Absolute rigidity spectrum of protons and helium nuclei above 10 GV/c

Proton and helium nuclei differential spectra were gathered with a balloon borne magnet spectrometer. The data were fitted to the assumption that the differential flux can be represented by a power law in rigidity. In the rigidity range 10 to 25 GV/c the spectral indices were found to be -(2.74 plus or minus 0.04) for protons and -(2.71 plus or minus 0.05) for helium nuclei. A brief discussion is given by systematic errors

Prototyping and the New Spirit of Policy-Making

This conceptual paper discusses the use of co-design approaches in the public realm by examining the emergence of a design practice, prototyping, in public policy-making. We argue that changes in approaches to management and organisation over recent decades have led towards greater flexibility, provisionality and anticipation in responding to public issues. These developments have co-emerged with growing interest in prototyping. Synthesising literatures in design, management and computing, and informed by our participant observation of teams inside government, we propose the defining characteristics of prototyping in policymaking and review the implications of using this approach. We suggest that such activities engender a ‘new spirit’ of policymaking. However this development is accompanied by the further encroachment of market logics into government, with the danger of absorbing critiques of capitalism and resulting in reinforced power structures

Volumetric nasal cavity analysis in children with unilateral and bilateral cleft lip and palate

OBJECTIVES/HYPOTHESIS: Children with cleft lip and palate (CLP) often suffer from nasal obstruction that may be related to effects on nasal volume. The objective of this study was to compare side:side volume ratios and nasal volume in patients with unilateral (UCLP) and bilateral (BCLP) clefts with age-matched controls. STUDY DESIGN: Retrospective case-control study using three-dimensional (3D) nasal airway reconstructions. METHODS: We analyzed 20 subjects (age range = 7-12 years) with UCLP and BCLP from a regional craniofacial center who underwent cone beam computed tomography (CT) prior to alveolar grafting. Ten multislice CT images from age-matched controls were also analyzed. Mimics software (Materialise, Plymouth, MI) was used to create 3D reconstructions of the main nasal cavity and compute total and side-specific nasal volumes. Subjects imaged during active nasal cycling phases were excluded. RESULTS: There was no statistically significant difference in affected:unaffected side volume ratios in UCLP (P = .48) or left:right ratios in BCLP (P = .25) when compared to left:right ratios in controls. Mean overall nasal volumes were 9,932 ± 1,807, 7,097 ± 2,596, and 6,715 ± 2,115 mm(3) for control, UCLP, and BCLP patients, respectively, with statistically significant volume decreases for both UCLP and BCLP subjects from controls (P < .05). CONCLUSIONS: This is the first study to analyze total nasal volumes in BCLP patients. Overall nasal volume is compromised in UCLP and BCLP by approximately 30%. Additionally, our finding of no major difference in side:side ratios in UCLP and BCLP compared to controls conflicts with pre-existing literature, likely due to exclusion of actively cycling scans and our measurement of the functional nasal cavity

Use of Portfolios for Assessment in Design and Technology Education

This chapter explores the use of portfolios in assessment, starting with a general overview of the nature of assessment portfolios, then moving on to their use within technology education for developing and assessing capability. I start by considering their early use in public examinations in England and reasons why they were introduced. From this I explore issues presented by using portfolios, their potential and their problems. I draw on a range of research and development projects, mainly from within technology education, then present a case study of portfolio development from research at Goldsmiths, University of London, and use this as a basis for exemplifying the potential of digital portfolios. Finally, I provide hopeful but cautious guidance, drawing from the success stories, the findings, and the concerns raised through the chapter

The Role of Published Materials in Curriculum Development and Implementation for Secondary School Design and Technology in England and Wales

This is a postprint of an article whose final and definitive form has been published in the International Journal of Technology and Design Education. The original publication is available at www.springerlink.com.This paper discusses the ways in which teachers exploited a set of curriculum materials published as a vehicle for curriculum innovation, and the relationship between chosen modes of exploitation and teachers’ own perceptions of how the materials had ’added value’ to their teaching. The materials in question were developed by the Nuffield Design and Technology Project (’the Project’) to offer a pedagogy appropriate to the statutory curriculum for secondary school design and technology education in England and Wales (DFE/WO 1995). The Project had sought both to inform the statutory curriculum, and respond to its requirements. An earlier case study (Givens 1997) laid the foundations for the survey that is reported here. This paper focuses on the teaching of pupils aged 11–14. It finds that while most teachers made at least some use of all the various components of the publications, they were selective. While the Study Guide, which carries out a meta-cognitive dialogue with pupils, was generally underused, those teachers who did use it perceived greater value added by the materials as a whole to the quality of pupils’ work, their effectiveness in design and technology and their autonomy

Assessment: Feedback from Our Pasts, Feedforward for Our Futures

This chapter begins by pointing out that the behaviourist paradigm that still largely dominates assessment practices conflicts with more progressive understandings of constructivist and sociocultural approaches to learning and teaching. In order to progress assessment in Technology Education, Kay argues for adopting a pedagogic approach to assessment (where both teaching and assessment practices aim to support learning), maintaining authenticity in activities through which assessment is being undertaken, recognising the importance of judgement in valid processes of assessment, and maintaining a focus on equity and the inclusive role of the learner. The chapter also considers the potential affordances of new technologies in assessment. The chapter concludes by pointing out that future developments should support teachers to align learning and assessment. This is to ensure that learners engage in technological practice that makes visible to them and their teachers and assessors the learning that has taken place and the capability that has been developed

Palaeozoic petroleum systems of the Orcadian Basin to Forth Approaches, Quadrants 6 - 21, UK

This report synthesises the results of the 21CXRM Palaeozoic project to describe the Carboniferous and Devonian petroleum systems of the Orcadian Basin to Forth Approaches area (Quadrants 6 – 21). Petroleum systems of the Orcadian study area that involve significant Palaeozoic elements are not wholly contained within Devonian, Carboniferous and Permian strata. A number of producing fields attest to two main proven petroleum systems; i. Co-sourced Devonian oil (with Jurassic oil) within a Jurassic reservoir: the Beatrice, Jacky and Lybster fields; ii. Jurassic-sourced oil in a Devonian and/or Carboniferous reservoir: the Buchan, Stirling, Claymore, Highlander fields. (Jurassic-sourced oil in a Permian (Zechstein) reservoir is also proven in the Carnoustie, Ettrick and Claymore fields, and in a Rotliegend reservoir in the Dee discovery). A number of additional unproven petroleum system elements are considered in this report; i. Possibilities for Devonian and Carboniferous sourcing or co-sourcing (with Jurassic oil) of Devonian, Carboniferous and Permian (Rotliegend) reservoirs in those areas underlain by proven Palaeozoic source rock; ii. Possibilities for migrated Jurassic and/or Devonian and/or Carboniferous hydrocarbons onto horst blocks and the regional Grampian High, into basement, Palaeozoic or younger reservoirs. Focusing on frontier areas north and east of the Inner Moray Firth and from the north-eastern Forth Approaches to Grampian High, integration of a large volume of seismic, well, geophysical, organic geochemistry, maturity and reservoir property data at regional scale has established: Source rocks A wide extent of potential Devonian lacustrine source rocks mapped seismically from the Inner Moray Firth to the East Orkney Basin and north of the Halibut Horst. Geochemically-typed Devonian-sourced oil shows, oil seep data outside the area of mature Kimmeridge Clay Formation, burial depth and a limited organic geochemistry/maturity dataset indicative of Devonian source rocks that are potentially mature for oil generation outside the Inner Moray Firth. Good quality gas- and oil-prone Carboniferous source rocks are mapped from the Witch Ground Graben to north eastern end of the Forth Approaches. Wells drilled on highs indicate oil-window thermal maturity levels. Oil and gas shows and basin modelling indicate Carboniferous strata buried more deeply in adjacent basins may reach gas maturity levels, with Cenozoic maturation. Key source rock intervals are: o Lower Devonian, lacustrine Struie Formation (Quadrants 11, 12), oil prone. o Middle Devonian, lacustine Orcadia Formation and Eday Group (Quadrants 11- 15 and possibly Quadrants 19, 20), oil prone. o Visean – Namurian (lower-mid Carboniferous) fluvio-deltaic Firth Coal Formation, gas and oil prone. (This unit is age-equivalent of the Scremerston and Yoredale Formations, Cleveland Group source rocks in Quadrants 25-44