for developing an Age-Friendly Media and Information Literate (#AFMIL) city. It starts by addressing general issues concerning ageing and ageism. Key features of UNESCO’s framework for a media and information literate city are described. The authors proceed to identify relevant international handbooks, guidelines and initiatives concerning age-friendly environments, cities for human rights, smart cities, creative cities and informational cities. Drawing on these documents, the authors outline a model for developing an #AFMIL city, centred on older people enacting three roles: their role as consumers of media and information; older people as represented in the media; and older people in their role as creators, critics and innovators. They highlight the role of librarians in this development.

Though there is an extensive literature on materials in language teaching, little if any of it examines the relationship between materials such as textbooks and the totality of the classroom experience. The present study makes use of the concept of classroom ecology (Tudor, 2001; van Lier, 1996) to explore the interrelationships among materials and other crucial elements in an advanced ESL grammar class offered in the Intensive English Program of an American university. We focus in particular on the ways in which the textbook-Azar's (2002) Understanding and using English grammar-constituted the de facto curriculum of the course, and how it provided structure for the majority of the classroom interaction. Finally, we speculate on the relationship between the materials and language learning in this classroom. We argue that the framework of ecology, with its emphasis on affordances and emergence, provides a compelling lens through which to study the ways in which materials are actually deployed in classrooms, and how teachers and students conceive of the work being done there. [ABSTRACT FROM AUTHOR]

Using the 2 theoretical lenses of representation (Barthes, 1977) and ownership of language (Higgins, 2003), this article offers a critical analysis of representations of Russian speakers in 9 widely used Russian language textbooks aimed at university-level learners. Particular attention is paid to representations of Russian speakers other than white Orthodox Christian ethnic Russians. Findings indicate that there are virtually no representations of such 'other' speakers in the materials under investigation. This absence is framed as an erasure (hooks, 1992), a violent removal that significantly misrepresents the actual diversity of speakers of Russian and restricts putative ownership of the Russian language. The authors argue that not only is this inaccurate portrayal pedagogically problematic; it is also politically so, as it coincides with a rising tide of ethnic Russian nationalism in the Russian Federation. The article ends with a call for more accurate portrayals of the actual diversity of users of Russian. [ABSTRACT FROM AUTHOR]

The authors aim to present and compare findings from\ud a phenomenographic investigation into conceptions of\ud information literacy in two populations: academics in\ud English and Marketing disciplines teaching at British\ud universities. These were chosen as examples of, respectively, soft-pure and soft-applied disciplines.We\ud begin by defining information literacy and briefly setting\ud our research in context. We explain the nature of research using the phenomenographic approach, and describe our sample and methods. We present firstly, the four qualitatively different conceptions of information literacy held by the English academics, and then the seven conceptions held by the Marketing academics. Key differences between the conceptions held in the two disciplines are discussed, in particular relating differences to characteristics of soft-pure and soft-applied disciplines. The authors conclude that\ud study of the differences between the conceptions held by the two disciplinary groups can illuminate and guide information literacy initiatives.

Evangelical Christians are an enduring and growing presence in the field of English language teaching worldwide and in the TESOL organization in particular. Yet to date, hardly any empirical research has been done on this population of teachers or on the links between English teaching, religious beliefs, and missionary work. This article reports on a qualitative study of ten English language teachers-in-training at two evangelical Christian colleges in the United States. Using interview data, the study explores the religious beliefs of the participants and the complex, varied, and often still developing ways in which these beliefs relate to their perspectives on missionary work and on the relationship between religious faith and English language teaching (ELT). We conclude by identifying a key moral dilemma raised by the participants' values as related to several of the dominant discourses present in ELT.

One interpretation could be increased engagement, collaboration and connectivity across geographically dispersed physical campuses. Another view could be knowledge transfer and partnerships with other organisations, such as community groups and the third sector, which can be facilitated by digital technology. A third interpretation could be the idea of the university employing more distributed technological solutions such as shared and/or cloud based services. Indeed all of these interpretations are perfectly plausible and reflect how many universities are actually operating today. Learning and teaching should be central to all of these interpretations.

The diversity of a degraded grassland community on the Chinese Inner Mongolia steppe dominated by Artemisia frigida (Asteraceae) subject to a range of grazing treatments (zero, and light, medium and heavy grazing) for 13 years was studied from July to August 2002. Under zero grazing, percentage total vegetation cover was significantly (P < 0.05) less than under light, medium, and heavy grazing. Although not dominant in any treatments, percentage cover of Carex duriuscula (Cyperaceae) was higher than other species in the zero, light, and medium grazed treatments. Its cover tended to decline as grazing intensity increased (P = 0.49). Aneurolepidium chinense (Poaceae) reasserted its dominant status in the zero grazed grassland; A. frigida remained dominant under light and medium grazing. Under heavy grazing, Potentilla acaulis (Rosaceae) was the dominant species and it provided the highest percentage cover. Zero and heavy grazing resulted in fewer (three‐four) species contributing most of the total ...

In this article the authors argue that progress in the development of information literacy (IL) has been hindered by tendencies such as: denying that information literacy is even a subject, paying exclusive attention to forces outside the discipline and forming information literacy silos. The authors start by reflecting on formative developments in information literacy outside North America in the late 1990s-early 2000s, and noting that IL has not evolved from that period as much as one might expect. They identify hindrances to information literacy’s formation as a discipline, and relate their discussion to changing notions of disciplinarity. The authors present ‘Information Literacy in the lifecourse’ as an example focus which could stimulate engagement from researchers and practitioners who are currently situated in different information literacy silos. They conclude that taking a disciplinary and lifecourse approach to information literacy would open up opportunities for working in a collegiate way, both within the information literacy community and with those outside it, and provide a more robust foundation for influencing policy.

The Energy Sciences Network (ESnet) is the primary provider of network connectivity for the U.S. Department of Energy (DOE) Office of Science (SC), the single largest supporter of basic research in the physical sciences in the United States. In support of SC programs, ESnet regularly updates and refreshes its understanding of the networking requirements of the instruments, facilities, scientists, and science programs that it serves. This focus has helped ESnet be a highly successful enabler of scientific discovery for over 25 years. In November 2012, ESnet and the Office of Biological and Environmental Research (BER) of the DOE SC organized a review to characterize the networking requirements of the programs funded by the BER program office. Several key findings resulted from the review. Among them: 1) The scale of data sets available to science collaborations continues to increase exponentially. This has broad impact, both on the network and on the computational and storage systems connected to the network. 2) Many science collaborations require assistance to cope with the systems and network engineering challenges inherent in managing the rapid growth in data scale. 3) Several science domains operate distributed facilities that rely on high-performance networking for success. Key examples illustrated in this report include the Earth System Grid Federation (ESGF) and the Systems Biology Knowledgebase (KBase). This report expands on these points, and addresses others as well. The report contains a findings section as well as the text of the case studies discussed at the review.

The notion of a Digital University seems to be gaining traction within institutions, however we have observed that it is being used in a very narrow context, mainly relating to digital technology and infrastructure e.g. repositories and/or VLEs. The exploration of the term Digital University offers the potential to explore central issues for strategic development in a more holistic manner. Digital literacy is also a term that, although increasingly being used in HE, is still not commonplace; and again suffers from narrowly focussed discussions particularly relating to computer science related skills and not as a developing set of wider ranging competences.

The Belle experiment, part of a broad-based search for new physics, is a collaboration of ~;;400 physicists from 55 institutions across four continents. The Belle detector is located at the KEKB accelerator in Tsukuba, Japan. The Belle detector was operated at the asymmetric electron-positron collider KEKB from 1999-2010. The detector accumulated more than 1 ab-1 of integrated luminosity, corresponding to more than 2 PB of data near 10 GeV center-of-mass energy. Recently, KEK has initiated a $400 million accelerator upgrade to be called SuperKEKB, designed to produce instantaneous and integrated luminosity two orders of magnitude greater than KEKB. The new international collaboration at SuperKEKB is called Belle II. The first data from Belle II/SuperKEKB is expected in 2015. In October 2012, senior members of the Belle-II collaboration gathered at PNNL to discuss the computing and neworking requirements of the Belle-II experiment with ESnet staff and other computing and networking experts. The day-and-a-half-long workshop characterized the instruments and facilities used in the experiment, the process of science for Belle-II, and the computing and networking equipment and configuration requirements to realize the full scientific potential of the collaboration?s work.

Attempts to respond to economic crisis associated with declining competitiveness and productivity have driven the development of educational reform during the 1980s. Meliorative strategies have centered on human capital development of the labor force. Review of industrial, occupational, and organizational restructuring reveals, however, that general attributes of the labor force have little direct influence on economic outcomes. The primary difficulty is one of structural and ideological discontinuity associated with transformation to a service-based society. School policy development is thus located within the broader arena of cultural politics, in which the power to define the meaning of social events is at stake. Emerging school policy needs to place examination of structures of accumulation and legitimation at the center of curricular and pedagogical reform and to prepare all students to participate in the social reconstruction of the social and economic life-world.