Long life reliability thermal control systems study

The results of a program undertaken to conceptually design and evaluate a passive, high reliability, long life thermal control system for space station application are presented. The program consisted of four steps: (1) investigate and select potential thermal system elements; (2) conceive, evaluate and select a thermal control system using these elements; (3) conduct a verification test of a prototype segment of the selected system; and (4) evaluate the utilization of waste heat from the power supply. The result of this project is a conceptual thermal control system design which employs heat pipes as primary components, both for heat transport and temperature control. The system, its evaluation, and the test results are described

Superdiversity in Music Education

Globalization has changed the social, cultural, and linguistic diversity in societies all over the world (Blommaert, J & Rampton, B. Diversities, 13(2), 1–22 (2011)). As new technologies have rapidly developed alongside increased forms of transnational flow, so have new forms of language, art, music, communication, and expression. This rapid and varied blending of cultures, ideas, and modes of communication is what Vertovec (2007) describes as super-diversity—diversity within diversity. In this narrative, I explore the theoretical and methodological pluralism that has aided my research in diverse settings, drawing from post-structuralism, critical theory, sociolinguistics, complexity theory, and discourse analysis—specifically Scollon and Scollon’s (Scollon, R & Scollon, W S. Discourses in place: Language in the material world. London: Routledge (2003), 10.4324/9780203422724; Scollon, R & Scollon, W S. Nexus analysis: Discourse and the emerging internet. New York: Routledge (2004)) recommendations for nexus analysis and Blommaert’s theoretical principles and concepts of ethnography, globalization, and superdiversity (Blommaert, J. Discourse. Cambridge, UK: Cambridge University Press (2005), 10.1017/CBo9780511610295; Blommaert, J. The sociolinguistics of globalization. Cambridge, UK: Cambridge University Press (2010), 10.1017/CBO9780511845307; Blommaert, J. Ethnography, superdiversity and linguistic landscapes: Chronicles of complexity. Bristol, UK: Multilingual Matters (2013)). I promote a need to develop a robust toolkit for music education that (1) better analyzes how we position and are positioned as part of larger groups and practices operating within multiple layers of social, cultural, and historical context, and (2) better advocates for equitable practices and inclusive spaces in our field

“Not Tied Up Neatly with a Bow”: Professionals’ Challenging Cases in Informed Consent for Genomic Sequencing

As the use of genomic technology has expanded in research and clinical settings, issues surrounding informed consent for genome and exome sequencing have surfaced. Despite the importance of informed consent, little is known about the specific challenges that professionals encounter when consenting patients or research participants for genomic sequencing. We interviewed 29 genetic counselors and research coordinators with considerable experience obtaining informed consent for genomic sequencing to understand their experiences and perspectives. As part of this interview, 24 interviewees discussed an informed consent case they found particularly memorable or challenging. We analyzed these case examples to determine the primary issue or challenge represented by each case. Challenges fell into two domains: participant understanding, and facilitating decisions about testing or research participation. Challenges related to participant understanding included varying levels of general and genomic literacy, difficulty managing participant expectations, and contextual factors that impeded participant understanding. Challenges related to facilitating decision-making included complicated family dynamics such as disagreement or coercion, situations in which it was unclear whether sequencing research would be a good use of participant time or resources, and situations in which the professional experienced disagreement or discomfort with participant decisions. The issues highlighted in these case examples are instructive in preparing genetics professionals to obtain informed consent for genomic sequencing

Possibilities for pedagogy in Further Education: Harnessing the abundance of literacy

In this report, it is argued that the most salient factor in the contemporary communicative landscape is the sheer abundance and diversity of possibilities for literacy, and that the extent and nature of students' communicative resources is a central issue in education. The text outlines the conceptual underpinnings of the Literacies for Learning in Further Education project in a social view of literacy, and the associated research design, methodology and analytical framework. It elaborates on the notion of the abundance of literacies in students' everyday lives, and on the potential for harnessing these as resources for the enhancement of learning. It provides case studies of changes in practice that have been undertaken by further education staff in order to draw upon students' everyday literacy practices on Travel and Tourism and Multimedia courses. It ends with some of the broad implications for conceptualising learning that arise from researching through the lens of literacy practices

Challenging Social Cognition Models of Adherence:Cycles of Discourse, Historical Bodies, and Interactional Order

Attempts to model individual beliefs as a means of predicting how people follow clinical advice have dominated adherence research, but with limited success. In this article, we challenge assumptions underlying this individualistic philosophy and propose an alternative formulation of context and its relationship with individual actions related to illness. Borrowing from Scollon and Scollon’s three elements of social action – “historical body,” “interaction order,” and “discourses in place” – we construct an alternative set of research methods and demonstrate their application with an example of a person talking about asthma management. We argue that talk- or illness-related behavior, both viewed as forms of social action, manifest themselves as an intersection of cycles of discourse, shifting as individuals move through these cycles across time and space. We finish by discussing how these dynamics of social action can be studied and how clinicians might use this understanding when negotiating treatment with patients

Making visible ‘hidden’ intentions and potential choices: international students in intercultural communication

The study reported in this paper examines the experiences of Chinese and Vietnamese international students in engaging in their institutional written discourse at an Australian university. The study highlights the significance of exploring the real accounts of the students as the ‘insiders’ and uncovering students’ individual potential choices and intentions as their ‘seemingly unrecognized’ values in producing their own texts in English as a second language. In particular, based on international students’ reflection on their intentions and potential choices in academic practices, the study signals how the taken-for-granted institutional conventions may contribute to silencing or marginalizing the possibilities for alternative approaches to knowledge and communication within the higher education institutional context

Return of non-ACMG recommended incidental genetic findings to pediatric patients: Considerations and opportunities from experiences in genomic sequencing

BACKGROUND: The uptake of exome/genome sequencing has introduced unexpected testing results (incidental findings) that have become a major challenge for both testing laboratories and providers. While the American College of Medical Genetics and Genomics has outlined guidelines for laboratory management of clinically actionable secondary findings, debate remains as to whether incidental findings should be returned to patients, especially those representing pediatric populations. METHODS: The Sequencing Analysis and Diagnostic Yield working group in the Clinical Sequencing Evidence-Generating Research Consortium has collected a cohort of pediatric patients found to harbor a genomic sequencing-identified non-ACMG-recommended incidental finding. The incidental variants were not thought to be associated with the indication for testing and were disclosed to patients and families. RESULTS: In total, 23 non-ACMG-recommended incidental findings were identified in 21 pediatric patients included in the study. These findings span four different research studies/laboratories and demonstrate differences in incidental finding return rate across study sites. We summarize specific cases to highlight core considerations that surround identification and return of incidental findings (uncertainty of disease onset, disease severity, age of onset, clinical actionability, and personal utility), and suggest that interpretation of incidental findings in pediatric patients can be difficult given evolving phenotypes. Furthermore, return of incidental findings can benefit patients and providers, but do present challenges. CONCLUSIONS: While there may be considerable benefit to return of incidental genetic findings, these findings can be burdensome to providers and present risk to patients. It is important that laboratories conducting genomic testing establish internal guidelines in anticipation of detection. Moreover, cross-laboratory guidelines may aid in reducing the potential for policy heterogeneity across laboratories as it relates to incidental finding detection and return. However, future discussion is required to determine whether cohesive guidelines or policy statements are warranted

The big picture? Video and the representation of interaction

Researchers who use video to record interactions usually need to translate the video data into another medium at some stage in order to facilitate its analysis and dissemination. This article considers some methodological issues that arise in this process by examining transcripts, diagrams and pictures as examples of different techniques for representing interaction. These examples are used to identify some general principles for the representation of data where video is the source material. The article presents an outline of guided interaction and this is used as a case for illustrating these principles in the context of young children, technology and adults in pre-school settings. Although the article focuses on a specific study and solution, the principles are applicable in all cases where video is used as a source of data for the representation of interaction, whether or not it is technologically mediated