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People with disabilities are profoundly affected by what is built around and for them, yet far too often they are not consulted during the various phases of a product's life [...]

To link to full-text access for this article, visit this link: http://dx.doi.org/10.1016/j.dsr.2007.09.003 Byline: Jaime Gomez-Gutierrez (a), Leah R. Feinberg (b), Tracy C. Shaw (b), William T. Peterson (c) Keywords: Euphausiids; Broadcast spawning; Brood size; Spawning areas; Upwelling; Oregon coast; USA Abstract: Brood sizes of 1259 adult female Euphausia pacifica and Thysanoessa spinifera were measured during 48h incubations (10[degrees]C, [+ or -]0.5[degrees]C) on 27 oceanographic cruises between July 1999 and September 2004. The data set includes measurements from several stations off Newport, Oregon (Newport Hydrographic line, 44[degrees]39'N) made over a 5-year period and measurements from 14 more extensive cruises at stations representative of continental shelf, slope, and oceanic waters off Oregon and California, USA. E. pacifica had similar brood sizes at inshore (200m) stations with an average of 151 and 139 eggs brood.sup.-1 fem.sup.-1, respectively. T. spinifera brood sizes were considerably higher at inshore stations -- particularly at Heceta Bank (44[degrees]N) and south of Cape Blanco (42[degrees]50'N) -- than at offshore stations, 155 and 107 eggs brood.sup.-1 fem.sup.-1, respectively. Average brood sizes of E. pacifica increased during the study period, from 125 (in 2000) to 171 eggs brood.sup.-1 fem.sup.-1 (in 2003). Average percentage of carbon weight invested in spawning (reproductive effort) was higher in E. pacifica ([approximately equal to]14%) than in T. spinifera ([approximately equal to]6%), because both species have similar brood size but T. spinifera females are larger than E. pacifica females and produce smaller eggs. Reproductive effort for both species was higher during summer 2002, probably associated with anomalous cool subarctic waters and high chl-a concentration observed during that summer. Brood sizes and chl-a values remained relatively high in 2003-2004 compared to the 1999-2001 period. Geographical and temporal variability in brood sizes for both species were significantly correlated with in situ measurements of chl-a concentration but not with sea surface temperature. No gravid females were collected during late autumn and winter cruises, thus the spawning season along the Oregon coast appears to extend from March through September for both species. However, T. spinifera usually starts reproductive activity earlier in the spring (March) than E. pacifica. Both species had their highest brood sizes in summer during the period of most intense upwelling, which is associated with an increase in regional phytoplankton standing stock. Author Affiliation: (a) College of Oceanic and Atmospheric Sciences, Oregon State University, 104 Ocean Administration Building, Corvallis, OR 97331-5503, USA (b) Cooperative Institute for Marine Resources Studies, Hatfield Marine Science Center, 2030 South Marine Science Drive, Newport, OR 97365, USA (c) NOAA/NMFS, Hatfield Marine Science Center, 2030 South Marine Science Drive, Newport, OR 97365, USA Article History: Received 30 June 2006; Revised 5 September 2007; Accepted 11 September 2007

The Cambridge Growth Project (CGP) 1960-1987 developed its own software packages for (1) single-equation then matrix-equation regression analysis and (2) matrix manipulation, then full dynamic nonlinear model solution. The hardware used by the project was the successor to EDSAC, the Titan computer, succeeded by an IBM mainframe, and one of the first personal computers, built by Acorn a local Cambridge company, which was replaced by the standard personal computer running under DOS. The development of the matrix approach to modelling stemmed from the emphasis on social accounting associated with the work of Richard Stone. The software was developed around the concept of the zero-, one-, two- or three-dimensional tensor (scalar, vector, matrix, or 3D tensor) a powerful way of organizing data that are both cross-section and time-series. The programs, written in FORTRAN, that were developed over the period 1973-1978 MREG and IDIOM are still in use today, although they have gone through many versions, they are able to manage much larger data sets, and they have become much faster in operation.

The novel coronavirus disease was declared a pandemic in March 2020, which necessitated adaptations to medical education. This systematic review synthesises published reports of medical educational developments and innovations that pivot to online learning from workplace-based clinical learning in response to the pandemic. The objectives were to synthesise what adaptations/innovation were implemented (description), their impact (justification), and 'how' and 'why' these were selected (explanation and rationale). The authors systematically searched four online databases up to December 21, 2020. Two authors independently screened titles, abstracts and full-texts, performed data extraction, and assessed the risk of bias. Our findings are reported in alignment with the STORIES (STructured apprOach to the Reporting in healthcare education of Evidence Synthesis) statement and BEME guidance. Fifty-five articles were included. Most were from North America (n = 40), and nearly 70% focused on undergraduate medical education (UGME). Key developments were rapid shifts from workplace-based learning to virtual spaces, including online electives, telesimulation, telehealth, radiology, and pathology image repositories, live-streaming or pre-recorded videos of surgical procedures, stepping up of medical students to support clinical services, remote adaptations for clinical visits, multidisciplinary team meetings and ward rounds. Challenges included lack of personal interactions, lack of standardised telemedicine curricula and need for faculty time, technical resources, and devices. Assessment of risk of bias revealed poor reporting of underpinning theory, resources, setting, educational methods, and content. This review highlights the response of medical educators in deploying adaptations and innovations. Whilst few are new, the complexity, concomitant use of multiple methods and the specific pragmatic choices of educators offers useful insight to clinical teachers who wish to deploy such methods within their own practice. Future works that offer more specific details to allow replication and understanding of conceptual underpinnings are likely to justify an update to this review. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic spurred an abrupt transition away from in-person educational activities. This systematic review investigated the pivot to online learning for nonclinical undergraduate medical education (UGME) activities and explored descriptions of educational offerings deployed, their impact, and lessons learned. The authors systematically searched four online databases and conducted a manual electronic search of MedEdPublish up to December 21, 2020. Two authors independently screened titles, abstracts and full texts, performed data extraction and assessed risk of bias. A third author resolved discrepancies. Findings were reported in accordance with the STORIES (STructured apprOach to the Reporting in healthcare education of Evidence Synthesis) statement and BEME guidance. Fifty-six articles were included. The majority (n = 41) described the rapid transition of existing offerings to online formats, whereas fewer (n = 15) described novel activities. The majority (n = 27) included a combination of synchronous and asynchronous components. Didactics (n = 40) and small groups (n = 26) were the most common instructional methods. Teachers largely integrated technology to replace and amplify rather than transform learning, though learner engagement was often interactive. Thematic analysis revealed unique challenges of online learning, as well as exemplary practices. The quality of study designs and reporting was modest, with underpinning theory at highest risk of bias. Virtually all studies (n = 54) assessed reaction/satisfaction, fewer than half (n = 23) assessed changes in attitudes, knowledge or skills, and none assessed behavioral, organizational or patient outcomes. UGME educators successfully transitioned face-to-face instructional methods online and implemented novel solutions during the COVID-19 pandemic. Although technology's potential to transform teaching is not yet fully realized, the use of synchronous and asynchronous formats encouraged virtual engagement, while offering flexible, self-directed learning. As we transition from emergency remote learning to a post-pandemic world, educators must underpin new developments with theory, report additional outcomes and provide details that support replication. [ABSTRACT FROM AUTHOR]

Historical plays by Kone Kouka portray how Maoris responded to social disruptions in the 20th century. Like most Maoris, Kouka believes the present is based on the past and his characters coexist in modern and traditional worlds.