Typical delay determines waiting time on periodic-food schedules: Static and dynamic tests.

Pigeons and other animals soon learn to wait (pause) after food delivery on periodic-food schedules before resuming the food-rewarded response. Under most conditions the steady-state duration of the average waiting time, t, is a linear function of the typical interfood interval. We describe three experiments designed to explore the limits of this process. In all experiments, t was associated with one key color and the subsequent food delay, T, with another. In the first experiment, we compared the relation between t (waiting time) and T (food delay) under two conditions: when T was held constant, and when T was an inverse function of t. The pigeons could maximize the rate of food delivery under the first condition by setting t to a consistently short value; optimal behavior under the second condition required a linear relation with unit slope between t and T. Despite this difference in optimal policy, the pigeons in both cases showed the same linear relation, with slope less than one, between t and T. This result was confirmed in a second parametric experiment that added a third condition, in which T + t was held constant. Linear waiting appears to be an obligatory rule for pigeons. In a third experiment we arranged for a multiplicative relation between t and T (positive feedback), and produced either very short or very long waiting times as predicted by a quasi-dynamic model in which waiting time is strongly determined by the just-preceding food delay.

Dr. Stuart D. Scott Papers, 1837-2010 (non-inclusive)

Dr. Stuart D. Scott has written extensively in the fields of prehistory and history. As an archaeologist, he has traveled to some of the most significant sites in the world, including Pompeii, Stonehenge, the Valley of the Kings, Egypt’s pyramids and the Taj Mahal. He spent nine months excavating with the Tikal Project in Guatemala before returning to the University of Arizona where he received a Ph.D. in 1963. He excavated in New Zealand as a Fulbright scholar in 1963-1964. In the fall of 1964, Dr. Scott started a long career in the Anthropology Department of the State University of New York. He taught graduate and undergraduate archaeology courses and continued his archaeological and historical research. In 1979, Scott established the Old Fort Niagara Archaeology in Progress Project at Old Fort Niagara in Youngstown, New York. For many years, he became involved with historical archaeology in western New York. It was during this work that he became interested in the Upper Canada Rebellion of 1837-1838 and its aftermath. Dr. Scott and his wife, Patricia Kay Scott, would use Christmas breaks, summer vacations, and sabbatical years to travel. They were repeatedly lured back to the South Pacific, conducting research in New Zealand, Australia and many of the Micronesian and Polynesian islands. To tell the whole story of the Rebellion and the prison exiles, they traveled extensively in Canada, the United States, England and Tasmania to collect archival research and to experience the scenes of this remarkable narrative. In 2004, Dr. Scott published To the Outskirts of Habitable Creation: Americans and Canadians Transported to Tasmania in the 1840s, which told the story of the men captured, tried, convicted, and exiled as a result of the Rebellion, also called the Patriot War. Other contributions include: • A collaboration with Dr. Charles Cazeau on the book Exploring the Unknown, Great Mysteries Reexamined published by Plenum Press in 1979 • The Patriot Game: New Yorkers and the Canadian Rebellion of 1837-1838, which appeared in New York History, Vol. 68, No.3. 1987 • A Frontier Spirit: The Life of James Gemmell published in Australiasian Canadian Studies, Vol. 25, No. 2 2007 • To the Outskirts of Habitable Creation which appeared in the Friends of the National Archives, Vol. 20, No. 1 2009 • Numerous academic journal publications • Service on conference panels • Various research papers and proposals Before retiring in 1997 and while still a resident of Buffalo, N.Y., Dr. Scott spent considerable time with Brock University President Emeritus James A. Gibson and History Professor Colin Duquemin. The three shared a love of Rebellion history. It was largely because of this connection that Brock University was chosen as the recipient of Dr. Scott’s research materials.

Ontological possibilities the rethinking teaching on the "nature of science"

An extensive literature documents teachers’ failure to include ideas about the 'nature of science' (NOS) in their classroom programmes, despite widespread advocacy for this as an essential component of more inclusive science teaching. This thesis frames much of the existing NOS literature as a deficit literature that focuses on epistemology, while largely ignoring the ontological realities of the classroom and overestimating individual teacher’s agency to change their enacted curriculum. Epistemologically-focused NOS reforms are positioned as curriculum 'add-ons', which teachers are likely to ignore. A NOS focus on ontology would entail curriculum restructuring, attending first to the contexts in which scientific knowledge is produced, and the ways it acts in the world. In any case, science itself has changed in recent years. Drawing from the sociology of science, in particular the work of Bruno Latour, the thesis compares traditional philosophical thinking about the ontology of science with more recent 'networked' views. Brent Davis explains the educational implications of key ideas from complexity science. Political philosopher Stephen White adds an ethical dimension. His ideas are used to argue for replacing 'strong' ontologies of realist science with more nuanced and actively tended 'weak' ontologies, as appropriate to the rapid sociological changes of the twenty-first century. The thesis argues that epistemological uncertainties that could lead to the suspicion of relativism are potentially threatening in the classroom because of hegemonic pressures towards consensus and a certain, safe status for the knowledge taught. Seeking an alternative pathway to change, Daniel Liston’s conceptualisation of teaching as a passionate act informs the analysis of the empirical component of the thesis. Eight recipients of New Zealand Royal Society Science Teacher Fellowships were interviewed on four occasions over two years. They discussed their personal learning during a year-long sabbatical to carry out an extended science investigation and their thoughts and actions on returning to the classroom. Narrative methodology is used to explore the teachers’ stories, revealing both passion for their personal learning and an ethical concern for their students’ learning to care for both the natural world and science as a means of its investigation. The thesis argues for the use of ontological approaches to the initial introduction of NOS ideas in school science, with epistemological concepts added only once a topic has been grounded in what Latour calls 'matters of concern'.Two potential teaching strategies—the production of network diagrams and the use of Davis's 'bifurcations'as a critical inquiry tool—are the focus of hypothetical experimentation. First in the context of global warming, and then addressing the challenges posed to teaching evolution by the proponents of 'intelligent design', these strategies are shown to have the potential to address some of science education’ s thornier issues, not just the NOS question. However, when conflicting expectations create tensions for teachers in the classroom moment, it is difficult for them to introduce reflective, deeply philosophical changes to their representation of science. Their working realities need to be acknowledged, and the tensions ameliorated, if we expect substantive change in their current practice.

Flexible foraging movements of Leatherback turtles across the North Atlantic Ocean

Some marine species have been shown to target foraging at particular hotspots of high prey abundance. However, we show here that in the year after a nesting season, female leatherback turtles (Dermochelys coriacea) in the Atlantic generally spend relatively little time in fixed hotspots, especially those with a surface signature revealed in satellite imagery, but rather tend to have a pattern of near continuous traveling. Associated with this traveling, distinct changes in dive behavior indicate that turtles constantly fine tune their foraging behavior and diel activity patterns in association with local conditions. Switches between nocturnal vs. diurnal activity are rare in the animal kingdom but may be essential for survival on a diet of gelatinous zooplankton where patches of high prey availability are rare. These results indicate that in their first year after nesting, leatherback turtles do not fit the general model of migration where responses to resources are suppressed during transit. However, their behavior may be different in their sabbatical years away from nesting beaches. Our results highlight the importance of whole-ocean fishing gear regulations to minimize turtle bycatch.

Two-degree-of-freedom vortex-induced vibration of circular cylinders with very low aspect ratio and small mass ratio

The investigation of vortex-induced vibration on very short cylinders with two degrees of freedom has drawn the attention of a large number of researchers. Some investigations on such a problem are carried out in order to have a better understanding of the physics involved in vortex-induced motions of floating bodies such as offshore platforms. In this paper, experiments were carried out in a recirculating water channel over the range of Reynolds number 6000

One and two degrees-of-freedom Vortex-Induced Vibration experiments with yawed cylinders

Vortex-Induced Vibration (VIV) experiments were carried out with yawed cylinders. The purpose was to investigate the validity of the Independence Principle (IP) for properly describing the flow characteristics and the dynamics of structures subjected to oblique flow. Five yaw angles in relation to the direction perpendicular to the free stream velocity were tested, namely View the MathML sourceθ=0°,10°,20°,30° and 45°. Both the upstream and downstream orientations were tested. The models were mounted on a leaf spring apparatus that allows experiments with one or two degrees of freedom. The Reynolds numbers based on the component normal to the cylinder axis fell in the interval 3×103

Two-degree-of-freedom vortex-induced vibration of circular cylinders with very low aspect ratio and small mass ratio

The investigation of vortex-induced vibration on very short cylinders with two degrees of freedom has drawn the attention of a large number of researchers. Some investigations on such a problem are carried out in order to have a better understanding of the physics involved in vortex-induced motions of floating bodies such as offshore platforms. In this paper, experiments were carried out in a recirculating water channel over the range of Reynolds number 6000

Just a Tea Stall Girl: Lessons from India

This article charts the learning of a female academic who travelled and volunteered in southern India during a sabbatical leave from her university. Opportunities to discover gender, race and class connections ranged from tea-stall conversations to academic symposia; from outings with impoverished Indian families to excursions with social justice organizations. The author explores topics that include dowry, politics, globalization, communalism, and poverty. To illustrate her learning, she draws on the work of such renowned Indian scholars as Ali Ashgar Engineer and Vandana Shiva.

Hazel McDaniel Teabeau

Hazel McDaniel Teabeau was born in Arkansas in 1892, and she received her BA in English from the University of Kansas in 1915. Her interest in social causes and concern for civil rights are prevalent in her accomplishments. In 1937, she joined the Lincoln University English Department faculty, where she taught for twenty years. While on sabbatical from Lincoln University, Teabeau became the first black woman to enroll at the University of Missouri. She enrolled there at the age of 57 to seek a PhD in Speech and Dramatics, and in 1959 she became the first black woman to receive a doctorate from the University of Missouri.

Omics for Investigating Chitosan as an Antifungal and Gene Modulator

Chitosan is a biopolymer with a wide range of applications. The use of chitosan in clinical medicine to control infections by fungal pathogens such as Candida spp. is one of its most promising applications in view of the reduced number of antifungals available. Chitosan increases intracellular oxidative stress, then permeabilizes the plasma membrane of sensitive filamentous fungus Neurospora crassa and yeast. Transcriptomics reveals plasma membrane homeostasis and oxidative metabolism genes as key players in the response of fungi to chitosan. A lipase and a monosaccharide transporter, both inner plasma membrane proteins, and a glutathione transferase are main chitosan targets in N. crassa. Biocontrol fungi such as Pochonia chlamydosporia have a low content of polyunsaturated free fatty acids in their plasma membranes and are resistant to chitosan. Genome sequencing of P. chlamydosporia reveals a wide gene machinery to degrade and assimilate chitosan. Chitosan increases P. chlamydosporia sporulation and enhances parasitism of plant parasitic nematodes by the fungus. Omics studies allow understanding the mode of action of chitosan and help its development as an antifungal and gene modulator.

Ḳunṭres Hilkhot sheviʻit /

Mode of access: Internet.

Have knife, will travel, 1975-1998 /

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