Ice giant systems: the scientific potential of orbital missions to Uranus and Neptune

Uranus and Neptune, and their diverse satellite and ring systems, represent the least explored environments of our Solar System, and yet may provide the archetype for the most common outcome of planetary formation throughout our galaxy. Ice Giants will be the last remaining class of Solar System planet to have a dedicated orbital explorer, and international efforts are under way to realise such an ambitious mission in the coming decades. In 2019, the European Space Agency released a call for scientific themes for its strategic science planning process for the 2030s and 2040s, known as Voyage 2050. We used this opportunity to review our present-day knowledge of the Uranus and Neptune systems, producing a revised and updated set of scientific questions and motivations for their exploration. This review article describes how such a mission could explore their origins, ice-rich interiors, dynamic atmospheres, unique magnetospheres, and myriad icy satellites, to address questions at the heart of modern planetary science. These two worlds are superb examples of how planets with shared origins can exhibit remarkably different evolutionary paths: Neptune as the archetype for Ice Giants, whereas Uranus may be atypical. Exploring Uranus' natural satellites and Neptune's captured moon Triton could reveal how Ocean Worlds form and remain active, redefining the extent of the habitable zone in our Solar System. For these reasons and more, we advocate that an Ice Giant System explorer should become a strategic cornerstone mission within ESA's Voyage 2050 programme, in partnership with international collaborators, and targeting launch opportunities in the early 2030s

Influences of Implant and Framework Materials on Stress Distribution: A Three-Dimensional Finite Element Analysis Study

Purpose: The aim of this study was to analyze and compare the stress distribution patterns of different implant and restorative materials in the supporting tissue and implants. Materials and Methods: Twelve different implant/bone models were created using SolidWorks 2015 software (SolidWorks Corp) and analyzed using the finite element method. Straumann Bone Level implants with zirconia abutments and single-piece Straumann PURE Ceramic implants (Institute Straumann) restored with lithium disilicate glass-ceramic and zirconia ceramic cement-retained crowns were evaluated. A 118.2-N load was applied to the corona/ aspect of the buccal cusp at a 75.8-degree angle in relation to the occlusal plane. Principal stress values for cortical and trabecular bone and the equivalent von Mises stress values for implants and frameworks were calculated. Results: Zirconia (ZrO2) implant models showed lower principal stress values than the commercially pure titanium (cpTi) and titanium-zirconium (TiZr) implant models in cortical bone. All models showed similar principal stress values in trabecular bone. Von Mises stress values at the cpTi and TiZr implants were similar; however, values observed of ZrO2 implants were higher. TiZr implants of 3.3 mm diameter showed similar strength to 4.1-mm-diameter cpTi implants. Both zirconia and lithium disilicate glass-ceramic frameworks transferred similar von Mises stress values in the supporting tissue of implant-supported prostheses. Conclusion: Narrow-diameter TiZr implants may be preferred for patients who have insufficient bone volume without bone augmentation procedures due to the material's enhanced biomechanical properties. ZrO2 implants may be a suitable alternative for esthetic regions. Further clinical studies are recommended to investigate the long-term performance of TiZr and ZrO2 implants

Development of a Longitudinal Curricular Evaluation Framework for Intra- and Interprofessional Teamwork

Objectives: To describe the development and evaluation of a university-wide competency and evaluation framework for intra- and interprofessional education (IPE) teamwork.Methods: Development of the framework was based on existing literature and specific contexts of the schools within our university. Evaluation and program alignment regarding use of the framework were achieved through qualitative interviews with deans of the Schools of Medicine, Nursing, and Pharmacy, and focused on how they evaluated student progression towards the university-wide teamwork competency. Interview data were analyzed using classical content analysis.Results: Despite efforts to carefully design the framework, interviews revealed that significant variation exists regarding when and how both IPE and team-based care are taught and evaluated across schools. Common barriers to interprofessional education included variations in teamwork practices across disciplines, scheduling challenges, and lack of resources for implementation. Recommendations for how to align teaching and evaluation activities with the framework are posed.Conclusions: Longitudinally tracking the development of interprofessional competencies within/across health professions schools requires careful planning and collaboration among institutional leaders, interprofessional educators, program evaluators, and students. The information gained from this process provides insights toward implementing future high-quality IPE in teamwork and other inter- and intraprofessional competencies, which may be helpful to others