The U.S. Gulf of Mexico Pink Shrimp, Farfantepenaeus duorarum, Fishery: 50 Years of Commercial Catch Statistics

U.S. Gulf of Mexico, pink shrimp, Farfantepenaeus duorarum, catch statistics have been collected by NOAA’s National Marine Fisheries Service, or its predecessor agency, for over 50 years. Recent events, including hurricanes and oil spills within the ecosystem of the fishery, have shown that documentation of these catch data is of primary importance. Fishing effort for this stock has fluctuated over the 50-year period analyzed, ranging from 3,376 to 31,900 days fished, with the most recent years on record, 2008 and 2009, exhibiting declines up to 90% relative to the high levels recorded in the mid 1990’s. Our quantification of F. duorarum landings and catch rates (CPUE) indicates catch have been below the long-term average of about 12 million lb for all of the last 10 years on record. In contrast to catch and effort, catch rates have increased in recent years, with record CPUE levels measured in 2008 and 2009, of 1,340 and 1,144 lb per day fished, respectively. Our regression results revealed catch was dependent upon fishing effort (F=98.48df=1, 48, p<0.001, r2=0.67), (Catch=1,623,378 + (520) × (effort)). High CPUE’s measured indicate stocks were not in decline prior to 2009, despite the decline in catch. The decrease in catch is attributed in large part to low effort levels caused by economical and not biological or habitat related conditions. Future stock assessments using these baseline data will provide further insights and management advice concerning the Gulf of Mexic

Regulation of primary production in the Gulf of California through interaction of large-scale and local ocean processes [abstract]

EXTRACT (SEE PDF FOR FULL ABSTRACT): The suppression of primary productivity observed in eastern boundary ecosystems of the Pacific during El Nino episodes does not occur throughout the Gulf of California. On the contrary, analysis of the modern siliceous phytoplankton record from annually layered sediments and compilation of available primary productivity measurements indicate that production is significantly increased in the central Gulf during El Nino years compared to anti-El Nino years. Integrated observations of biological and physical variability during the spring of 1983, under the influence of the strong El Nino, show that very high primary productivity occurred along the eastern margin of the central Gulf. This resulted from the upwelling of a nutrient rich source provided by the locally formed Gulf water mass originating in the northern Gulf. Lower productivity and phytoplankton biomass were associated with the anomalous penetration of Tropical Surface Water along the western side of the Gulf.

Severe droughts reduce estuarine primary productivity with cascading effects on higher trophic levels

Using a 10-yr time-series data set, we analyzed the effects of two severe droughts on water-quality and ecosystem processes in a temperate, eutrophic estuary (Neuse River Estuary, North Carolina). During the droughts, dissolved inorganic nitrogen concentrations were on average 46–68% lower than the long-term mean due to reduced riverine input. Phytoplankton productivity and biomass were slightly below average for most of the estuary during a spring–autumn drought in 2002, but were dramatically lower than average throughout the estuary during an autumn–winter drought in 2007–2008. Droughts affected upper trophic levels through alteration of both habitat condition (i.e., bottom-water dissolved oxygen levels) and food availability. Bottomwater dissolved oxygen levels were near or slightly above average during the 2002 drought and during summer 2007. Concomitant with these modest improvements in bottom-water oxygen condition, fish kills were greatly reduced relative to the long-term average. Low-oxygen bottom-water conditions were more pronounced during summer 2008 in the latter stages of the 2007–2008 drought, and mesozooplankton abundances were eight-fold lower in summer 2008 than during nondrought years. Below-average mesozooplankton abundances persisted for well over 1 yr beyond cessation of the drought. Significant fish kills were observed in summer 2008 and 2009, perhaps due to the synergistic effects of hypoxia and reduced food availability. These results indicate that droughts can exert both ephemeral and prolonged multiyear influence on estuarine ecosystem processes and provide a glimpse into the future, when many regions of the world are predicted to face increased drought frequency and severity due to climate change.

Primary antibody deficiency and diagnostic delay.

AIMS: To assess the occurrence of diagnostic delay in primary antibody deficiency in the period 1989-2002, since a similar study in 1989, and to assess the impact of UK national guidelines communicated in 1995. METHODS: A retrospective case note review was performed of 89 consecutive patients with antibody deficiency referred to a regional referral centre for clinical immunology in north west England and north Wales. The delay in diagnosis and the estimated resulting morbidity in terms of infections were assessed. RESULTS: Fifty six of the 89 patients experienced delay in diagnosis. The overall median delay was 2 years (mean, 4.4), resulting in substantial morbidity (equivalent to two major infections and one minor infection). This shows a moderate improvement since the previous study in 1989 and since the introduction of UK national guidelines in 1995. Respiratory infections are the most frequent presenting infections, and respiratory physicians the most common source of referral. CONCLUSIONS: There is still considerable delay in the diagnosis of primary antibody deficiency, but the data suggest an improvement in practice since the previous study in 1989 and the distribution of national guidelines in 1995.

Primary succession of algal community structure in desert soil

The microbiotic crust study is among new focuses in investigating on the desertification control. Based on determination of algal crusts with different successive ages (4-, 8-, 17-, 34-, 42-year-old) and unconsolidated sand in the desert area, species composition and clustering analyses were carried out in this study. Results on successional orientation revealed that (1) the abundance of Cyanophyta, specially of Scytonema javanicum gradually decreased; (2) the abundance of Chlorophyta, Bacillariophyta and a species of Cyanophyta, Phormidium tenue increased; (3) the biodiversity increased gradually with the community succession; and (4) biomass of microalgae increased at the early stage, but decreased at the later stage due to the abundance of lichens and mosses. But, the speed of natural succession was so slow that the community-building species was still the first dominant species after 42 years, except that its dominant degree decreased just slightly. However, successive speed and trend were affected by water, vegetation coverage, terrain, time and soil physico-chemical properties as well, especially Mn content in the soil appeared to have a threshold effect.

二氧化碳收集利用与处置技术分析

化石燃料的燃烧是百余年来大气中二氧化碳（CO2）浓度增加的主要原因。CO2的收集和处置则是抑制这一趋势的有效途径。本文通过对现有收集利用和处置技术的分析，认为火电厂是收集CO2的重点考虑对象；CO2用于三次采油及天然气回收在技术上和经济上比较可行；蓄水层储气前景广阔值得研究；深海处置有待进一步探索；CO2用于置换开采天然气水合物也是很有前景的方案。

Simulation study of China's net primary production

Spatial and temporal distribution of vegetation net primary production (NPP) in China was studied using three light-use efficiency models (CASA, GLOPEM and GEOLUE) and two mechanistic ecological process models (CEVSA, GEOPRO). Based on spatial and temporal analysis (e.g. monthly, seasonally and annually) of simulated results from ecological process mechanism models of CASA, GLOPEM and CEVSA, the following conclusions could be made: (1) during the last 20 years, NPP change in China followed closely the seasonal change of climate affected by monsoon with an overall trend of increasing; (2) simulated average seasonal NPP was: 0.571 +/- 0.2 GtC in spring, 1.573 +/- 0.4 GtC in summer, 0.6 +/- 0.2 GtC in autumn, and 0.12 +/- 0.1 GtC in winter. Average annual NPP in China was 2.864 +/- 1 GtC. All the five models were able to simulate seasonal and spatial features of biomass for different ecological types in China. This paper provides a baseline for China's total biomass production. It also offers a means of estimating the NPP change due to afforestation, reforestation, conservation and other human activities and could aid people in using for-mentioned carbon sinks to fulfill China's commitment of reducing greenhouse gases.

Coherence between solar activity and the East Asian winter monsoon variability in the past 8000 years from Yangtze River-derived mud in the East China Sea

AMS(14)C dating and grain-size analysis for Core PC-6, located in the middle of a mud area on the inner shelf of the East China Sea (ECS), were used to rebuild the Holocene history of the East Asian winter monsoon (EAWM). The 7.5-m core recorded the history of environmental changes during the postglacial transgression. The core's mud section (the upper 450 cm) has been formed mainly by suspended sediment delivered from the Yangtze River mouth by the ECS Winter Coastal Current (ECSWCC) since 7.6 kyr BP. Using a mathematical method called "grain size vs. standard deviatioW', we can divide the Core PC-6's grain-size distribution into two populations at about 28 mu m. The fine population (< 28 mu m) is considered to be transported by the ECSWCC as suspended loads. Content of the fine population changes little and represents a stable sedimentary environment in accord with the present situation. Thus, variation of mean grain-size from the fine population would reflect the strength of ECSWCC, which is mainly controlled by the East Asian winter monsoon. Abrupt increasing mean grain size in the mud section is inferred to be transported by sudden strengthened ECSWCC, which was caused by the strengthened EAWM. Thus, the high resolution mean grain-size variation might serve as a proxy for reconstruction of the EAWM. A good correlation between sunspot change and the mean grain-size of suspended fine population suggests that one of the primary controls on centennial- to decadal-scale changes of the EAWM in the past 8 ka is the variations of sun irradiance, i.e., the EAWM will increase in intensity when the number of sunspots decreases. Spectral analyses of the mean grain-size time series of Core PC-6 show statistically significant periodicities centering on 2463, 1368, 128, 106, 100, 88-91, 7678, and 70-72 years. The EAWM and the East Asian summer monsoon (EASM) agree with each other well on these cycles, and the East Asian Monsoon (EAM) and the Indian Monsoon also share in concurrent cycles in Holocene, which are in accord with the changes of the sun irradiance. (c) 2005 Elsevier B.V. All rights reserved.

NHS Wales user needs study including knowledgebase tools report. Report for Informing Healthcare Strategy implementation programme.

Thomas, R., Spink, S., Durbin, J. & Urquhart, C. (2005). NHS Wales user needs study including knowledgebase tools report. Report for Informing Healthcare Strategy implementation programme. Aberystwyth: Department of Information Studies, University of Wales Aberystwyth. Sponsorship: Informing Healthcare, NHS Wales

Established cardiovascular disease and CVD risk factors in a primary care population of middle-aged Irish men and women

Contemporary Irish data on the prevalence of major cardiovascular disease (CVD) risk factors are sparse. The primary aims of this study were (1) to estimate the prevalence of major cardiovascular disease risk factors, including Type 2 Diabetes Mellitus, in the general population of men and women between the ages of 50 and 69 years; and (2) to estimate the proportion of individuals in this age group at high absolute risk of cardiovascular disease events on the basis of pre-existing cardiovascular disease or as defined by the Framingham equation. Participants were drawn from the practice lists of 17 general practices in Cork and Kerry using stratified random sampling. A total of 1018 people attended for screening (490 men, 48%) from 1473 who were invited, a response rate of 69.1%. Cardiovascular disease risk factors and glucose intolerance are common in the population of men and women aged between 50 and 69 years. Almost half the participants were overweight and a further quarter met current international criteria for obesity, one of the highest recorded prevalence rates for obesity in a European population sample. Forty per cent of the population reported minimal levels of physical activity and 19% were current cigarette smokers. Approximately half the sample had blood pressure readings consistent with international criteria for the diagnosis of hypertension, but only 38% of these individuals were known to be hypertensive. Eighty per cent of the population sample had a cholesterol concentration in excess of 5 mmol/l. Almost 4% of the population had Type 2 Diabetes Mellitus, of whom 30% were previously undiagnosed. A total of 137 participants (13.5%) had a history or ECG findings consistent with established cardiovascular disease. Of the remaining 881 individuals in the primary prevention population, a total of 20 high-risk individuals (19 male) had a risk of a coronary heart disease event 30% over ten years according to the Framingham risk equation, giving an overall population prevalence of 2.0% (95% CI 1.3 - 3.0). At a risk level 20% over ten years, an additional 91 individuals (8.9%) were identified. Thus a total of 24.4% of the population were at risk either through pre-existing CVD (13.5%) or an estimated 10-year risk exceeding 20% according to the Framingham risk equation (10.9%). Thus a substantial proportion of middle-aged men are at high risk of CVD. The findings emphasise the scale of the CVD epidemic in Ireland and the need for ongoing monitoring of risk factors at the population level and the need to develop preventive strategies at both the clinical and societal level.

Team-teaching for inclusive learning: Purposes, practices and perceptions of a team-teaching initiative in Irish post-primary schools

Background. Schools unequivocally privilege solo-teaching. This research seeks to enhance our understanding of team-teaching by examining how two teachers, working in the same classroom at the same time, might or might not contribute to the promotion of inclusive learning. There are well-established policy statements that encourage change and moves towards the use of team-teaching to promote greater inclusion of students with special educational needs in mainstream schools and mainstream classrooms. What is not so well established is the practice of team-teaching in post-primary settings, with little research conducted to date on how it can be initiated and sustained, and a dearth of knowledge on how it impacts upon the students and teachers involved. Research questions and aims. In light of the paucity and inconclusive nature of the research on team-teaching to date (Hattie, 2009), the orientating question in this study asks ‘To what extent, can the introduction of a formal team-teaching initiative enhance the quality of inclusive student learning and teachers’ learning at post-primary level?’ The framing of this question emerges from ongoing political, legal and educational efforts to promote inclusive education. The study has three main aims. The first aim of this study is to gather and represent the voices and experiences of those most closely involved in the introduction of team-teaching; students, teachers, principals and administrators. The second aim is to generate a theory-informed understanding of such collaborative practices and how they may best be implemented in the future. The third aim is to advance our understandings regarding the day-to-day, and moment-to-moment interactions, between teachers and students which enable or inhibit inclusive learning. Sample. In total, 20 team-teaching dyads were formed across seven project schools. The study participants were from two of the seven project schools, Ash and Oak. It involved eight teachers and 53 students, whose age ranged from 12-16 years old, with 4 teachers forming two dyads per school. In Oak there was a class of first years (n=11) with one dyad and a class of transition year students (n=24) with the other dyad. In Ash one class group (n=18) had two dyads. The subjects in which the dyads engaged were English and Mathematics. Method. This research adopted an interpretive paradigm. The duration of the fieldwork was from April 2007 to June 2008. Research methodologies included semi-structured interviews (n=44), classroom observation (n=20), attendance at monthly teacher meetings (n=6), questionnaires and other data gathering practices which included school documentation, assessment findings and joint examination of student work samples (n=4). Results. Team-teaching involves changing normative practices, and involves placing both demands and opportunities before those who occupy classrooms (teachers and students) and before those who determine who should occupy these classrooms (principals and district administrators). This research shows how team-teaching has the potential to promote inclusive learning, and when implemented appropriately, can impact positively upon the learning experiences of both teachers and students. The results are outlined in two chapters. In chapter four, Social Capital Theory is used in framing the data, the change process of bonding, bridging and linking, and in capturing what the collaborative action of team-teaching means, asks and offers teachers; within classes, between classes, between schools and within the wider educational community. In chapter five, Positioning Theory deductively assists in revealing the moment-to-moment, dynamic and inclusive learning opportunities, that are made available to students through team-teaching. In this chapter a number of vignettes are chosen to illustrate such learning opportunities. These two theories help to reveal the counter-narrative that team-teaching offers, regarding how both teachers and students teach and learn. This counter-narrative can extend beyond the field of special education and include alternatives to the manner in which professional development is understood, implemented, and sustained in schools and classrooms. Team-teaching repositions teachers and students to engage with one another in an atmosphere that capitalises upon and builds relational trust and shared cognition. However, as this research study has found, it is wise that the purposes, processes and perceptions of team-teaching are clear to all so that team-teaching can be undertaken by those who are increasingly consciously competent and not merely accidentally adequate. Conclusions. The findings are discussed in the context of the promotion of effective inclusive practices in mainstream settings. I believe that such promotion requires more nuanced understandings of what is being asked of, and offered to, teachers and students. Team-teaching has, and I argue will increasingly have, its place in the repertoire of responses that support effective inclusive learning. To capture and extend such practice requires theoretical frameworks that facilitate iterative journeys between research, policy and practice. Research to date on team-teaching has been too focused on outcomes over short timeframes and not focused enough on the process that is team-teaching. As a consequence team-teaching has been under-used, under-valued, under-theorised and generally not very well understood. Moving from classroom to staff room and district board room, theoretical frameworks used in this research help to travel with, and understand, the initiation, engagement and early consequences of team-teaching within and across the educational landscape. Therefore, conclusions from this study have implications for the triad of research, practice and policy development where efforts to change normative practices can be matched by understandings associated with what it means to try something new/anew, and what it means to say it made a positive difference.

An investigation of post-primary students' images of mathematics

This research study investigates the image of mathematics held by 5th-year post-primary students in Ireland. For this study, “image of mathematics” is conceptualized as a mental representation or view of mathematics, presumably constructed as a result of past experiences, mediated through school, parents, peers or society. It is also understood to include attitudes, beliefs, emotions, self-concept and motivation in relation to mathematics. This study explores the image of mathematics held by a sample of 356 5th-year students studying ordinary level mathematics. Students were aged between 15 and 18 years. In addition, this study examines the factors influencing students‟ images of mathematics and the possible reasons for students choosing not to study higher level mathematics for the Leaving Certificate. The design for this study is chiefly explorative. A questionnaire survey was created containing both quantitative and qualitative methods to investigate the research interest. The quantitative aspect incorporated eight pre-established scales to examine students‟ attitudes, beliefs, emotions, self-concept and motivation regarding mathematics. The qualitative element explored students‟ past experiences of mathematics, their causal attributions for success or failure in mathematics and their influences in mathematics. The quantitative and qualitative data was analysed for all students and also for students grouped by gender, prior achievement, type of post-primary school attending, co-educational status of the post-primary school and the attendance of a Project Maths pilot school. Students‟ images of mathematics were seen to be strongly indicated by their attitudes (enjoyment and value), beliefs, motivation, self-concept and anxiety, with each of these elements strongly correlated with each other, particularly self-concept and anxiety. Students‟ current images of mathematics were found to be influenced by their past experiences of mathematics, by their mathematics teachers, parents and peers, and by their prior mathematical achievement. Gender differences occur for students in their images of mathematics, with males having more positive images of mathematics than females and this is most noticeable with regards to anxiety about mathematics. Mathematics anxiety was identified as a possible reason for the low number of students continuing with higher level mathematics for the Leaving Certificate. Some students also expressed low mathematical self-concept with regards to higher level mathematics specifically. Students with low prior achievement in mathematics tended to believe that mathematics requires a natural ability which they do not possess. Rote-learning was found to be common among many students in the sample. The most positive image of mathematics held by students was the “problem-solving image”, with resulting implications for the new Project Maths syllabus in post-primary education. Findings from this research study provide important insights into the image of mathematics held by the sample of Irish post-primary students and make an innovative contribution to mathematics education research. In particular, findings contribute to the current national interest in Ireland in post-primary mathematics education, highlighting issues regarding the low uptake of higher level mathematics for the Leaving Certificate and also making a preliminary comparison between students who took part in the piloting of Project Maths and students who were more recently introduced to the new syllabus. This research study also holds implications for mathematics teachers, parents and the mathematics education community in Ireland, with some suggestions made on improving students‟ images of mathematics.

Synthesis & characterisation of group IV semiconducting nanowires

Semiconductor nanowires, particularly group 14 semiconductor nanowires, have been the subject of intensive research in the recent past. They have been demonstrated to provide an effective, versatile route towards the continued miniaturisation and improvement of microelectronics. This thesis aims to highlight some novel ways of fabricating and controlling various aspects of the growth of Si and Ge nanowires. Chapter 1 highlights the primary technique used for the growth of nanowires in this study, namely, supercritical fluid (SCF) growth reactions. The advantages (and disadvantages) of this technique for the growth of Si and Ge nanowires are highlighted, citing numerous examples from the past ten years. The many variables involved in this technique are discussed along with the resultant characteristics of nanowires produced (diameter, doping, orientation etc.). Chapter 2 outlines the experimental methodologies used in this thesis. The analytical techniques used for the structural characterisation of nanowires produced are also described as well as the techniques used for the chemical analysis of various surface terminations. Chapter 3 describes the controlled self-seeded growth of highly crystalline Ge nanowires, in the absence of conventional metal seed catalysts, using a variety of oligosilylgermane precursors and mixtures of germane and silane compounds. A model is presented which describes the main stages of self-seeded Ge nanowire growth (nucleation, coalescence and Ostwald ripening) from the oligosilylgermane precursors and in conjunction with TEM analysis, a mechanism of growth is proposed. Chapter 4 introduces the metal assisted etching (MAE) of Si substrates to produce Si nanowires. A single step metal-assisted etch (MAE) process, utilising metal ion-containing HF solutions in the absence of an external oxidant, was developed to generate heterostructured Si nanowires with controllable porous (isotropically etched) and non-porous (anisotropically etched) segments. In Chapter 5 the bottom-up growth of Ge nanowires, similar to that described in Chapter 3, and the top down etching of Si, described in Chapter 4, are combined. The introduction of a MAE processing step in order to “sink” the Ag seeds into the growth substrate, prior to nanowire growth, is shown to dramatically decrease the mean nanowire diameters and to narrow the diameter distributions. Finally, in Chapter 6, the biotin – streptavidin interaction was explored for the purposes of developing a novel Si junctionless nanowire transistor (JNT) sensor.

An exploration of the positive and negative relationships associated with the development of asthma and atopic disorders in primary school children in Cork

Childhood asthma, allergic rhinitis and eczema are complex heterogenic chronic inflammatory allergic disorders which constitute a major burden to children, their families. The prevalence of childhood allergic disorders is increasing worldwide and merely rudimentary understanding exists regarding causality, or the influence of the environment on disease expression. Phase Three of the International Study of Asthma and Allergy in Childhood (ISAAC) reported that Irish adolescents had the 4th highest eczema and rhinoconjunctivitis prevalence and 3rd highest asthma prevalence in the world. There are no ISAAC data pertaining to young Irish children. In 2002, Sturley reported a high prevalence of current asthma in Cork primary school children aged 6-9 years. This thesis comprises of three cross-sectional studies which examined the prevalence of and associations with childhood allergy and a quasi-retrospective cohort study which observed the natural history of allergy from 6-9 until 11-13 years. Although not part of ISAAC, data was attained by parentally completed ISAAC-based questionnaires, using the ISAAC protocol. The prevalence, natural history and risk factors of childhood allergy in Ireland, as described in this thesis, echo those in worldwide allergy research. The variations of prevalence in different populations worldwide and the recurring themes of associations between childhood allergy and microbial exposures, from farming environments and/or gastrointestinal infections, as shown in this thesis, strengthen the mounting evidence that microbial exposure on GALT may hold the key to the mechanisms of allergy development. In this regard, probiotics may be an area of particular interest in allergy modification. Although their effects in relation to allergy, have been investigated now for several years, our knowledge of their diversity, complex functions and interactions with gut microflora, remain rudimentary. Birth cohort studies which include genomic and microbiomic research are recommended in order to examine the underlying mechanisms and the natural course of allergic diseases.

Beginning primary teachers’ perspectives on becoming a teacher in the workplace: Contextual, emotional, and temporo-spatial dimensions of identity shaping

The issue, with international and national overtones, of direct relevance to the present study, relates to the shaping of beginning teachers’ identities in the workplace. As the shift from an initial teacher education programme into initial practice in schools is a period of identity change worthy of investigation, this study focuses on the transformative search by nine beginning primary teachers for their teaching identities, throughout the course of their initial year of occupational experience, post-graduation. The nine beginning teacher participants work in a variety of primary school settings, thus strengthening the representativeness of the research cohort. Privileging ‘insider’ perspectives, the research goal is to understand the complexities of lived experience from the viewpoints of the participating informants. The shaping of identity is conceived of in dimensional terms. Accordingly, a framework composed of three dimensions of beginning teacher experience is devised, namely: contextual; emotional; temporo-spatial. Data collection and analysis is informed by principles derived from sociocultural theories; activity theory; figured worlds theory; and, dialogical self theory. Individual, face-to-face semi-structured interviews, and the maintenance of solicited digital diaries, are the principal methods of data collection employed. The use of a dimensional model fragments the integrated learning experiences of beginning teachers into constituent parts for the purpose of analysis. While acknowledging that the actual journey articulated by each participant is a more complex whole than the sum of its parts, key empirically-based claims are presented as per the dimensional framework employed: contextuality; emotionality; temporo-spatiality. As a result of applying the foci of an international literature to an under-researched aspect of Irish education, this study is offered as a context-specific contribution to the knowledge base on beginning teaching. As the developmental needs of beginning teachers constitute an emerging area of intense policy focus in Ireland, this research undertaking is both relevant and timely.