Foam drainage on thick porous substrate

The use of foam-based applications as a method of drug delivery represents a recent and promising area of research. The interaction of foam and porous substrates have been recently theoretically described using a mathematical model, which combines the equation of foam drainage with that of imbibition of liquid into the porous substrate. Below the drainage of foam placed on chalk experimentally investigated to verify the theory prediction. The surfactants sodium dodecyl sulfate (SDS) and Triton X-100 were used to form a foam. The initial liquid volume fractions of the foam were found to be ranging in between 14.12 and 16.46%. The porosity and permeability of the chalk substrate were experimentally obtained at 59.1% and 3.122.10 -11 m 2 respectively. The height of foam deposited onto the thick porous substrate (chalk) was 2.5 cm and 6 cm. The imbibition into the chalk, the height of foam, and the bubble size within the foam were monitored. The latter enabled the kinetics of the drainage/imbibition to be determined and compared with the predictions according to the theoretical model. The rate of decrease in foam height was initially high and decreased over time as predicted by the theoretical model. All the foam displayed an initial rapid imbibition through the porous substrate, which is again in the agreement with the theory predictions. It was found that solutions with lower surfactant concentrations could penetrate deeper into the chalk. The imbibition front was observed to be uniform: evenly distributed liquid throughout the cross-section of the porous substrate

The characteristics of men who have sex with men (MSM) using post-exposure prophylaxis for sexual exposure (PEPSE) in the pre-exposure prophylaxis (PrEP) era

Objectives HIV pre-exposure prophylaxis (PrEP) is now available in the UK. However, some men who have sex with men (MSM) continue to use HIV post-exposure prophylaxis following sexual exposure (PEPSE) and are not using PrEP. It is important to characterize MSM having condomless anal sex who are not using PrEP. Methods In a cross-sectional analysis, we compared the characteristics of MSM who used PEPSE in 2021 with MSM using PEPSE in 2017. Results Overall, 126 MSM used PEPSE in January to June 2017 and 28 MSM used PEPSE in January to June 2021, a 78% decline in PEPSE use. Those MSM using PEPSE in 2021 were significantly younger (27 vs. 35 years, p p p = 0.03], more likely to attend following sex involving recreational drug use [32% (9/28) vs. 13% (16/126); p = 0.02], and more likely to initiate PEPSE in the emergency department [35% (10/28) vs. 19% (24/126); p = 0.04] compared with MSM attending in 2017. Those MSM using PEPSE in 2021 were significantly less likely to attend follow-up appointments compared with the 2017 cohort [71% (20/28) vs. 87% (110/126); p  Conclusions Despite PrEP being readily available, some MSM continue using PEPSE and these MSM are significantly more likely to be younger, from black or minority ethnic groups, to engage in group sex involving recreational drugs and to attend the emergency department for PEPSE compared with MSM attending in 2017. Increasing the accessibility of PrEP for this group of MSM is important in order to optimize HIV prevention strategies.</p

Demultiplexed sequence reads

16S rRNA sequences in fastq format. The paired-end reads have been merged and assigned to sample IDs using sample-specific barcodes

Descriptive analysis of missing data.

Past research has shown that growth mindset and motivational beliefs have an important role in math and science career interest in adolescence. Drawing on situated expectancy-value theory (SEVT), this study extends these findings by investigating the role of parental motivational beliefs (e.g., expectancy beliefs, utility values) and parent growth mindset in math on adolescent career interest in math-intensive fields (e.g., mathematics, computer science, statistics, and engineering; MCSE) through adolescent motivational beliefs in math. Structural equation modeling was used to test the hypothesized model using data from 290 adolescents (201 girls, 69.3%; Mage = 15.20), who participate in informal STEM (science, technology, engineering, mathematics) youth programs, and their parents (162 parents, 87.7% female) in the United Kingdom and the United States. As hypothesized, adolescent expectancy beliefs, utility values, and growth mindset in math had a significant direct effect on MCSE career interest. Further, there was a significant indirect effect of parental expectancy beliefs in math on MCSE career interest through adolescents’ expectancy beliefs. Similarly, there was a significant indirect effect from parental utility values in math to MCSE career interest through adolescents’ utility values. The findings suggest that parents’ math motivational beliefs play a critical role in adolescent math motivational beliefs and their career interest in math-intensive fields.</div

Missingness patterns.

Past research has shown that growth mindset and motivational beliefs have an important role in math and science career interest in adolescence. Drawing on situated expectancy-value theory (SEVT), this study extends these findings by investigating the role of parental motivational beliefs (e.g., expectancy beliefs, utility values) and parent growth mindset in math on adolescent career interest in math-intensive fields (e.g., mathematics, computer science, statistics, and engineering; MCSE) through adolescent motivational beliefs in math. Structural equation modeling was used to test the hypothesized model using data from 290 adolescents (201 girls, 69.3%; Mage = 15.20), who participate in informal STEM (science, technology, engineering, mathematics) youth programs, and their parents (162 parents, 87.7% female) in the United Kingdom and the United States. As hypothesized, adolescent expectancy beliefs, utility values, and growth mindset in math had a significant direct effect on MCSE career interest. Further, there was a significant indirect effect of parental expectancy beliefs in math on MCSE career interest through adolescents’ expectancy beliefs. Similarly, there was a significant indirect effect from parental utility values in math to MCSE career interest through adolescents’ utility values. The findings suggest that parents’ math motivational beliefs play a critical role in adolescent math motivational beliefs and their career interest in math-intensive fields.</div

Standardized path coefficients for the model.

PGM = parent growth mindset; AGM = adolescent growth mindset; AUV = adolescent utility value; AEB = adolescent expectancy beliefs; PEB = parent expectancy beliefs; PUV = parental utility value; MCSE = math, computer science, statistics, engineering career interest. Only significant paths are depicted.</p

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Past research has shown that growth mindset and motivational beliefs have an important role in math and science career interest in adolescence. Drawing on situated expectancy-value theory (SEVT), this study extends these findings by investigating the role of parental motivational beliefs (e.g., expectancy beliefs, utility values) and parent growth mindset in math on adolescent career interest in math-intensive fields (e.g., mathematics, computer science, statistics, and engineering; MCSE) through adolescent motivational beliefs in math. Structural equation modeling was used to test the hypothesized model using data from 290 adolescents (201 girls, 69.3%; Mage = 15.20), who participate in informal STEM (science, technology, engineering, mathematics) youth programs, and their parents (162 parents, 87.7% female) in the United Kingdom and the United States. As hypothesized, adolescent expectancy beliefs, utility values, and growth mindset in math had a significant direct effect on MCSE career interest. Further, there was a significant indirect effect of parental expectancy beliefs in math on MCSE career interest through adolescents’ expectancy beliefs. Similarly, there was a significant indirect effect from parental utility values in math to MCSE career interest through adolescents’ utility values. The findings suggest that parents’ math motivational beliefs play a critical role in adolescent math motivational beliefs and their career interest in math-intensive fields.</div

Estimates of path coefficients of the SEM model: Indirect effects, covariance/correlation.

Estimates of path coefficients of the SEM model: Indirect effects, covariance/correlation.</p

Conceptual model depicting the associations among PGM, AGM, AEB, AUV, PEB, PUV, and MCSE career interests.

PGM = parent growth mindset; AGM = adolescent growth mindset; AUV = adolescent utility value; AEB = adolescent expectancy beliefs; PEB = parental expectancy beliefs, PUV = parental utility value; MCSE = math, computer science, statistics, and engineering career interests.</p

Estimates of path coefficients of the SEM model: Direct effects.

Estimates of path coefficients of the SEM model: Direct effects.</p