Viability interactions between the left and right arms of the second chromosome of Drosophila melanogaster

Inter and intrachromosomal viability interactions have been detected in a few experimental studies. Computer simulations and analytical models have led to postulation of nonadditivity of gene action. This study reports evidence of strong nonadditive interactions between the arms of the metacentric second chromosome of Drosophila melanogaster. Mean viability for 40 homozygous lines of the second chromosomes was 0.720+0.265 • Mean viability for 40 half homozygous second chromosomes was 0.928!O.)10 • Significant heterogeneity among and within lines was found in both groups of chromosomes, as well as a highly significant viability difference between the two groups. Comparison of observed viabilities with the expected values, according to the theories of additive and multi - plicative gene action. was made for both groups. Highly significant departures from the expected values were found for over 90% of the lines in both groups of chromosomes, for both additive and multiplicative models of gene action.

Second Welland Canal - Book 1, Survey Map 3 - Old Lock 2 in Grantham Township

Survey map of the Second Welland Canal created by the Welland Canal Company showing a portion of the Grantham Township near Port Dalhousie. Identified structures associated with the Canal include the new towing path. The surveyors' measurements and notes can be seen in red and black ink and pencil. Features of the First Welland Canal are noted in red ink and include the old Lock 2, old towing path and the original bed of the Twelve Mile Creek. Local area landmarks are also identified and include streets and roads (ex. Side Line and Old Road), four unnamed bridges, and a tree stump along the old towing path. A New Road to Port Dalhousie is featured in red ink. Properties and property owners of note are: Concession 3 Lots 21, 22 and 23, Concession 4 Lots 21, 22 and 23, Jabez Johnson, Adam Gould, Peter Weaver and Samuel Wood.

Second Welland Canal - Book 1, Survey Map 5 - Through Grantham Township

Survey map of the Second Welland Canal created by the Welland Canal Company showing a portion of the Grantham Township near Port Dalhousie. Identified structures associated with the Canal include the tow path and floating tow path. The surveyors' measurements and notes can be seen in red and black ink and pencil. Features of the First Welland Canal are noted in red ink and include the old towing path, the Old Canal, two unnamed bridges traversing the Old Canal, and the bed of the Twelve Mile Creek. Local area landmarks are also identified and include streets and roads (ex. Old Road, Side Line, Road to Port Dalhousie), Samuel Wood's house, Peter Weaver's house, J. R. Tenbroeck's house, a poplar and walnut tree along the east shore, an oak and hickory tree along the west shore, and a walnut tree stump along the west shore. Properties and property owners of note are: Concession 3 Lots 21, 22, and 23, Concession 4 Lots 21, 22, and 23, Adam Gould, Samuel Wood, Peter Weaver, and John R. Tenbroeck.

Second Welland Canal - Book 1, Survey Map 6 - Through Grantham and Louth Townships

Survey map of the Second Welland Canal created by the Welland Canal Company showing the area between the Townships of Grantham and Louth. Identified structures associated with the Canal include the floating tow path. The surveyors' measurements and notes can be seen in red and black ink and pencil. Features of the First Welland Canal are noted in red ink and include the old towing path, and the original bed of the Twelve Mile Creek. Local area landmarks are also identified and include streets and roads (ex. New Road, 1st Concession Road, and an unnamed road in the top right corner), an unnamed bridge along New Road, J. Martindale's House, an Old Saw Mill, Richardsons Creek, Georges Point, and an oak tree at Georges Point. Properties and property owners of note are: Concession 2 Lot 23 and Concession 3 Lot 23 in the Grantham Township, Concession 2 Lots 1 and 2, and Concession 3 Lots 1 and 2 in the Louth Township, Peter Weaver, J. Martindale, and John Bonner. A property belonging to the Board of Works is outlined in red at Georges Point.

Second Welland Canal - Book 1, Survey Map 11 - St. Catharines and Locks 3 and 4

Survey map of the Second Welland Canal created by the Welland Canal Company showing the Town of St. Catharines. Identified structures associated with the Canal include Lock 3 and its Lock House, Lock 4 and its Lock House, Hydraulic Race, and a floating tow path. The surveyors' measurements and notes can be seen in red and black ink and pencil. Local area landmarks are also identified and include streets and roads (ex. Geneva Street, Ontario Street, St. Paul Street, and Merritville Road), Lincoln Mills and its Store House, T. M. Merritt's Store House, Cooper Shop, L. Shickluna's Dry Dock, Peter McGill's Grist Mill, J. Flint's Saw Factory, T. Hosteter's Gristing Mill, J. Dougan Builder's shop or office, Norris and Nelson Mill, G. N. Oil Foundry and its Machine Shop and Boiler, a barrel shed, woolen factory, Estate of P. Nihen (or T. Nihan), Norris and Nelson's Wharf, the W. C. Office, and structures (possibly houses) or small properties belonging to T. Adams, and A. K. Boomer. Properties and property owners of note are: Concession 6 Lots 16, 17, and 18, Concession 7 Lots 16, 17, and 18, Alva Dittrick, James R. Benson, W. B. Robinson, and C. Phelps.

Second Welland Canal - Book 3, Survey Map 18 - Through Humberstone

Survey map of the Second Welland Canal created by the Welland Canal Company showing the area through Humberstone Township. Identified structures associated with the Canal are the north and south back ditches, Towing Path and spoil banks. Surveyor measurements and notes can be seen in red and black ink and pencil. Local area landmarks include Tram Way to Peat Beds. Roads running parallel to Canal are the Road to Port Colborn and the northern Road Allowance. Roads running parallel to Canal are Road Allowance between the 2nd and 3rd Concession, Road Allowance between the 3rd and 4th Concession. Properties and property owners are noted as follows: J. Thompson, J. Sullivan, J. Leady, John Neff and Peter Neff. Other properties include: Lot No. 27, 3rd Concession, Lot No. 26, 3rd Concession and Lot No. 25, 3rd Concession."Humberstone" - Scale 4 Chs. per Inch

Welland Canal Survey of Lands Peter May, 1826

Survey map and description of Peter May's land created by The Welland Canal Company. Included is a written description of the land along with a drawing of the land. Noteable features include; a large pond, the original bed of the 12 Mile Creek. Surveyor notes are seen in pencil on the map. The property is on the second concession in Grantham. Click on 'detail' to see Map

Effects of computer-mediated communication and face-to-face communication on the quantity and quality of discourse produced by English as a second language students /

The effects oftwo types of small-group communication, synchronous computer-mediated and face-to-face, on the quantity and quality of verbal output were con^ared. Quantity was deiSned as the number of turns taken per minute, the number of Analysis-of-Speech units (AS-units) produced per minute, and the number ofwords produced per minute. Quality was defined as the number of words produced per AS-unit. In addition, the interaction of gender and type of communication was explored for any differences that existed in the output produced. Questionnaires were also given to participants to determine attitudes toward computer-mediated and face-to-face communication. Thirty intermediate-level students fi-om the Intensive English Language Program (lELP) at Brock University participated in the study, including 15 females and 15 males. Nonparametric tests, including the Wilcoxon matched-pairs test, Mann-Whitney U test, and Friedman test were used to test for significance at the p < .05 level. No significant differences were found in the effects of computer-mediated and face-to-face communication on the output produced during follow-up speaking sessions. However, the quantity and quality of interaction was significantly higher during face-to-face sessions than computer-mediated sessions. No significant differences were found in the output produced by males and females in these 2 conditions. While participants felt that the use of computer-mediated communication may aid in the development of certain language skills, they generally preferred face-to-face communication. These results differed fi-om previous studies that found a greater quantity and quality of output in addition to a greater equality of interaction produced during computer-mediated sessions in comparison to face-to-face sessions (Kern, 1995; Warschauer, 1996).

An exploration of the experience of implementing the second step violence prevention curriculum in one primary general learning disabilities class /

Violence has always been a part of the human experience, and therefore, a popular topic for research. It is a controversial issue, mostly because the possible sources of violent behaviour are so varied, encompassing both biological and environmental factors. However, very little disagreement is found regarding the severity of this societal problem. Most researchers agree that the number and intensity of aggressive acts among adults and children is growing. Not surprisingly, many educational policies, programs, and curricula have been developed to address this concern. The research favours programs which address the root causes of violence and seek to prevent rather than provide consequences for the undesirable behaviour. But what makes a violence prevention program effective? How should educators choose among the many curricula on the market? After reviewing the literature surrounding violence prevention programs and their effectiveness, The Second Step Violence Prevention Curriculum surfaced as unique in many ways. It was designed to address the root causes of violence in an active, student-centred way. Empathy training, anger management, interpersonal cognitive problem solving, and behavioural social skills form the basis of this program. Published in 1992, the program has been the topic of limited research, almost entirely carried out using quantitative methodologies.The purpose of this study was to understand what happens when the Second Step Violence Prevention Curriculum is implemented with a group of students and teachers. I was not seeking a statistical correlation between the frequency of violence and program delivery, as in most prior research. Rather, I wished to gain a deeper understanding of the impact ofthe program through the eyes of the participants. The Second Step Program was taught to a small, primary level, general learning disabilities class by a teacher and student teacher. Data were gathered using interviews with the teachers, personal observations, staff reports, and my own journal. Common themes across the four types of data collection emerged during the study, and these themes were isolated and explored for meaning. Findings indicate that the program does not offer a "quick fix" to this serious problem. However, several important discoveries were made. The teachers feU that the program was effective despite a lack of concrete evidence to support this claim. They used the Second Step strategies outside their actual instructional time and felt it made them better educators and disciplinarians. The students did not display a marked change in their behaviour during or after the program implementation, but they were better able to speak about their actions, the source of their aggression, and the alternatives which were available. Although they were not yet transferring their knowledge into positive action,a heightened awareness was evident. Finally, staff reports and my own journal led me to a deeper understanding ofhow perception frames reality. The perception that the program was working led everyone to feel more empowered when a violent incident occurred, and efforts were made to address the cause rather than merely to offer consequences. A general feeling that we were addressing the problem in a productive way was prevalent among the staff and students involved. The findings from this investigation have many implications for research and practice. Further study into the realm of violence prevention is greatly needed, using a balance of quantitative and qualitative methodologies. Such a serious problem can only be effectively addressed with a greater understanding of its complexities. This study also demonstrates the overall positive impact of the Second Step Violence Prevention Curriculum and, therefore, supports its continued use in our schools.

Attitudes of second year diploma nurses in three community colleges toward the use of computers in the nursing role /

The effectiveness of various kinds of computer programs is of concern to nurse-educators. Using a 3x3 experimental design, ninety second year diploma student nurses were randomly selected from a total population at three community colleges in Ontario. Data were collected via a 20-item valid and reliable Likert-type questionnaire developed by the nursing profession to measure perceptions of nurses about computers in the nursing role. The groups were pretested and posttested at the beginning and end of one semester. Subjects attending College A group received a computer literacy course which comprised word processing with technology awareness. College B students were exposed to computer-aided instruction primarily in nursing simulations intermittently throughout the semester. College C subjects maintained their regular curriculum with no computer involvement. The student's t-test (two-tailed) was employed to assess the attitude scores data and a one-way analysis of variance was performed on the attitude scores. Posttest analysis revealed that there was a significant difference (p<.05) between attitude scores on the use of computers in the nursing role between College A and C. No significant differences (p>.05) were seen between College B and A in posttesting. Suggestions for continued computer education of diploma student nurses are provided.

Message from the President of the United States to both Houses of Congress at the commencement of the second session of the twelfth Congress. --

November 4, 1812. Read, and ordered to be printed.

A sermon, delivered at the meeting house of the second parish in Portland, August 20, 1812 : on the occasion of the national fast /

Published at the particular request of the congregation.