Pneumatic separator gives quick release to heavy loads

Pneumatic separator, using applied pressure, quickly releases restraining devices securing heavy loads. With minor modifications this separator can be used as a coupling device

Information seeking in the Humanities: physicality and digitality

This paper presents a brief overview of a research project that is examining the information seeking practices of humanities scholars. The results of this project are being used to develop digital resources to better support these work activities. Initial findings from a recent set of interviews is offered, revealing the importance of physical artefacts in the humanities scholars’ research processes and the limitations of digital resources. Finally, further work that is soon to be undertaken is summarised, and it is hoped that after participation in this workshop these ideas will be refined

Dynamic elasticity by the theory of characteristics

Method of characteristics for analysis of elastic wave equations in Cartesian coordinate

Impactite and pseudotachylite from Roter Kamm Crater, Namibia

Pseudotachylite is known to occur in a variety of geologic settings including thrust belts (e.g., the Alps and the Himalayas) and impact craters such as Roter Kamm, Namibia. Controversy exists, however, as to whether pseudotachylite can be produced by shock brecciation as well as by tectonic frictional melting. Also open to debate is the question of whether pseudotachylites form by frictional fusion or by cataclasis. It was speculated that the pseudotachylite at Roter Kamm was formed by extensional settling and adjustment of basement blocks during 'late modification stage' of impact. The occurrence of pseudotachylite in association with rocks resembling quenched glass bombs and melt breccias in a relatively young crater of known impact origin offers a rare opportunity to compare features of these materials. Petrographic, x-ray diffraction, and electron microprobe analyses of the impactites and pseudotachylites are being employed to determine the modes of deformation and to assess the role of frictional melting and comminution of adjacent target rocks

Some clinical observations on trypanosomiasis rhodesiensis

1. The object of the paper is to record some clinical observations made during the study of 94 consecutive cases of Rhodesian Sleeping Sickness.2. The main factor in the epidemic spread was man-fly-man transmission. The occurrence of human cases with no history of contact and the high T.bracei infection rate among the local fauna are recorded, as the possibility of there being some reservoir cannot be excluded.3. The incubation period is probably between 1-3 weeks.4. The average duration of the illness is five months.5. There was an acute febrile onset in 24/£ of cases. Variations in the subsequent course are found and it is considered that these are due to the existence of strains of trypanosoines of different virulence.6. The central nervous system may be involved at a very early stage. This results in grave pathological changes, but the virulence of the infection is such that symptoms arising from its effect on the heart and other viscera predominate over those due to central nervous system involvement until the last few weeks of the illness. Cardiac symptoms are important and the essential lesion is a toxic myocarditis.7. The axillary group of glands are those most constantly enlarged.8. It is in cases which have relapsed after treatment that mental symptoms are most pronounced. In relapse a new strain of trynanosames has been created, of lowered virulence but resistant to the action of drugs.9. 'Bayer 205' has a strong and immediate effect oh infections of the peripheral blood but its action is not always permanent and it cannot penetrate into the deeper tissues. Tryparsamide is slower in action but it maintains a sterilization made by 'Bayer' and it can exert a beneficial action on the central nervous system.10. Treatment by * Bayer* should he followed immediately by Tryparasmide • A routine treatment by this method gives satisfactory results if treatment is started early in the course of the illness, hut even the most intensive and prolonged doses of the two drugs in combination cannot he relied upon to effect a cure if the disease is well established

The difficulties experienced by nurses and healthcare staff involved in the process of breaking bad news

AIMS: To explore the difficulties experienced by nurses and healthcare professionals when engaging in the process of breaking bad news BACKGROUND: The challenges faced by staff when breaking bad news have previously been researched in relation to particular settings or subjects. This study involved staff from diverse settings and roles to develop broader insights into the range of difficulties experienced in clinical practice. DESIGN: The study used a descriptive survey design involving self-reported written accounts and framework analysis. METHODS: Data were collected using a structured questionnaire containing a free text section that asked participants to describe a difficult experience they had encountered when involved in the process of breaking bad news. Data were collected from healthcare staff from hospital, community, hospice and care home settings attending training days on breaking bad news between April 2011 - April 2014. FINDINGS: Multiple inter-related factors presented challenges to staff engaging in activities associated with breaking bad news. Traditional subjects such as diagnostic and treatment information were described but additional topics were identified such as the impact of illness and care at the end of life. A descriptive framework was developed that summarises the factors that contribute to creating difficult experiences for staff when breaking bad news. CONCLUSION: The framework provides insights into the scope of the challenges faced by staff when they engage in the process of breaking bad news. This provides the foundation for developing interventions to support staff that more closely matches their experiences in clinical practice. This article is protected by copyright. All rights reserved

Evidence used in model-based economic evaluations for evaluating pharmacogenetic and pharmacogenomic tests: a systematic review protocol

This is the final version of the article. Available from BMJ Publishing Grou via the DOI in this record.INTRODUCTION: Decision models can be used to conduct economic evaluations of new pharmacogenetic and pharmacogenomic tests to ensure they offer value for money to healthcare systems. These models require a great deal of evidence, yet research suggests the evidence used is diverse and of uncertain quality. By conducting a systematic review, we aim to investigate the test-related evidence used to inform decision models developed for the economic evaluation of genetic tests. METHODS AND ANALYSIS: We will search electronic databases including MEDLINE, EMBASE and NHS EEDs to identify model-based economic evaluations of pharmacogenetic and pharmacogenomic tests. The search will not be limited by language or date. Title and abstract screening will be conducted independently by 2 reviewers, with screening of full texts and data extraction conducted by 1 reviewer, and checked by another. Characteristics of the decision problem, the decision model and the test evidence used to inform the model will be extracted. Specifically, we will identify the reported evidence sources for the test-related evidence used, describe the study design and how the evidence was identified. A checklist developed specifically for decision analytic models will be used to critically appraise the models described in these studies. Variations in the test evidence used in the decision models will be explored across the included studies, and we will identify gaps in the evidence in terms of both quantity and quality. DISSEMINATION: The findings of this work will be disseminated via a peer-reviewed journal publication and at national and international conferences.JLP is supported by the NIHR Collaboration for Leadership in Applied Health Research and Care (CLAHRC) for the South West Peninsula and CC is funded by an NIHR Health Technology Assessment Grant (RNC-023-09)

WFPC2 LRF Imaging of Emission Line Nebulae in 3CR Radio Galaxies

We present HST/WFPC2 Linear Ramp Filter images of high surface brightness emission lines (either [OII], [OIII], or H-alpha+[NII]) in 80 3CR radio sources. We overlay the emission line images on high resolution VLA radio images (eight of which are new reductions of archival data) in order to examine the spatial relationship between the optical and radio emission. We confirm that the radio and optical emission line structures are consistent with weak alignment at low redshift (z < 0.6) except in the Compact Steep Spectrum (CSS) radio galaxies where both the radio source and the emission line nebulae are on galactic scales and strong alignment is seen at all redshifts. There are weak trends for the aligned emission line nebulae to be more luminous, and for the emission line nebula size to increase with redshift and/or radio power. The combination of these results suggests that there is a limited but real capacity for the radio source to influence the properties of the emission line nebulae at these low redshifts (z < 0.6). Our results are consistent with previous suggestions that both mechanical and radiant energy are responsible for generating alignment between the radio source and emission line gas.Comment: 80 pages, 54 figures. Accepted for publication in ApJ

Depression, School Performance, and the Veridicality of Perceived Grades and Causal Attributions

An external criterion was assessed to test whether depressives have distorted perceptions of covariation information and whether their attributions are consistent with this information. Students’ actual and self-perceived grades, depression status, and attributions for failures were assessed. Furthermore, partici pants estimated average grades. Generally, self-perceived own past grades were inflated. Depressed students and those with low grades distorted their own grades (but not the average grade) more to their favor than individuals low in depression and those with high grades. Depression went along with lower actual grades and with internal, stable, and global failure attributions. Mood differences in attributions were not due to differences in previous grades. Depressed individuals drew (unrealistically) more depressogenic causal inferences when they perceived average grades to be low than when average grades were perceived to be high. However, they (realistically) attributed failure more in a depressogenic fashion than did nondepressives when their own grade history was low

Using learning design as a framework for supporting the design and reuse of OER

The paper will argue that adopting a learning design methodology may provide a vehicle for enabling better design and reuse of Open Educational Resources (OERs). It will describe a learning design methodology, which is being developed and implemented at the Open University in the UK. The aim is to develop a 'pick and mix' learning design toolbox of different resources and tools to help designers/teachers make informed decisions about creating new or adapting existing learning activities. The methodology is applicable for designers/teachers designing in a traditional context – such as creation of materials as part of a formal curriculum, but also has value for those wanting to create OERs or adapt and repurpose existing OERs. With the increasing range of OERs now available through initiatives as part of the Open Courseware movement, we believe that methodologies, such as the one we describe in this paper, which can help guide reuse and adaptation will become increasingly important and arguably are an important aspect of ensuring longer term sustainability and uptake of OERs. Our approach adopts an empirically based approach to understanding and representing the design process. This includes a range of evaluation studies (capturing of case studies, interviews with designers/teachers, in-depth course evaluation and focus groups/workshops), which are helping to develop our understanding of how designers/teachers go about creating new learning activities. Alongside this we are collating an extensive set of tools and resources to support the design process, as well as developing a new Learning Design tool that helps teachers articulate and represent their design ideas. The paper will describe how we have adapted a mind mapping and argumentation tool, Compendium, for this purpose and how it is being used to help designers and teachers create and share learning activities. It will consider how initial evaluation of the use of the tool for learning design has been positive; users report that the tool is easy to use and helps them organise and articulate their learning designs. Importantly the tool also enables them to share and discuss their thinking about the design process. However it is also clear that visualising the design process is only one aspect of design, which is complex and multi-faceted