Depth indicator and stop aid machining to precise tolerances

Attachment for machine tools provides a visual indication of the depth of cut and a positive stop to prevent overcutting. This attachment is used with drill presses, vertical milling machines, and jig borers

Sugar and artificially sweetened beverage consumption and adiposity changes: National longitudinal study

BACKGROUND: In response to increasing policy action and public concern about the negative health effects of sugar-sweetened beverages (SSBs), there is increased promotion of artificially sweetened beverages (ASBs). These have been linked with obesity and diabetes in recent experimental work. This study examined associations between SSB and ASB consumption and changes in adiposity in a nationally representative sample of UK children. METHODS: We conducted a longitudinal study of 13,170 children aged 7–11 years in the UK Millennium Cohort Study, collected in 2008 and 2012. Logistic regression was used to assess socio-demographic and behavioural correlates of weekly SSB and ASB consumption at 11 years. Linear regression examined associations between SSB/ASB consumption and changes in adiposity measures between 7 and 11 years. RESULTS: Boys were more likely to consume SSBs weekly (62.3 % v 59.1 %) than girls at age 11 years. South Asian children were more likely to consume SSBs weekly (78.8 % v 58.4 %) but less likely to consume ASBsweekly (51.7 % v 66.3 %) than White children. Daily SSB consumption was associated with increases in percentage body fat between ages 7 and 11 (+0.57 %, 95 % confidence intervals 0.30;0.83). Daily ASB consumption was associated with increased percentage body fat at age 11 (+1.18 kg/m(2), 0.81;1.54) and greater increases between ages 7 and 11 (+0.35 kg/m(2), 0.09;0.61). CONCLUSION: Consumption of SSBs and ASBs was associated with BMI and percentage body fat increases in UK children. Obesity prevention strategies which encourage the substitution of SSBs with ASBs may not yield the adiposity benefits originally intended and this area should be a focus for further research

Characterizing College Science Assessments: The Three-Dimensional Learning Assessment Protocol

Citation: Laverty, J. T., Underwood, S. M., Matz, R. L., Posey, L. A., Carmel, J. H., Caballero, M. D., . . . Cooper, M. M. (2016). Characterizing College Science Assessments: The Three-Dimensional Learning Assessment Protocol. Plos One, 11(9), 21. doi:10.1371/journal.pone.0162333Many calls to improve science education in college and university settings have focused on improving instructor pedagogy. Meanwhile, science education at the K-12 level is undergoing significant changes as a result of the emphasis on scientific and engineering practices, crosscutting concepts, and disciplinary core ideas. This framework of "three-dimensional learning" is based on the literature about how people learn science and how we can help students put their knowledge to use. Recently, similar changes are underway in higher education by incorporating three-dimensional learning into college science courses. As these transformations move forward, it will become important to assess three-dimensional learning both to align assessments with the learning environment, and to assess the extent of the transformations. In this paper we introduce the Three-Dimensional Learning Assessment Protocol (3D-LAP), which is designed to characterize and support the development of assessment tasks in biology, chemistry, and physics that align with transformation efforts. We describe the development process used by our interdisciplinary team, discuss the validity and reliability of the protocol, and provide evidence that the protocol can distinguish between assessments that have the potential to elicit evidence of three-dimensional learning and those that do not

Using Rheo-Small-Angle Neutron Scattering to Understand How Functionalised Dipeptides Form Gels

We explore the use of rheo-small-angle neutron scattering as a method to collect structural information from neutron scattering simultaneously with rheology to understand how low-molecular-weight hydrogels form and behave under shear. We examine three different gelling hydrogel systems to assess what structures are formed and how these influence the rheology. Furthermore, we probe what is happening to the network during syneresis and why the gels do not recover after an applied strain. All this information is vital when considering gels for applications such as 3D-printing and injection

Addressing the Theory-Practice Gap Using Case-Based Learning and Imagined Roles in the Graduate Communication Disorders Classroom

The American Speech-Language-Hearing Association (ASHA) Code of Ethics (2023) requires all practitioners to uphold the welfare of others without discrimination. Graduate programs in communication sciences and disorders, therefore, must guide future clinicians to apply theoretical knowledge to clinical practice equitably and inclusively. This grounded theory study investigated how an instructor in a graduate communication sciences and disorders (CSD) class used case-based learning (CBL) to fill the theory-practice gap and guide students to think equitably and inclusively for future complex cases. Audio recordings from 12 hours of instructor-student discourse during one semester were transcribed and analyzed verbatim. Three interrelated, interactional themes emerged: the class structure, use of imagined roles (imagining how a clinician or parent/caregiver may respond), and use of equitable and inclusive language. Results highlighted how the instructor’s use of CBL was one effective method to scaffold learning and help fill the theory-practice gap and promote students\u27 co-construction of new knowledge. We propose that utilizing this three-fold approach was an effective way to help fill the theory-practice gap in an equitable and inclusive manner to further student learning without the need to overhaul the curriculum

Functional responses can unify invasion ecology.

We contend that invasion ecology requires a universal, measurable trait of species and their interactions with resources that predicts key elements of invasibility and ecological impact; here, we advocate that functional responses can help achieve this across taxonomic and trophic groups, among habitats and contexts, and can hence help unify disparate research interests in invasion ecology

Eureka and beyond: mining's impact on African urbanisation

This collection brings separate literatures on mining and urbanisation together at a time when both artisanal and large-scale mining are expanding in many African economies. While much has been written about contestation over land and mineral rights, the impact of mining on settlement, notably its catalytic and fluctuating effects on migration and urban growth, has been largely ignored. African nation-states’ urbanisation trends have shown considerable variation over the past half century. The current surge in ‘new’ mining countries and the slow-down in ‘old’ mining countries are generating some remarkable settlement patterns and welfare outcomes. Presently, the African continent is a laboratory of national mining experiences. This special issue on African mining and urbanisation encompasses a wide cross-section of country case studies: beginning with the historical experiences of mining in Southern Africa (South Africa, Zambia, Zimbabwe), followed by more recent mineralizing trends in comparatively new mineral-producing countries (Tanzania) and an established West African gold producer (Ghana), before turning to the influence of conflict minerals (Angola, the Democratic Republic of Congo and Sierra Leone)