Study to determine dielectric properties of sandstone, shale, coal, and slate

Triplicate dielectric constant and loss tangent measurements on samples of sandstone, shale, coal, and slate were performed. Each of the three necessary configurations of the coal material was sampled to obtain measurements, with each sample machined parallel to the coal layering orientation. The coal samples were machined perpendicular to the coal layering and measured. They were conditioned at 100% humidity and at room temperature and remeasured; then conditioned in an elevated environment, and remeasured for dielectric properties. The coal data appear to remain relatively constant over the microwave frequency region. At the Ghz frequencies, the relative dielectric constant of coal is slightly higher for the E-field parallel to the layers than for the perpendicular case

Improved liquid-level sensor for cryogenics

Liquid-level indicator, consisting of a diode heated by a resistor, allows simultaneous use of two or three of the liquids nitrogen, hydrogen, and helium. Operation depends on strong temperature-dependence of the forward resistance of a germanium diode and the difference between liquid and vapor in heat-transfer properties

Investigation of metal flow in bridge die extrusion of Alloy 6063 and subsequent effect on surface quality and weld seam integrity

This paper describes a detailed study of tube extrusion by simulation using finite element method (FEM). The finite element model used one-sixth of symmetry. The extrusion load, emperature evolution and metal flow were predicted. Innovative methods, combining both grid and surface tools, were used to define in detail the flow of material. These showed clearly the inner and outer surface formation mechanisms of the tube extrusion. The seam weld, an important quality indicator, was also evaluated by selecting an appropriate criterion

How coaching supervisees help and hinder their supervision: A Grounded Theory study

Coaching supervision is an emerging profession with a need of developing its knowledge base. However, there is a lack of understanding of the supervision process from the coaching supervisees’ perspective, a crucial element without which issues and debates about coaching supervision are incomplete. Furthermore, although most of the professional bodies that represent coaches in the UK require coaches to have supervision, they do not provide clear guidelines on how supervisee’s can use supervision effectively. This study aims to fill that gap, providing empirical evidence on how supervisees can help and hinder their supervision. A qualitative study was conducted, based on semi-structured interviews with nineteen participants – twelve supervisees and seven supervisors to gather data about participants’ lived-in experiences of coaching supervision. Critical realist Grounded Theory was used to analyse the findings, to describe the underlying psychological and social structures that are a condition for valuable coaching supervision and to generate a framework for how supervisees can help and hinder their coaching supervision. The study contributes empirically based insight into the benefits of coaching supervision from the perspective of the supervisee and adds to debates on the outcomes of coaching supervision. New evidence is provided about how supervisees can inhibit and enable their learning as they mature. Findings suggest that supervisee maturation can follow three stages and that how the supervisee interacts with their supervisor is affected by the relative stage. The study also identified that fear, power relations and our natural desire for learning might explain the lived-in experiences of supervisees. It was argued that supervisees can gain further value from the supervision experience by overcoming fear and stepping into their authority in the relationship in order to enhance learning. The study contributes to supervision practice by providing the first framework for supervisee-led supervision with guidelines for supervisees and supervisors, new stages of maturity to enable supervisees to understand where they are in their developmental journeys and practical recommendations for professional bodies, coach training organisations, coaching providers and learning and development practitioners

The Xp10 bacteriophage protein P7 inhibits transcription by the major and major variant forms of the host RNA polymerase via a common mechanism

The σ factor is a functionally obligatory subunit of the bacterial transcription machinery, the RNA polymerase. Bacteriophage-encoded small proteins that either modulate or inhibit the bacterial RNAP to allow the temporal regulation of bacteriophage gene expression often target the activity of the major bacterial σ factor, σ70. Previously, we showed that during Xanthomonas oryzae phage Xp10 infection, the phage protein P7 inhibits the host RNAP by preventing the productive engagement with the promoter and simultaneously displaces the σ70 factor from the RNAP. In this study, we demonstrate that P7 also inhibits the productive engagement of the bacterial RNAP containing the major variant bacterial σ factor, σ54, with its cognate promoter. The results suggest for the first time that the major variant form of the host RNAP can also be targeted by bacteriophage-encoded transcription regulatory proteins. Since the major and major variant σ factor interacting surfaces in the RNAP substantially overlap, but different regions of σ70 and σ54 are used for binding to the RNAP, our results further underscore the importance of the σ–RNAP interface in bacterial RNAP function and regulation and potentially for intervention by antibacterials

James W. Vanstone 1925-2001

James W. VanStone died suddenly of heart failure on February 28, 2001 at the age of 75.... VanStone was one of anthropology's foremost and most prolific northern scholars.... Although VanStone's master's work was on Plains archaeology, we are fortunate that he met fellow Penn graduate student J. Louis Giddings and began to look north. In 1950, Jim accompanied Giddings to Norton Sound, Alaska, where they tested archaeological sites between Golovnin Bay and Shaktoolik and carried out the third season's excavation at Cape Denbigh.... In 1951, VanStone inherited the position formerly held by Giddings at the University of Alaska. While in Fairbanks, he did archaeological surveys and excavations on Nunivak Island, the Copper River, and the Kenai Peninsula. With Wendell Oswalt, VanStone co-founded Anthropological Papers of the University of Alaska. During this period, Jim authored a number of papers. Perhaps the most significant was "Russian Exploration in Interior Alaska, an Extract from the Journal of Andrei Glazunov ... one of the first modern uses of Russian-language sources in Alaskan anthropology. Also during this period, he spent a full year living in Point Hope, the result of which was Point Hope: an Eskimo Village in Transition ... which remains a seminal work on Alaskan Eskimo modernization. Jim left the University of Alaska in 1958 and spent a year "bumming around Europe.... After his return to the United States, VanStone accepted a position at the University of Toronto, where he remained until 1966. While at Toronto, he initiated and carried out several significant projects, including ethnographic studies among the Chipewyan at Lutselk'e (formerly Snowdrift) and ethnohistorical and ethnoarchaeological studies in southwestern Alaska. VanStone and Wendell Oswalt's excavations at Crow Village on the Kuskokwim River pioneered the use of archaeology as a means to augment oral and written sources in constructing a historical ethnography of a Native people. The Crow Village work set the stage for much of VanStone's research between 1963 and 1979, which featured extensive use of archival sources, archaeology and ethnographic field studies in examining Alaska Native cultural change in the 18th, 19th, and 20th centuries.... In the midst of this research, Jim returned to Chicago, becoming Curator of North American Archaeology and Ethnology for the Field Museum of Natural History, a position he held until his retirement in 1993.... In the course of his career, VanStone authored, co-authored, or edited more than 140 articles, books, and monographs. ... A nearly complete list of his publications can be found in the Arctic Anthropology festschrift, No Boundaries: Papers in Honor of James W. VanStone (Pratt et al., 1998)...

Stuck on the sanction pathway: Why do some pupils struggle to adhere to school expectations? An action research project utilising pupil views in a secondary school.

Recent recommendations for school leaders emphasise a directive approach to behaviour management, in which top down systems are subscribed to by the whole school community (DfE, 2017). Whilst clear and consistent boundaries are considered important by pupils and school staff, it is argued by some that systems which aim to treat all pupils the same are inequitable, because the needs of pupils are different (e.g. Emerson, 2016; Roffey, 2017). This study aimed to find out why some students consistently remain on the sanction pathway, despite expectations, rewards and sanctions being made explicit. The participating school implemented a prescriptive behaviour policy, encompassing clear rules and expectations alongside a stepped response of rewards and sanctions. Views were gathered from four year eight students who had had consistent involvement with the sanction pathway. Student views were gathered through semi-structured interviews, within an action research framework. The overall aim of the study was to lead to positive change for students through planned, collaborative action. Thematic Analysis was used, leading to three main themes and related sub-themes. Main findings illuminated that the following contributed to the students’ school experience: understanding of expectations; difficult transitions from primary school; remaining in a negative cycle leading to frequent sanctions; and supportive factors. These findings led to collaborative action planning between the researcher and a member of the school’s Senior Leadership Team. Actions planned included: developing positive relationships between students and staff; the use of non-confrontational language; developing staff understanding of why some students struggle to control responses; early identification of vulnerable students during transition from primary school; using the time spent in detention in a productive way; and supporting students to reintegrate in to school following exclusion

The potential impact on Florida-based marina and boating industries of a post-embargo Cuba: an analysis of geographic, physical, policy and industry trends

The information in this Technical Paper addresses the future of the US-Cuban marina and recreational boating industries from the geographic, physical, policy making and economic perspectives for a post-embargo Cuba. Each individual paper builds on the presentations made at the workshop, the information obtained in the subsequent trip to Cuba and presents in detailed form information which we hope is useful to all readers. (147pp.