Maltese Temple Period figurines.

Malone, C and S. Stoddart (Ed). T.Insoll Chapter on Maltese figurines.

A morphologic and autoradiographic study of cell death and regeneration in the retinal microvasculature of normal and diabetic rats

Cell loss and regeneration were investigated and compared in the retinal microvasculature of age- and sex-matched normal and streptozotocin diabetic rats. Selective pericyte loss in the diabetic rat was characterized by changes in the pericyte to endothelial cell ratio in retinal capillaries isolated for microscopy by the trypsin digest technique. A comparison of 3- and 9-month-old normal rats showed no significant change in the pericyte to endothelial cell ratio (1:2.7). In diabetic animals the ratio was reduced to 1:4.03, which was statistically significant (P less than .001). Premitotic retinal vascular cells in normal and diabetic rats were labelled with tritiated thymidine and the labelling indices calculated from cell counts of trypsin digest preparations. Methyl H3 thymidine was infused continuously over an eight-day period using osmotic mini pumps. The labelling index of endothelial cells (0.33%) in normal rats increased to 0.91% in diabetic animals (P less than .05). The labelling index of pericyte cells in normal animals (0.16%) did not increase significantly (P greater than .05) in diabetic animals (0.19%). A special stain was used to exclude labelled polymorphonuclear leukocytes from the cell counts.

Optimization of FRT Active Power Performance of a DFIG during Transient Grid Faults

Optimal fault ride-through (FRT) conditions for a doubly-fed induction generator (DFIG) during a transient grid fault are analyzed with special emphasis on improving the active power generation profile. The transition states due to crowbar activation during transient faults are investigated to exploit the maximum power during the fault and post-fault period. It has been identified that operating slip, severity of fault and crowbar resistance have a direct impact on the power capability of a DFIG, and crowbar resistance can be chosen to optimize the power capability. It has been further shown that an extended crowbar period can deliver enhanced inertial response following the transient fault. The converter protection and drive train dynamics have also been analyzed while choosing the optimum crowbar resistance and delivering enhanced inertial support for an extended crowbar period.

A Chronological Framework for the Period 208 BC to AD 600

The period, from the Iron Age through to what is sometimes
called the Early Christian Period or the Early Middle Ages, includes
some of the most enigmatic centuries in the whole of Irish
history. In this article we intend to look at various strands of evidence
that have become available from the perspective of dendrochronology.
However, interpretation of dendrochronological
results works best when there is other information to push
against. In the case of this period one of the best sources of parallel
information – information essentially as well dated as tree
rings – has to be records of atmospheric chemistry from the ice
cores that have been drilled at several locations across Greenland.
Combining such information with evidence from tree rings,
palaeoecological research, and occasionally from history, allows
us to trace out a series of events and episodes that form the beginnings
of an understanding of this period between the Iron
Age flowering – with sites such as Emain Mache, Tara, Cruachain
– and the Early Christian flowering – widespread foundation of churches and monasteries.

Outcomes and process in reading tutoring

Background: Large-scale randomised controlled trials are relatively rare in education. The present study approximates to, but is not exactly, a randomised controlled trial. It was an attempt to scale up previous small peer tutoring projects, while investing only modestly in continuing professional development for teachers.Purpose: A two-year study of peer tutoring in reading was undertaken in one local education authority in Scotland. The relative effectiveness of cross-age versus same-age tutoring, light versus intensive intervention, and reading versus reading and mathematics tutoring were investigated.Programme description (if relevant): The intervention was Paired Reading, a freely available cross-ability tutoring method applied to books of the pupils' choice but above the tutee's independent readability level. It involves Reading Together and Reading Alone, and switching from one to the other according to need.Sample: Eighty-seven primary schools of overall average socio-economic status, ability and gender in one council in Scotland. There were few ethnic minority students. Proportions of students with special needs were low. Children were eight and 10 years old as the intervention started. Macro-evaluation n = 3520. Micro-evaluation Year 1 15 schools n = 592, Year 2 a different 15 schools n = 591, compared with a comparison group of five schools n = 240.Design and methods: Almost all the primary schools in the local authority participated and were randomly allocated to condition. A macro-evaluation tested and retested over a two-year period using Performance Indicators in Primary Schools. A micro-evaluation tested and retested within each year using norm-referenced tests of reading comprehension. Macro-evaluation was with multi-level modelling, micro-evaluation with descriptive statistics and effect sizes, analysis of variance (ANOVA) and multivariate analysis of variance (MANOVA).Results: Macro-evaluation yielded significant pre-post gains in reading attainment for cross-age tutoring over both years. No other differences were significant. Micro-evaluation yielded pre-post changes in Year 1 (selected) and Year 2 (random) greater than controls, with no difference between same-age and cross-age tutoring. Light and intensive tutoring were equally effective. Tutoring reading and mathematics together was more effective than only tutoring reading. Lower socio-economic and lower reading ability students did better. Girls did better than boys. Regarding observed implementation quality, some factors were high and others low. Few implementation variables correlated with attainment gain.Conclusions: Paired Reading tutoring does lead to better reading attainment compared with students not participating. This is true in the long term (macro-evaluation) for cross-age tutoring, and in the short term (micro-evaluation) for both cross-age and same-age tutoring. Tutors and tutees benefited. Intensity had no effect but dual tutoring did have an effect. Low-socio-economic status, low-ability and female students did better. The results of the different forms of evaluation were indeed different. There are implications for practice and for future research. © 2012 Copyright Taylor and Francis Group, LLC.