bluuebunny/crossref_metadata_2025_split huggingface dataset:
Effects of Hydropeaking on Nearshore Habitat Use and Growth of Age‐0 Rainbow Trout in a Large Regulated River
Authors: Korman Josh , Campana Steven E. 
Published: February 2009

AbstractWe evaluated the effects of hourly variation in flow caused by power load following at Glen Canyon Dam (“hydropeaking”) on the nearshore habitat use and growth of age‐0 rainbow trout Oncorhynchus mykiss downstream from the dam in the Colorado River, Arizona. Reduction in the extent of hydropeaking is a common element of restoration efforts in regulated rivers, but empirical support for such a practice is limited. Our assessment was based on a comparison of abundance in shoreline areas determined by electrofishing at different flows as well as analysis of otolith microstructure. The catch rates of age‐0 rainbow trout in nearshore areas were at least two‐ to fourfold higher at the daily minimum flow than at the daily maximum, indicating that most age‐0 rainbow trout do not maintain their position within immediate shoreline areas when flows are high. A striping pattern, identified by the presence of atypical daily increments formed every 7 d, was evident in over 50% of the 259 otoliths examined in 2003 but in only 6% of the 334 examined in 2004. The weekly pattern corresponded to a reduction in the extent of hourly flow fluctuations on Sundays during the growing season, which occurred in 2003 but not in 2004. The atypical increments were 25% wider than the adjacent increments and were indicative of significant (F15, 235 = 19.2, P < 0.0001) short‐term increases in otolith growth. The somatic growth rate among fish with otoliths where striping was present (11.2 mm/month) was slightly greater than that among fish with otoliths without striping (10.8 mm/month), but the difference was not significant. We provide evidence suggesting that otolith growth improved on Sundays in 2003 because it was the only day of the week when most age‐0 fish were found in immediate shoreline areas, where higher water temperatures and lower velocities provided better growing conditions.
Influence of Spring Floods on Year‐Class Strength of Fall‐ and Spring‐Spawning Salmonids in Catskill Mountain Streams
Authors: Warren Dana R. , Ernst Anne G. , Baldigo Barry P. 
Published: February 2009

AbstractClimate change in northeastern North America has already led to earlier snowmelt and increases in the magnitude and frequency of large storms; associated changes are expected to intensify over the next several decades. Alterations in flooding regimes associated with climate change have the potential to negatively affect fish species with earlier fry emergence and alter the fish communities in tributary streams where fall‐ and spring‐spawning salmonids coexist or where there may be invasion potential by a given species. This 6‐year study (2002‐2007) assessed the effects of the timing and magnitude of spring flood events on year‐class strength in sympatric populations of fall‐spawning brook troutSalvelinus fontinalis, fall‐spawning brown troutSalmo trutta, and spring‐spawning rainbow troutOncorhynchus mykiss. The relative abundances of young‐of‐year (age‐0) and age‐1 fall‐ and spring‐spawning salmonids were documented for 4 and 6 years in streams from two watersheds in the Catskill Mountains, New York. Fall‐spawning age‐0 fish dominated in all years except 2005. In spring 2005 a large flood occurred at nearly the same time of year as the 2004 snowmelt, but discharge was nearly an order of magnitude greater. The dominant salmonid for that year‐class shifted to rainbow trout, but fall‐spawned age‐0 trout were again dominant in the following year. These results indicate that the timing and magnitude of spring high flows can increase the relative abundance of spring‐spawning age‐0 salmonids, decrease the abundance of fall‐spawning age‐0 salmonids, or both. The overall dominance of fall‐spawned fish appears to be resilient as long as displacing floods occur a few years apart. If the trend toward larger, more frequent, and earlier spring floods continues, differential survival of age‐0 fish of the three salmonid species will probably cause shifts in the dominant trout species in many Catskill Mountain streams.
Genetic Stock Composition of Subyearling Chinook Salmon in Seasonal Floodplain Wetlands of the Lower Willamette River, Oregon
Authors: Teel David J. , Baker Cyndi , Kuligowski David R. , Friesen Thomas A. , Shields Barbara 
Published: February 2009

AbstractWe used genetic identification methods to examine the stock composition of subyearling Chinook salmon Oncorhynchus tshawytscha in floodplain wetland and main‐stem habitats of the lower Willamette River, Oregon. Using a microsatellite DNA baseline of 13 standardized loci and 30 Columbia River basin populations, we analyzed 280 subyearlings collected in winter and spring 2005‐2006 from wetland and main‐stem river sites. Genetic stock identification analysis indicated that spring Chinook salmon originating from the Willamette River made up a substantial proportion of the samples and contributed 16‐71% to sample mixtures representing the wetland habitat sites. Fall Chinook salmon from lower Columbia River sources were also present and contributed 58% of winter samples. Spring Chinook salmon from lower Columbia River populations were present in both wetland (17%) and river (16%) samples in spring 2005, and subyearlings from summer‐fall‐run populations in the middle and upper Columbia River contributed to spring wetland samples in 2006 (26%). The results suggest that floodplain restoration projects intended to improve fish habitats during winter and spring periods in the lower Willamette River may benefit Chinook salmon populations from the upper Willamette River, lower Columbia River, and upper Columbia River summer‐fall evolutionarily significant units.
Approval Summary: Imatinib Mesylate in the Treatment of Metastatic and/or Unresectable Malignant Gastrointestinal Stromal Tumors
Authors: Cohen Martin H. , Farrell Ann , Justice Robert , Pazdur Richard 
Published: February 2009

Learning Objectives
Identify the appropriate imatinib dose for patients after diagnosis and patients after disease progression. Differentiate between the FDA’s acclerated and regular drug approval processes and their impact on patient care. Demonstrate familiarity with the safety profile of imatinib.
This article is available for continuing medical education credit at CME.TheOncologist.com.
Notetaking and Writing from Hypertexts in L1 and L2
Authors: Barbier Marie-Laure , Piolat Annie , Roussey Jean-Yves , Raby Françoise 
Published: February 2009

AbstractThis study analyzes the cognitive effort and linguistic procedures of sixty students using information taken from an experimental website in L1 (French) and in L2 (English). The students navigated on the website and took notes on paper or with a word processor. A triple-task paradigm was used to estimate the cognitive load of reading, notetaking, and writing processes in L2. The students had to perform two additional tasks while a main task (notetaking, for example) was being carried out. They had to react as fast as possible to sound signals sent out at random intervals. They also had to identify what they were doing at the time the sound signal was heard (reading, notetaking, or writing). The study focuses on the way the students managed their cognitive resources while exploring the website, selecting and writing down the ideas they considered useful, and reconstructing them later when producing their own text. Surprisingly, no difference in cognitive load was observed between L1 and L2. By relying almost exclusively on the copy and paste functions to retrieve information from the website, the participants using a word processor in L2 succeeded in making reading a less costly activity, and they performed similarly to the notetakers in L1. The students’ difficulties in L2 became apparent only in the paper condition. The strategies and linguistic procedures of the students are described and related to the ways teachers can approach the new dimensions of notetaking and writing with a computer.
Developmental Stages in Advanced SLA
Authors: Ene Estela 
Published: February 2009

AbstractSecond Language Acquisition (SLA) researchers have yet to map the developmental stages language learners go through as they approach the target language. In studies of English as a Second Language (ESL) writing, the term 'advanced learner' has been applied indiscriminately to learners ranging from freshman ESL composition to graduate students. There is a need to examine the advanced stages of SLA in order to refine SLA theories and pedagogical approaches. A corpus of texts written by non-native English-speaking doctoral students in applied linguistics from several linguistic backgrounds was analyzed to determine the texts’ lexical, morphological and syntactic fluency, accuracy and complexity. A sub-corpus of papers by native-English-speaking peers was used for comparison. The texts were strictly-timed and loosely-timed exams written 2 to 3 years apart. Surveys and interviews were also conducted. Based on findings, the study defines data-based criteria that distinguish four quantitatively and qualitatively distinct developmental stages: the advanced, highly advanced, near-native, and native-like stages. Advanced learners make more frequent and varied errors which can be explained by transfer from the first language. Native-like writers make few errors that can be explained by overgeneralization of conventions from informal English and working memory limitations (similar to native speakers’ errors). The study suggests that SLA is a process of transfer followed by relearning of morpho-syntactic specifications (Herschensohn, 2000), with syntax being used with the greatest accuracy (Bardovi-Harlig & Bofman, 1989) and lexicon with the least. The relationships between accuracy and other social and cognitive factors are considered, and pedagogical recommendations are made.
Learner Agency and Identity in Second Language Writing
Authors: Lee Heekyeong 
Published: February 2009

AbstractIn this paper, I provide a critical discussion about the socio-cultural-historical dimension of a student’s struggle in the processes of learning academic writing in second language (L2). Some teachers or researchers may assume that L2 students often struggle because they do not know or do not understand the information they are taught. Therefore, teachers may feel that it is their duty to explicitly teach the information to students. I argue that some L2 students’ difficulties in their academic writing processes should not only be viewed as due to their limited proficiency of language or motivation to learn. Rather, L2 student writers’ struggles can be influenced by the process of negotiating learner agency and identity in their multiple social worlds. The primary source of the data presented is one Korean student’s personal narrative about his learning challenges and struggles in an intensive ESL program at a Canadian university. Findings of data call for a re-examination of hegemonic approaches that have become normative ways of framing, representing and describing L2 student writers and their learning challenges from a deficit view.
Intercultural Discourse Patterns in Writing Argumentative Texts
Authors: Margolin Bruria , Ezer Hanna 
Published: February 2009

Abstract
This study examines the quality of the writing of Jewish (L1) and Arab (L2) first-year student teachers at Hebrew-speaking colleges. The study seeks to understand the quality of argumentative writing of the student teachers at the beginning of their studies and to expose the discourse patterns that emerge from those argumentative texts. A code book serving as a coding analysis device was developed in order to reveal the following rhetorical text features: content, structure, syntax and style. Each global feature contained a number of specific measures. The findings indicate that the writing quality of first-year L1 students is significantly higher than that of first-year L2 students on all the specific writing measures examined. The texts of the Arab students were less coherent and lacked rhetorical structure and accepted grammatical forms, whereas those of the Jewish students were more coherent and self-explanatory. The study concludes that when Arab students write in Hebrew as a second language, the linguistic and rhetorical conventions of Arabic interfere with their Hebrew writing. The results demonstrate significant and interesting differences between Jewish native speakers (L1 students) and Arab non-native speakers (L2 students). While the texts of L1 students tend to display 'explicit coherence,' those of L2 students show 'implicit coherence.'
Discourse Features of Argumentative Essays Written by Chinese EFL Students
Authors: Miao Ruiqin , Lei Xiuyun 
Published: February 2009

Abstract
Studies on both second language discourse in general and Chinese EFL/ESL discourse in particular have reported mixed findings about the relationship between L1 and L2 writing. This study investigates the rhetorical features of argumentative essays written by Chinese college EFL students by analyzing paragraph and overall textual organization and development in 69 sample essays. The results show that the majority of the participants compose in a deductive pattern similar to what is typically employed by native English speaking writers. However, the way in which the Chinese EFL students develop their L2 written discourse lacks effectiveness and adequacy, in terms of the following features: the quality of the topic sentence (of paragraphs) and the introduction paragraph (of essays), the adequacy of supporting details, transitions between sentences and paragraphs, and the effectiveness of the ending (of essays). Furthermore, we explore the factors that may underlie the observed patterns. We conclude the paper by discussing the pedagogical implications of the findings and suggesting directions for future research.
Differences in Process and Process-Product Relations in L2 Writing
Authors: van Weijen Daphne , van den Bergh Huub , Rijlaarsdam Gert , Sanders Ted J.M. 
Published: February 2009

AbstractThis study examines whether writers vary how they write under influence of the changing task situation when writing in a second language (L2) and, if so, whether differences in the way they write are related to variations in text quality. Twenty first year students wrote four texts each in their L2 (English) under think-aloud conditions. The analysis focused on four cognitive activities: Reading the assignment and sources, Planning, Generating ideas and Formulating. Results indicate that, on average, the occurrence of each activity varies during the writing process. In addition, writers differ in the extent that they vary their process execution (i.e., the way they apply different activities) while writing. These differences, however, depend on the moment in the writing process, and on the activity being carried out. In general, writers’ behaviour is rather stable between tasks, at least at the start of the writing process. Finally, results indicate that the correlation between each activity and text quality varies during the writing process and also differs somewhat between tasks.
Global Simulation and Writing Self-Beliefs of Intermediate French Students
Authors: Mills Nicole , Péron Mélanie 
Published: February 2009

Abstract
Global simulation is described as “simultaneously an approach, a set of classroom techniques, and the conceptual framework for a syllabus” (Levine, 2004, p. 27). Students create a fictive yet culturally grounded world, assume the role of a self-developed character, and collaborate with fellow community members (Magnin, 1997). Despite its numerous cited advantages, there are no known empirical studies evaluating the influence of global simulation on language learners. This study evaluated how global simulation influenced the development of intermediate-French students’ writing self-beliefs and text quality. Significant differences were found in Intermediate French students’ writing self-efficacy, writing self-concept, writing anxiety, and text quality in organization, content, and creativity after participation in a global simulation curriculum. No significant differences were found in students’ self-efficacy for self-regulation, perceived value of writing, or text quality in grammar and expression. Implications for researchers and educators are discussed.
The Effect of Direct and Indirect Corrective Feedback on L2 Learners’ Written Accuracy
Authors: van Beuningen Catherine , de Jong N.H. , Kuiken Folkert 
Published: February 2009

Abstract
Among scholars there is disagreement on the benefits of corrective feedback on second language learners’ written output. While some researchers advocate the usefulness of corrective feedback, Truscott claims that all error correction is unnecessary, ineffective, and even harmful, in that it diverts time and energy away from more productive aspects of writing instruction.
Until now, research outcomes cannot settle this debate since only short-term effectiveness of corrective feedback could be demonstrated. Due to methodological shortcomings, results from studies that investigated long-term effects of error correction on accuracy improvement are inconclusive.
By trying to overcome some of these design related drawbacks (i.e. the lack of a proper control group and time-on task differences between treatment groups), the present study intends to make a contribution to the ongoing error correction debate. The effectiveness of direct and indirect corrective feedback was compared to the effect of two control treatments: a treatment that offered students an extra opportunity to practice their writing skills, and a treatment in which students self-corrected their errors without any available feedback. Results show that corrective feedback can be effective in improving students’ accuracy: while short-term effects were found for both direct and indirect corrective feedback, only direct feedback proved to have a significant long-term effect. Neither of the control treatments had a significant effect on students’ accuracy.
African Tourist Encounters: Effects of Tourism on Two West African Societies
Authors: van Beek Walter E. A. 
Published: February 2009

AbstractThis article compares encounters with tourism in two African communities, the Dogon in Mali and the Kapsiki in north Cameroon. The societies are comparable in many respects, but the effects on them of the tourist presence quite different. The Dogon react to tourism by bolstering their cultural pride and self esteem, and they develop inventive ways of gearing their cultural performances to tourist demands without compromising the rituals to which the performances belong. For them, the tourist presence signals the importance and intrinsic interest of Dogon culture. The Cameroonian Kapsiki (called Higi in north Nigeria) interpret the attention bestowed upon them and their country as indicating that they are marginal, living at the rim of the habitable world. They translate the tourist quest for ‘authenticity’ as being ‘backward’ and left out. The reasons for these different reactions are traced to processes inherent in cultural tourism, to the specific agenda of tourism in either place, and to some characteristics of the host '. The overall effect of tourist encounters with local communities seems to be to reinforce existing patterns of identity construction and to restate the images of the relevant ‘other’ already current in those cultures.
Polymer‐Fullerene Bulk‐Heterojunction Solar Cells
Authors: Dennler Gilles , Scharber Markus C. , Brabec Christoph J. 
Published: February 2009

AbstractSolution‐processed bulk‐heterojunction solar cells have gained serious attention during the last few years and are becoming established as one of the future photovoltaic technologies for low‐cost power production. This article reviews the highlights of the last few years, and summarizes today's state‐of‐the‐art performance. An outlook is given on relevant future materials and technologies that have the potential to guide this young photovoltaic technology towards the magic 10% regime. A cost model supplements the technical discussions, with practical aspects any photovoltaic technology needs to fulfil, and answers to the question as to whether low module costs can compensate lower lifetimes and performances.
Photocontrolled Translational Motion of a Microscale Solid Object on Azobenzene‐Doped Liquid‐Crystalline Films
Authors: Kausar Abu , Nagano Hiroto , Ogata Tomonari , Nonaka Takamasa , Kurihara Seiji 
Published: February 2009

AbstractFlucht aus dem Licht: Die UV/Vis‐Bestrahlung mit Azobenzol dotierter flüssigkristalliner Filme bewirkt eine Translationsbewegung eines mikrometergroßen festen Objekts auf der Oberfläche, die auf dercis‐trans‐Isomerisierung der Azobenzoleinheit beruht. Wird mit einem Ar+‐Laser (488 nm) bestrahlt, so lässt sich die Translationsbewegung präzise steuern: Das Teilchen bewegte sich stets von der bestrahlten Stelle weg (siehe Bild).magnified image
A Stable Homodinuclear Biscobalt(III)–Schiff Base Complex for Catalytic Asymmetric 1,4‐Addition Reactions of β‐Keto Esters to Alkynones
Authors: Chen Zhihua , Furutachi Makoto , Kato Yuko , Matsunaga Shigeki , Shibasaki Masakatsu 
Published: February 2009

AbstractHochkonzentriertes Arbeiten: Der Dicobalt‐Schiff‐Base‐Komplex Co2(OAc)2‐1 katalysiert die asymmetrische 1,4‐Addition von β‐Ketoestern an Alkinone unter lösungsmittelfreien Bedingungen an Luft (siehe Schema). Die Reaktionen sind weder luft‐ noch feuchtigkeitsempfindlich und ergeben hohe Enantioselektivitäten (99–91 % ee) bei Raumtemperatur und hohen Konzentrationen (lösungsmittelfrei bis 20 M) mit 0.1–2.5 Mol‐% Katalysator.magnified image
Assembly of an R3N52− Chain by Cycloaddition of a Hydrazinediide and an Azide at Zirconium and its Thermal Fragmentation
Authors: Gehrmann Thorsten , Lloret Fillol Julio , Wadepohl Hubert , Gade Lutz H. 
Published: February 2009

AbstractBreaking the chain: Reaction of a zirconium hydrazinediide with organoazides gives 2‐pentazene‐1,4‐diyl complexes, such as [Zr(N2TBSNpy){N(Ad)N3NPh2}] (C gray, N blue, Si green, Zr turquoise), by formal [2+3] cycloaddition. Bonding within the N5 chain is investigated using density functional calculations. These complexes thermally eject N2 to give side‐on bonded diazenides.magnified image
Acrylic resins resisting oxygen inhibition during free‐radical photocuring. I. Formulation attributes
Authors: Feng Li , Suh Byoung I. 
Published: February 2009

AbstractA resin system was found to be resistant to the formation of an oxygen‐inhibited layer when cured in air via conventional free‐radical photopolymerization. The resins, containing multifunctional acrylates and a high concentration of a photoinitiator, were applied as thin film coatings and photocured with either visible light (400–500 nm) or UV light (254 nm). Fourier transform infrared spectroscopy with an attenuated total reflection attachment and pencil hardness were used to assess the surface double‐bond conversion and the surface hardness of the coatings cured in air and without air, respectively. The surfaces of many tested resins could produce similar conversions under both curing conditions. Optimally formulated resins had a high conversion and hardness even when the irradiance was as low as 50 mW/cm2 for the visible light and 4 mW/cm2 for the UV light. The requirements for possessing such a unique curing property are presented. © 2009 Wiley Periodicals, Inc. J Appl Polym Sci, 2009