Effects of a Three-week Core Training Program on Different Unstable Platforms

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On the application of radio frequency voltages to ion traps via helical resonators

Ions confined using a Paul trap require a stable, high voltage and low noise radio frequency (RF) potential. We present a guide for the design and construction of a helical coil resonator for a desired frequency that maximises the quality factor for a set of experimental constraints. We provide an in-depth analysis of the system formed from a shielded helical coil and an ion trap by treating the system as a lumped element model. This allows us to predict the resonant frequency and quality factor in terms of the physical parameters of the resonator and the properties of the ion trap. We also compare theoretical predictions with experimental data for different resonators, and predict the voltage applied to the ion trap as a function of the Q-factor, input power and the properties of the resonant circuit

The changing patterns of group politics in Britain

Two interpretations of ways in which group politics in Britain have presented challenges to democracy are reviewed: neo-corporatism or pluralistic stagnation and the rise of single issue interest groups. The disappearance of the first paradigm created a political space for the second to emerge. A three-phase model of group activity is developed: a phase centred around production interests, followed by the development of broadly based 'other regarding' groups, succeeded by fragmented, inner directed groups focusing on particular interests. Explanations of the decay of corporatism are reviewed. Single issue group activity has increased as party membership has declined and is facilitated by changes in traditional media and the development of the internet. Such groups can overload the policy-making process and frustrate depoliticisation. Debates about the constitution and governance have largely ignored these issues and there is need for a debate

In-Class Versus At-Home Quizzes: Which is Better? A Flipped Learning Study in a Two-Site Synchronously-Broadcast Organic Chemistry Course

We recently shared our design of a two-semester flipped organic chemistry course, in which we gave students in-class quizzes to incentivize attendance and watching the lecture videos in advance. With a second iteration, we planned to make the video-watching experience more engaging. We accordingly hypothesized that if students completed short at-home quizzes while watching the videos, then attentiveness, engagement, and learning would increase. We tested this with a later section of the course, dividing the material into 13 units. For units 1-6, we gave in-class quizzes; for 7-13, quizzes were at home. Although units 1-6 and 7-13 covered different material, we were nonetheless surprised when students’ average quiz scores decreased for the take-home quizzes, because they did not have a time limit and were open-book, unlike the in-class quizzes. Anonymous survey feedback showed a strong preference for quizzes in class and indications that take-home quizzes demotivated attendance and pre-class watching of the videos. Thus, for analogous flipped course designs in chemistry, we recommend an in-class quizzing strategy over take-home quizzes to positively affect engagement, learning, and attendance. Of note, this course was synchronously delivered to two groups of students at geographically-distinct satellite locations

Unemployment, Education and Skills Constraints in Post-Apartheid South Africa

This paper investigates the relationship between education and unemployment in post-apartheid South Africa, and probes the argument that employment growth has been inhibited particularly by skills constraints. We use probit regression analysis to show that higher education protected against unemployment in both 1995 and 2003, and that overall, the relative benefits to tertiary education rose over the period

Flu viruses a lucky community and cosine graphs: the possibilities opened up by the use of a socio-political perspective to study learning in an undergraduate access course in mathematics

This is an Accepted Manuscript of an article published by Taylor & Francis in African Journal of Research in Mathematics, Science and Technology Education on 20 August 2013 available online: http://www.tandfonline.com/10.1080/10288457.2009.10740656.In this paper I present a perspective of mathematics education and learning, termed a 'sociopolitical perspective'. Classroom mathematical activity, in which certain ways of acting, behaving and knowing are given value, is located in a wider network of socio-political practices. Learning in mathematics is regarded as coming to participate in the discourse of the community that practises the mathematics. I argue that the use of a socio-political perspective allows the researcher and teacher to view classroom mathematical activity as a product of the network of socio-political practices in which it is located, rather than as a product of individual cognitive ability. I illustrate the use of this perspective by drawing on a study of learning in a first-year university access course in Mathematics at a South African university. Fairclough's method for critical discourse analysis, supplemented with work by Sfard and Morgan in mathematics education, was used to analyse both the text of a 'real world' problem in mathematics and a transcript representing the activity as a group of five students solved the problem. This analysis suggests that, despite containing traces of discourses from outside of mathematics, the problem text constructs the activity as solving a mathematical problem with features of a school mathematical word problem. When solving the problem the students draw on practices associated with school mathematics and their university mathematics course, some of which enable and others constrain their participation. For example, they refer to named functions learned at school, they have difficulty making productive links between the mathematical functions and the 'real world' context, and they have varied opportunities for mathematical talk in the group. The study identifies as key to the students' progress the presence of an authority (in this case a tutor) who can make explicit the ways of thinking, acting, and talking that are valued in the discourse of undergraduate mathematics, and who provides opportunities for mathematical talk

Contributions on the development of the reproductive system in Sternotherus odoratus (latreille)

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/47667/1/441_2004_Article_BF00572100.pd

Co-development and testing of an extended community pharmacy model of service delivery for managing osteoarthritis: protocol for a sequential, multi-methods study (PharmOA)

\ua9 2024, The Author(s). Background: Osteoarthritis is a common, painful and disabling long-term condition. Delivery of high-quality guideline-informed osteoarthritis care that successfully promotes and maintains supported self-management is imperative. However, osteoarthritis care remains inconsistent, including under use of core non-pharmacological approaches of education, exercise and weight loss. Community pharmacies are an accessible healthcare provider. United Kingdom government initiatives are promoting their involvement in a range of long-term conditions, including musculoskeletal conditions. It is not known what an enhanced community pharmacy role for osteoarthritis care should include, what support is needed to deliver such a role, and whether it would be feasible and acceptable to community pharmacy teams. In this (PharmOA) study, we aim to address these gaps, and co-design and test an evidence-based extended community pharmacy model of service delivery for managing osteoarthritis. Methods: Informed by the Theoretical Domains Framework, Normalisation Process Theory, and the Medical Research Council (MRC) framework for developing complex interventions, we will undertake a multi-methods study involving five phases: 1. Systematic review to summarise currently available evidence on community pharmacy roles in supporting adults with osteoarthritis and other chronic (non-cancer) pain. 2. Cross-sectional surveys and one-to-one qualitative interviews with patients, healthcare professionals and pharmacy staff to explore experiences of current, and potential extended community pharmacy roles, in delivering osteoarthritis care. 3. Stakeholder co-design to: a) agree on the extended role of community pharmacies in osteoarthritis care; b) develop a model of osteoarthritis care within which the extended roles could be delivered (PharmOA model of service delivery); and c) refine existing tools to support community pharmacies to deliver extended osteoarthritis care roles (PharmOA tools). 4. Feasibility study to explore the acceptability and feasibility of the PharmOA model of service delivery and PharmOA tools to community pharmacy teams. 5. Final stakeholder workshop to: a) finalise the PharmOA model of service delivery and PharmOA tools, and b) if applicable, prioritise recommendations for its wider future implementation. Discussion: This novel study paves the way to improving access to and availability of high-quality guideline-informed, consistent care for people with osteoarthritis from within community pharmacies