Improving Patient Flow Through Axiomatic Design of Hospital Emergency Departments

Organised by: Cranfield UniversityIn response to crowding in hospital emergency departments (ED), efforts have been made to increase patient flow through the Fast Track (FT). The use of FT, however, has not always been accompanied by an increase in the overall patient flow, sometimes leaving the FT underutilized. We find that this is mainly caused by the current practice of assigning patients to FT based only on the Emergency Severity Index. One index for two functional requirements results in a coupling between prioritizing of patients and encouraging the fast flow of them. By introducing a new index for patient flow, we could uncouple this design problem and significantly decrease the overall patient waiting time (~50%) compared to that of the existing use of FT.Mori Seiki – The Machine Tool Compan

Triple disadvantage: when othered students, study an othered course at an othered university – working-class, mature students’ discursive accounts of life on (and beyond) a two-year undergraduate Law degree

A plethora of research has provided insight into how non-traditional (including working-class and/or mature) students experience three-year undergraduate degrees at public sector universities. This shows that for these students university is experienced differently to traditional students, with non-traditional students feeling relatively disadvantaged. Little is known, though, about how working-class, mature students experience a two-year undergraduate degree at private HEIs. Furthermore, research has failed to address how working-class, mature students experience their two-year undergraduate Law degree and how they discursively construct their student experience. This thesis reports on (semi-longitudinal) research conducted over two phases at one ‘private’ Law school in the south of England. Phase one constituted an 18-month period (between February 2014 to August 2015) of fieldwork. Follow-up interviews took place in May 2019 (phase two). The study comprised a range of qualitative methods: semi-structured interviews of Law students and Law tutors, focus group discussions, discourse analysis of various policy texts, and informal observations of the practices at the Law school; an analysis of which attempts to provide some insight into this under-researched area. The Foucauldian inspired analysis suggests that working-class, mature students in this study constructed their student experience via discourses connected to ‘intensity’, ‘student as consumer/investor/partner’, and ‘employability’ all of which were hegemonic, complex and shifting. The analysis of the data also suggests that the discourses worked to discursively (re)position the students as more or less powerful at different moments and in different contexts. These temporary (re)positionings of powerlessness had an impact on subjectivities to the extent of becoming further disadvantaged. The significance of this is that the nature of a two-year undergraduate Law degree and/or studying at a private HEI was found to exaggerate disadvantage. In particular, when constructing 'the student experience', the working-class, mature students variously drew upon, resisted and negotiated intensity, consumer, investor, partner and employability discourses - all of which impacted upon discursive (re)positionings and subjectivities. This study makes an original contribution to knowledge about working-class, mature students’ experiences of disadvantage within HE. It exposes that this disadvantage is further intensified when pursuing an (Othered) fast-track undergraduate degree at an (Othered) private HEI. Consequently, when non-traditional students on ‘those courses’, at ‘those places’, are subjected to intensity, consumer, investor, partner, and employability discourses they are disproportionally and further positioned as powerless; amounting to triple disadvantage

Reports on crustal movements and deformations

This Catalog of Reports on Crustal Movements and Deformation is a structured bibliography of scientific papers on the movements of the Earth crust. The catalog summarizes by various subjects papers containing data on the movement of the Earth's surface due to tectonic processes. In preparing the catalog we have included studies of tectonic plate motions, spreading and convergence, microplate rotation, regional crustal deformation strain accumulation and deformations associated with the earthquake cycle, and fault motion. We have also included several papers dealing with models of tectonic plate motion and with crustal stress. Papers which discuss tectonic and geologic history but which do not present rates of movements or deformations and papers which are primarily theoretical analyses have been excluded from the catalog. An index of authors cross-referenced to their publications also appears in the catalog. The catalog covers articles appearing in reviewed technical journals during the years 1970-1981. Although there are citations from about twenty journals most of the items come from the following publications: Journal of Geophysical Research, Tectonophysics, Geological Society of America Bulletin of the Seismological Society of America, Nature, Science, Geophysical Journal of the Royal Astronomical Society, Earth and Planetary Science Letters, and Geology

Lack of an HSP70 heat shock response in two Antarctic marine invertebrates

Members of the HSP70 gene family comprising the inducible (HSP70) genes and GRP78 (glucose-regulated protein 78 kDa) were identified in an Antarctic sea star (Odontaster validus) and an Antarctic gammarid (Paraceradocus gibber). These genes were surveyed for expression levels via Q-PCR after an acute 2-hour heat shock experiment in both animals and a time course assay in O. validus. No significant up-regulation was detected for any of the genes in either of the animals during the acute heat shock. The time course experiment in O. validus produced slightly different results with an initial down regulation in these genes at 2°C, but no significant up-regulation of the genes either at 2 or 6°C. Therefore, the classical heat shock response is absent in both species. The data is discussed in the context of the organisms’ thermal tolerance and the applicability of HSP70 to monitor thermal stress in Antarctic marine organisms

Variation in size of living articulated brachiopods with latitude and depth

Geographical variations in animal characters are one of the main subjects for study in macroecology. Variation with latitude has received special interest. Articulated brachiopods are possibly the commonest macrofossil with large variations in size of taxa through the fossil record. Here, we investigate trends in size of the 3 main orders of articulated brachiopod with latitude and depth. Data were insufficient to identify patterns in Thecideida (a micromorph taxon only recorded from low latitudes). Rhynchonellida had no clear trends in size with latitude or depth. Terebratulida exhibited hemispheric differences in size relations, with increasing length of species towards the pole in the south and no significant trend in the north. Tropical species were small (<20 mm length between 10°N and 10°S), and the largest species were found between 30° and 60° latitude in both hemispheres. There were no articulated brachiopods recorded from the high arctic, and support for a continuous trend in size with latitude was small or absent. In Terebratulida, there was a significant decrease in species length with depth of 1.7 mm per 100 m depth increase. These trends could be explained by competition for space and reduced availability of habitat with progressive depth beyond the continental shelf

Compression behavior of delaminated composite plates

The response of delaminated composite plates to compressive in-plane loads was investigated. The delaminated region may be either circular or elliptical, and may be located between any two plies of the laminate. For elliptical delaminations, the axes of the ellipse may be arbitrarily oriented with respect to the applied loads. A model was developed that describes the stresses, strains, and deformation of the sublaminate created by the delamination. The mathematical model is based on a two dimensional nonlinear plate theory that includes the effects of transverse shear deformation. The model takes into account thermal and moisture induced strains, transverse pressures acting on the sublaminate, and contact between the sublaminate and plate. The solution technique used is the Ritz method. A computationally efficient computer implementation of the model was developed. The code can be used to predict the nonlinear-load-strain behavior of the sublaminate including the buckling load, postbuckling behavior, and the onset of delamination growth. The accuracy of the code was evaluated by comparing the model results to benchmark analytical solutions. A series of experiments was conducted on Fiberite T300/976 graphite/epoxy laminates bonded to an aluminum honeycomb core forming a sandwich panel. Either circles or ellipses made from Teflon film were embedded in the laminates, simulating the presence of a delamination. Each specimen was loaded in compression and the strain history of the sublaminate was recorded far into the postbuckling regime. The extent of delamination growth was evaluated by C-scan examination of each specimen. The experimental data were compared to code predictions. The code was found to describe the data with reasonable accuracy. A sensitivity study examined the relative importance of various material properties, the delamination dimensions, the contact model, the transverse pressure differential, the critical strain energy release rate, and the relative growth direction on the buckling load, the postbuckling behavior, and the growth load of the sublaminate

Communication, Affect, & Learning in the Classroom

The purpose of the handbook was to synthesize the first three decades of research in instructional communication into a single volume that could help both researchers and instructors understand the value of communication in the instructional process.Preface1.Teaching As a Communication Process The Instructional Communication Process The Teacher The Content The Instructional Strategy The Student The Feedback/Evaluation The Learning Environment/Instructional Context Kibler’s Model of Instruction The ADDIE Model of Instructional Design2.Communicating With Instructional Objectives Why Some Teachers Resent Objectives The Value of Objectives What Objectives Should Communicate3.Instructional Communication Strategies The Teacher As a Speaker The Teacher As a Moderator The Teacher As a Trainer The Teacher As a Manager The Teacher As a Coordinator & Innovator4.Communication, Affect, and Student Needs Measuring Student Affect Basic Academic Needs of Students Traditional Interpersonal Need Models Outcomes of Meeting Student Needs5.Learning Styles What is Learning Style? Dimensions of Learning Style and Their Assessment Matching, Bridging, and Style-Flexing6.Classroom Anxieties and Fears Communication Apprehension Receiver Apprehension Writing Apprehension Fear of Teacher Evaluation Apprehension Classroom Anxiety Probable Causes of Classroom Anxiety Communication Strategies for Reducing Classroom Anxiety7.Communication And Student Self-Concept Student Self-Concept: Some Definitions Characteristics of the Self Development of Student Self-Concept Dimensions of Student Self-Concept Self-Concept and Academic Achievement Effects of Self-Concept on Achievement Poker Chip Theory of Learning Communication Strategies for Nurturing and Building Realistic Student Self-Concept8.Instructional Assessment:Feedback,Grading, and Affect Defining the Assessment Process Evaluative Feedback Descriptive Feedback Assessment and Affect Competition and Cooperation in Learning Environments9.Traditional and Mastery Learning Systems Traditional Education Systems Mastery Learning Modified Mastery Learning10.Student Misbehavior and Classroom Management Why Students Misbehave Categories of Student Behaviors Students’ Effects on Affect in the Classroom Communication, Affect, and Classroom Management Communication Techniques for Increasing or Decreasing Student Behavior11.Teacher Misbehaviors and Communication Why Teachers Misbehave Common Teacher Misbehaviors Implications for the Educational Systems12.Teacher Self-Concept and Communication Dimensions of Teacher Self-Concept Development of Teacher Self-Concept Strategies for Increasing Teacher Self-Concept13.Increasing Classroom Affect Through Teacher Communication Style Communicator Style Concept Types of Communicator Styles Teacher Communication Style Teacher Communicator Behaviors That Build Affect14.Teacher Temperament in the Classroom Four Personality Types Popular Sanguine Perfect Melancholy Powerful Choleric Peaceful Phlegmatic Personality Blends15.Teacher Communication: Performance and Burnout Teaching: A Multifaceted Job Roles of an Instructional Manager Teacher Burnout Symptoms of Teacher Burnout Causes of Teacher Burnout Methods for Avoiding Burnout Mentoring to Prevent BurnoutAppendix A To Mrs. Russell: Without You This Never Would Have HappenedGlossaryInde

Designing a Health Treatment Network: Optimizing Performance in the Modern Health Care Delivery System

Student research poste