Characteristics of the Menstrual Cycle After Discontinuation of Oral Contraceptives

Background: Menstrual cycle function may continue to be altered after discontinuation of oral contraceptives (OC). Few studies have been published on the effects of recent OC use on menstrual cycle parameters; none have examined characteristics of the menstrual flow or the quality of cervical mucus. The purpose of this retrospective matched cohort study is to assess biomarkers of the menstrual cycle after discontinuation of OCs. Methods: Among a sample of women who daily recorded observations of menstrual cycle biomarkers, 70 women who had recently discontinued OCs were randomly matched by age and parity with 70 women who had not used OCs for at least 1 year. Outcomes investigated included overall cycle length, length of the luteal phase, estimated day of ovulation, duration of menstrual flow, menstrual intensity, and mucus score. Differences between recent OC users and controls were assessed using random effects modeling. Results: Recent OC users had statistically significantly lower scores for mucus quality for cycles 1 and 2. Additionally, OC users had a later estimated day of ovulation that was statistically significant in cycle 2 and a decreased intensity of menstrual flow that was significant in the first four cycles (difference = −0.48 days). In random effects modeling, all these parameters were significantly different for the first six cycles combined. Conclusions: Menstrual cycle biomarkers are altered for at least two cycles after discontinuation of OCs, and this may help explain the temporary decrease in fecundity associated with recent OC use

Dry Friction due to Adsorbed Molecules

Using an adiabatic approximation method, which searches for Tomlinson model-like instabilities for a simple but still realistic model for two crystalline surfaces in the extremely light contact limit, with mobile molecules present at the interface, sliding relative to each other, we are able to account for the virtually universal occurrence of "dry friction." The model makes important predictions for the dependence of friction on the strength of the interaction of each surface with the mobile molecules.Comment: four pages of latex, figure provide

Gouy phase shift of single-cycle picosecond acoustic pulses

Ultrafast laser pulses are used to generate single-cycle picosecond acoustic pulses in thin metal films on silicon. For small initial excitation spot sizes, propagation of the acoustic pulses across a 485-μm Si crystal leads to significant diffraction effects. The temporal reshaping of the acoustic wave form due to diffraction is investigated, and we demonstrate that the acoustic far field can be reached. © 2003 American Institute of Physics.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/71324/2/APPLAB-83-2-392-1.pd

Ultrafast acoustics for imaging at the nanoscale

In this paper we present a series of experiments which show that 2-D and possibly 3-D imaging with sub-micron resolution is possible by means of ultrafast acoustic techniques. Optical pulses from a Ti:sapphire laser are used to generate picosecond acoustic pulses on one side of a ~1 mm thick Si wafer. The 1 mm distance is sufficient for the acoustic waves to diffract to the far field before they are detected by time-delayed probe pulses from the Ti:sapphire laser. The acoustic waves are either generated by a surface nanostructure or scattered from a buried nanostructure, and an image of that nanostructure is reconstructed through an analysis of the detected acoustic waves.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/58182/2/jpconf7_92_012094.pd

The Early Career Framework – A Guide for Implementation

This guide has been developed from findings from the Early Career Teacher Support pilot evaluation (Hardman et al., 2020), funded by the Education Endowment Foundation (EEF). It is one of three guides intended to summarise the key messages from the evaluation and provide strategic and practical suggestions that can inform planning to support the development of Early Career Teachers (ECTs) in schools. The guidance is applicable to all school contexts and is not specific to particular programmes of support. The Early Career Framework (ECF) has been introduced in some parts of England from September 2020 and will be rolled out nationally in September 2021 along with guidance to support participating Early Career Teachers and mentors. Stemming from the Recruitment and Retention Strategy (DfE, 2019) the ECF seeks to ensure that all teachers in England receive high quality support in the first two years of their career. During 2019-20 the Centre for Teachers and Teaching Research at UCL Institute of Education undertook an evaluation of three pilot programmes which were designed to test different ways of supporting Early Career Teachers and their mentors. We worked with the Chartered College of Teaching, Ambition Institute and The Education Endowment Foundation as well as 98 schools (both primary and secondary) to evaluate the impact of these pilot programmes. Following the pilot which we evaluated, the DfE selected four suppliers to develop freely available resources for schools to use. This included a separate team from UCL Institute of Education. We shared our initial findings with these suppliers to inform their materials. From 2021 there will be six suppliers, including UCL Institute of Education, offering programmes based on one of these four initial programmes. Schools now have three options around how they implement the ECF. The guidance in this document is relevant to all three options

The Early Career Framework – A Guide for Mentors and Early Career Teachers

This guide has been developed from findings from the Early Career Teacher Support pilot evaluation (Hardman et al., 2020), funded by the Education Endowment Foundation (EEF). It is one of three guides intended to summarise the key messages from the evaluation and provide strategic and practical suggestions that can inform planning to support the development of Early Career Teachers (ECTs) in schools. The guidance is applicable to all school contexts and is not specific to particular programmes of support. The Early Career Framework (ECF) has been introduced in some parts of England from September 2020 and will be rolled out nationally in September 2021 along with guidance to support participating Early Career Teachers and mentors. Stemming from the Recruitment and Retention Strategy (DfE, 2019) the ECF seeks to ensure that all teachers in England receive high quality support in the first two years of their career. During 2019-20 the Centre for Teachers and Teaching Research at UCL Institute of Education undertook an evaluation of three pilot programmes which were designed to test different ways of supporting Early Career Teachers and their mentors. We worked with the Chartered College of Teaching, Ambition Institute and The Education Endowment Foundation as well as 98 schools (both primary and secondary) to evaluate the impact of these pilot programmes. Following the pilot which we evaluated, the DfE selected four suppliers to develop freely available resources for schools to use. This included a separate team from UCL Institute of Education. We shared our initial findings with these suppliers to inform their materials. From 2021 there will be six suppliers, including UCL Institute of Education, offering programmes based on one of these four initial programmes. Schools now have three options around how they implement the ECF. The guidance in this document is relevant to all three options

The Early Career Framework – A Guide for School Leaders and Induction Leads

This guide has been developed from findings from the Early Career Teacher Support pilot evaluation (Hardman et al., 2020), funded by the Education Endowment Foundation (EEF). It is one of three guides intended to summarise the key messages from the evaluation and provide strategic and practical suggestions that can inform planning to support the development of Early Career Teachers (ECTs) in schools. The guidance is applicable to all school contexts and is not specific to particular programmes of support. The Early Career Framework (ECF) has been introduced in some parts of England from September 2020 and will be rolled out nationally in September 2021 along with guidance to support participating Early Career Teachers and mentors. Stemming from the Recruitment and Retention Strategy (DfE, 2019) the ECF seeks to ensure that all teachers in England receive high quality support in the first two years of their career. During 2019-20 the Centre for Teachers and Teaching Research at UCL Institute of Education undertook an evaluation of three pilot programmes which were designed to test different ways of supporting Early Career Teachers and their mentors. We worked with the Chartered College of Teaching, Ambition Institute and The Education Endowment Foundation as well as 98 schools (both primary and secondary) to evaluate the impact of these pilot programmes. Following the pilot which we evaluated, the DfE selected four suppliers to develop freely available resources for schools to use. This included a separate team from UCL Institute of Education. We shared our initial findings with these suppliers to inform their materials. From 2021 there will be six suppliers, including UCL Institute of Education, offering programmes based on one of these four initial programmes. Schools now have three options around how they implement the ECF. The guidance in this document is relevant to all three options

Early Career Teacher Support - Pilot Report, EEF Evaluation

In order to provide timely feedback in the development of policy and programmes around the rollout of the Early Career Framework (DfE, 2019a), three pilot programmes were developed to investigate the promise, feasibility, and scalability of differing models for developing Early Career Teachers (ECTs), mentors, and induction leads. Two programmes were developed by Ambition Institute and a third by the Chartered College of Teaching. All aimed to provide mentors with the resources to deliver instructional coaching sessions to ECTs, coaching that uses expert teachers to deliver recurring, classroom-practice focused sessions, using observation and targeted feedback to develop practice. • Programme A (Ambition Institute) provided face-to-face training, a coaching guide, weekly online resources, and regular online coaching and support sessions to in-school mentors. School induction leads also received face-to-face training, designed to enable them to support mentors. Mentors used the programme to deliver instructional coaching to ECTs, either weekly or fortnightly. • Programme B (Ambition Institute) provided the same training as Programme A to mentors and school induction leads. In addition, this programme also delivered weekly online content and regular online support sessions directly to ECTs. The programme was also used to enable in-school mentors to deliver weekly or fortnightly instructional coaching sessions to ECTs. • Programme C (Chartered College of Teaching) provided online support to mentors, school induction leads, and ECTs. All received a selection of online modules providing weekly content to mentors and ECTs that were used to facilitate either weekly or fortnightly instructional coaching sessions, delivered by mentors to ECTs. The intention was not to undertake a comparative evaluation of these programmes but instead to evaluate the modes of support and delivery within them. Each programme was delivered to teachers teaching a variety of different year groups and subjects spanning primary and secondary education. Schools opted to receive one of these programmes. At the end of the evaluation there was a total of 98 schools across the pilot programmes: 50 primary schools, 45 secondary schools, and three all-through schools. The pilot evaluation was designed to run from June 2019 to July 2020. However, delivery and evaluation were modified due to the COVID-19 outbreak and this report covers the initial set-up period until February 2020. The pilot aimed to examine the evidence of promise, feasibility, and scalability of the programmes using a mixed methods approach using three waves of survey, 20 school case studies, online engagement data, observation of sessions, and evaluation of materials