An Improved Rotary Singulator

A new operating approach for a previously existing rotary singulator was developed which improves the versatility of the device. This was accomplished by the implementation of a modular mechanism that performed the basic functions of agitation, gating, pocket formation, and exit, all inherent in this type of singulation device

Clinical specialty training in UK undergraduate medical schools: A retrospective observational study

Objectives: To determine if increased exposure to clinical specialties at medical school is associated with increased interest in pursuing that specialty as a career after foundation training. Design: A retrospective observational study. Setting: 31 UK medical schools were asked how much time students spend in each of the clinical specialties. We excluded two schools that were solely Graduate Entry, and two schools were excluded for insufficient information. Main outcome measures: Time spent on clinical placement from UK undergraduate medical schools, and the training destinations of graduates from each school. A general linear model was used to analyse the relationship between the number of weeks spent in a specialty at medical school and the percentage of graduates from that medical school entering each of the Core Training (CT1)/Specialty Training (ST1) specialties directly after Foundation Year 2 (FY2). Results: Students spend a median of 85 weeks in clinical training. This includes a median of 28 weeks on medical firms, 15 weeks in surgical firms, and 8 weeks in general practice (GP). In general, the number of training posts available in a specialty was proportionate to the number of weeks spent in medical school, with some notable exceptions including GP. Importantly, we found that the number of weeks spent in a specialty at medical school did not predict the percentage of graduates of that school training in that specialty at CT1/ST1 level (ß coefficient=0.061, p=0.228). Conclusions: This study found that there was no correlation between the percentage of FY2 doctors appointed directly to a CT1/ST1 specialty and the length of time that they would have spent in those specialties at medical school. This suggests that curriculum adjustments focusing solely on length of time spent in a specialty in medical school would be unlikely to solve recruitment gaps in individual specialties

Making the move from C to Python with mechanical engineering students

Work is underway in the Mechanical Engineering Department at San Jose State University to transition the first course in computer programming (ME 30 Computer Applications) and a follow-on course, ME 106 Fundamentals of Mechatronics, from C to Python. Both courses make extensive use of a microcontroller to teach the fundamentals in both subjects, and heretofore have used the C language and the Arduino platform, but now both courses have moved to Python and to the Adafruit Feather M4 Express board, which can run Python natively on its associated microcontroller. Prior to the transition to Python, ME 30 had a relatively high failure rate between about 10 - 35%. Since transitioning to Python, the failure rate dropped dramatically to about 3% in the fall of 2019. The paper will outline the previous structure of the courses, explain the motivation for transitioning from C to Python, and discuss the pros and cons of the transition observed to date

Lattice-Constrained Parametrizations of Form Factors for Semileptonic and Rare Radiative B Decays

We describe the form factors for semileptonic B to rho l nu and radiative B to K* gamma decays with just two parameters and the two form factors for semileptonic B to pi l nu decays with three parameters. The parametrizations are constrained by lattice results and are consistent with heavy quark symmetry, kinematic constraints and light cone sum rule scaling relations.Comment: 3 pages, latex, 2 eps files, uses epsf.sty and espcrc2.sty, poster presented at Lattice 97, Edinburgh, 22-26 July 199

Positive allosteric modulators of the μ‐opioid receptor: a novel approach for future pain medications

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/109803/1/bph12599.pd

Battery-Operated Atomic Force Microscope

The design of a battery-operated atomic force microscope (AFM) using a piezoresistive cantilever is described. The AFM is designed so that all power to drive the scanning tube and detection electronics comes from a self-contained battery. The prototype AFM uses a 6 V, Ni–Cd, camcorder battery, however, any battery that supplies between 6 and 12 V may be used. Scanner control and data acquisition are implemented using commercially available software running on an external computer. The prototype AFM achieves a scan area of 53 by 53 μm, consumes 1.8 W of power, and can scan continuously for about 7 h on a single battery charge

User perceptions of multi-source feedback tools for junior doctors

Context:  The effectiveness of multi-source feedback (MSF) tools, which are increasingly important in medical careers, will be influenced by their users’ attitudes. This study compared perceptions of two tools for giving MSF to UK junior doctors, of which one provides mainly textual feedback and one provides mainly numerical feedback. We then compared the perceptions of three groups, including: trainees; raters giving feedback, and supervisors delivering feedback. Methods:  Postal questionnaires about the usability, usefulness and validity of a feedback system were distributed to trainees, raters and supervisors across the north of England. Results:  Questionnaire responses were analysed to compare opinions of the two tools and among the different user groups. Overall there were few differences. Attitudes towards MSF in principle were positive and the tools were felt to be usable, but there was little agreement that they could effectively identify doctors in difficulty or provide developmental feedback. The text-oriented tool was rated as more useful for giving feedback on communication and attitude, and as more useful for identifying a doctor in difficulty. Raters were more positive than other users about the usefulness of numerical feedback, but, overall, text was felt to be more useful. Some trainees expressed concern that feedback was based on insufficient knowledge of their work. This was not supported by raters’ responses, although many did use indirect information. Trainees selected raters mainly for the perceived value of their feedback, but also based on personal relationships and the simple pragmatics of getting a tool completed. Discussion:  Despite positive attitudes to MSF, the perceived effectiveness of the tools was low. There are small but significant preferences for textual feedback, although raters may prefer numerical scales. Concerns about validity imply that greater awareness of contextual and psychological influences on feedback generation is necessary to allow the formative benefits of MSF to be optimised and to negate the risk of misuse in high-stakes contexts