Spherical solid-propellant rocket motor Patent

Spherical solid propellant rocket engine desig

Prescription Drugs and the Duty to Warn: An Argument for Patient Package Inserts

It has been more than ten years since the Food and Drug Administration proposed regulations which would have required detailed patient information for all prescription drugs. The proposed regulations, intended to promote the safe and effective use of prescription drugs, would have required a manufacturer to supply non-technical, non-promotional information, referred to as patient package inserts, directly to the patient. This note will analyze the need for patient information in satisfying the tort objectives of informed consent and public safety. The note will then analyze the practical effect of the learned intermediary and informed consent doctrines upon the manufacturer\u27s and physician\u27s duty to supply patient information. The note will then analyze the FDA regulations leading to the proposed patient package insert (PPI) program, the program itself, the rationale for the program and the reasons for its revocation. Finally, the note will present rationale for re-enacting the FDA regulations

High-throughput in-situ characterization and modelling of precipitation kinetics in compositionally graded alloys

The development of new engineering alloy chemistries is a time consuming and iterative process. A necessary step is characterization of the nano/microstructure to provide a link between the processing and properties of each alloy chemistry considered. One approach to accelerate the identification of optimal chemistries is to use samples containing a gradient in composition, ie. combinatorial samples, and to investigate many different chemistries at the same time. However, for engineering alloys, the final properties depend not only on chemistry but also on the path of microstructure development which necessitates characterization of microstructure evolution for each chemistry. In this contribution we demonstrate an approach that allows for the in-situ, nanoscale characterization of the precipitate structures in alloys, as a function of aging time, in combinatorial samples containing a composition gradient. The approach uses small angle x-ray scattering (SAXS) at a synchrotron beamline. The Cu-Co system is used for the proof-of-concept and the combinatorial samples prepared contain a gradient in Co from 0% to 2%. These samples are aged at temperatures between 450{\textdegree}C and 550{\textdegree}C and the precipitate structures (precipitate size, volume fraction and number density) all along the composition gradient are simultaneously monitored as a function of time. This large dataset is used to test the applicability and robustness of a conventional class model for precipitation that considers concurrent nucleation, growth and coarsening and the ability of the model to describe such a large dataset.Comment: Published in Acta Materiali

Long term time-lapse microgravity and geotechnical monitoring of relict salt-mines, Marston, Cheshire, UK.

The area around the town of Northwich in Cheshire, U. K., has a long history of catastrophic ground subsidence caused by a combination of natural dissolution and collapsing abandoned mine workings within the underlying Triassic halite bedrock geology. In the village of Marston, the Trent and Mersey Canal crosses several abandoned salt mine workings and previously subsiding areas, the canal being breached by a catastrophic subsidence event in 1953. This canal section is the focus of a long-term monitoring study by conventional geotechnical topographic and microgravity surveys. Results of 20 years of topographic time-lapse surveys indicate specific areas of local subsidence that could not be predicted by available site and mine abandonment plan and shaft data. Subsidence has subsequently necessitated four phases of temporary canal bank remediation. Ten years of microgravity time-lapse data have recorded major deepening negative anomalies in specific sections that correlate with topographic data. Gravity 2D modeling using available site data found upwardly propagating voids, and associated collapse material produced a good match with observed microgravity data. Intrusive investigations have confirmed a void at the major anomaly. The advantages of undertaking such long-term studies for near-surface geophysicists, geotechnical engineers, and researchers working in other application areas are discussed

Finite element approximation of a phase field model for void electromigration

We consider a fully practical finite element approximation of the nonlinear degenerate parabolic syste

The cooperative functions of the EBNA3 Proteins are central to EBV persistence and latency

The Epstein–Barr nuclear antigen 3 (EBNA3) family of proteins, comprising EBNA3A, EBNA3B, and EBNA3C, play pivotal roles in the asymptomatic persistence and life-long latency of Epstein–Barr virus (EBV) in the worldwide human population. EBNA3-mediated transcriptional reprogramming of numerous host cell genes promotes in vitro B cell transformation and EBV persistence in vivo. Despite structural and sequence similarities, and evidence of substantial cooperative activity between the EBNA3 proteins, they perform quite different, often opposing functions. Both EBNA3A and EBNA3C are involved in the repression of important tumour suppressive pathways and are considered oncogenic. In contrast, EBNA3B exhibits tumour suppressive functions. This review focuses on how the EBNA3 proteins achieve the delicate balance required to support EBV persistence and latency, with emphasis on the contribution of the Allday laboratory to the field of EBNA3 biology

Vibrations Caused by Pile Driving

Ground vibrations caused by impact were measured at two sites; one consisting of sand and the other of clay. Measurements were made at various radial distances from the impact location. The impact was produced by a weight falling either on to a plate or on to a rod partly driven into the ground, the latter case simulating pile driving on a small scale. When expressed in terms of scaled energy, the measured peak particle velocities were in reasonable agreement with some of the published data for clay sites but the agreement was poorer for sand sites. Several theoretical expressions were developed for peak particle velocity for both body and Rayleigh waves. All of these expressions yielded calculated velocities that were considerably greater than the values observed. It is considered that at least some of the disagreement could be attributed to energy losses

Circular wood use can accelerate global decarbonisation but requires cross-sectoral coordination

Predominantly linear use of wood curtails the potential climate-change mitigation contribution of forestry value-chains. Using lifecycle assessment, we show that more cascading and especially circular uses of wood can provide immediate and sustained mitigation by reducing demand for virgin wood, which increases forest carbon sequestration and storage, and benefits from substitution for fossil-fuel derived products, reducing net greenhouse gas emissions. By United Kingdom example, the circular approach of recycling medium-density fibreboard delivers 75% more cumulative climate-change mitigation by 2050, compared with business-as-usual. Early mitigation achieved by circular and cascading wood use complements lagged mitigation achieved by afforestation; and in combination these measures could cumulatively mitigate 258.8 million tonnes CO 2e by 2050. Despite the clear benefits of implementing circular economy principles, we identify many functional barriers impeding the structural reorganisation needed for such complex system change, and propose enablers to transform the forestry value-chain into an effective societal change system and lead to coherent action. </p

Evaluation of Year 1 of the Tuition Partners Programme: Impact Evaluation for Primary Schools. Evaluation Report

The National Tutoring Programme (NTP) Tuition Partners (TP) programme was designed to provide additional support to schools and teachers to supplement classroom teaching through subsidised high-quality tutoring for pupils from an approved list of tutoring organisations, the Tuition Partners. This evaluation covers the TP programme as delivered in its first year by the Education Endowment Foundation (EEF), from November 2020 to August 2021. Tuition Partners was one arm of the NTP. The NTP aimed to support teachers and schools in providing a sustained response to the Covid-19 pandemic and to provide a longer term contribution to closing the attainment gap between disadvantaged pupils and their peers. The NTP was part of a wider government response to the pandemic, funded by the Department for Education and originally developed by the EEF, Nesta, Impetus, The Sutton Trust, and Teach First, and with the support of the KPMG Foundation. The EEF appointed 33 approved ‘Tuition Partners’ that schools could select from to deliver tuition. Schools could access 15 hours of tutoring per selected pupil (with a minimum of 12 hours being considered a completed block of tuition). Tuition was provided online and/or face-to-face; and was 1:1, or in small groups (1:2 or 1:3); and available in English, maths, science, humanities and modern foreign languages. Tuition was expected to be delivered in schools (before, during and after school), in addition to usual teaching; and, in certain circumstances, at home. The programme was targeted at disadvantaged pupils attending state-maintained schools in England, including those eligible for Pupil Premium funding (PP-eligible), Free School Meals (FSM), or those identified by schools as having an equivalent need for support. Participating schools had discretion to identify which of their pupils they felt would most benefit from additional tuition support. Pupils in Years 1–11 were eligible (5–16 years old). The programme aimed to reach 215,000 to 265,000 pupils, across 6000 state-maintained schools in England, and it was expected that approximately 20,000 tutors would be recruited by Tuition Partners. The TP programme was set up and delivered during the Covid-19 pandemic, requiring continued responsiveness to the challenges faced by schools including restricted attendance, remote teaching, and ongoing widespread staff and pupil absences. During the school closures to most pupils from January – March 2021, the EEF approved TPs to deliver online tuition at home, however many schools chose to wait to commence tutoring until schools reopened fully, and therefore started tutoring later than planned. This evaluation report covers the analysis on the impact of the TP programme on the maths and English attainment outcomes for primary school pupils (Years 1–6) using standardised classroom assessments. Separate reports relate to analysis on Year 11 pupils and an implementation and process evaluation (IPE). The evaluation findings for the TP programme are brought together in a summary and interpretation report that is available here. This evaluation uses a quasi-experimental design (QED), involving a group of intervention schools that participated in the TP programme, and a group of comparison schools that did not receive the programme. The evaluation relies on a propensity score matching and re-weighting approach to ensure that the intervention and comparison schools are similar to each other in important, observable regards. As pupils who would have received TP in comparison schools were difficult to identify, the evaluation focused on pupils eligible for Pupil Premium and on all pupils, as these groups can be identified in both TP and comparison schools. For English, the analysis is based on 165 primary schools with 7073 pupils eligible for Pupil Premium and for maths, 126 primary schools with 5102 pupils eligible for Pupil Premium3. An additional instrumental variable (IV) analysis, based on the sample of TP schools only, looked at the impact of TP in schools that signed up to the TP programme earlier (and that delivered more tutoring) compared to schools that signed up later. On average, pupils eligible for Pupil Premium in schools that received TP made similar progress in English and maths compared to pupils eligible for Pupil Premium in comparison schools (no evidence of an effect in English or in maths). This result has a low security rating. A particular challenge is that, on average, only approximately 20% of pupils eligible for Pupil Premium were selected for tutoring, meaning a large proportion of pupils eligible for Pupil Premium were included in the analysis who did not receive tutoring. Therefore, this estimated impact of TP is diluted and it is hard to detect any effect that may (or may not) be present. Similar analysis on all pupils found that pupils in schools that received TP made, on average, similar progress in English compared to all pupils in comparison schools (no evidence of an effect), and an additional one month’s progress in maths compared to pupils in comparison schools. However, there is uncertainty around these estimates, with the positive maths result being consistent with a null (0 months) or slightly larger positive effect (2 months) and the English result being consistent with small positive (1 month) or small negative effect (−1 months). Furthermore, this analysis was subject to even further dilution: on average, only 12% (for maths) and 14% (for English) of pupils in the analysed schools were selected for tutoring. Given this context, it is unlikely that any of these differences were due to TP. In the sample of TP schools, completing a 12-hour block of tutoring (compared to zero hours) was related to higher English scores amongst pupils eligible for Pupil Premium that received more tutoring due to the early sign-up of the school. An equivalent analysis for maths was not able to proceed. A different analysis within TP schools showed that pupils who received more hours of tutoring were associated with higher English scores on average than pupils who received fewer hours of tutoring. However, this was not the case for maths, where receiving more hours of tutoring was not associated with higher maths scores. These results are associations and are not necessarily causal estimates of impact; there may be other explanations for the results

Evaluation of Year 1 of the Tuition Partners Programme: Impact Evaluation Report for Year 11. Evaluation Report: An exploration of impact in Year 11

The National Tutoring Programme (NTP) Tuition Partners (TP) programme was designed to provide additional support to schools and teachers to supplement classroom teaching through subsidised, high quality tutoring for pupils from an approved list of tutoring organisations, the Tuition Partners. This evaluation covers the TP programme as delivered in its first year by the Education Endowment Foundation (EEF), from November 2020 to August 2021. Tuition Partners was one arm of the NTP. The NTP aimed to support teachers and schools in providing a sustained response to the Covid-19 pandemic and to provide a longer term contribution to closing the attainment gap between disadvantaged pupils and their peers. The NTP was part of a wider government response to the pandemic, funded by the Department for Education and originally developed by the EEF, Nesta, Impetus, The Sutton Trust, and Teach First, and with the support of the KPMG Foundation. The EEF appointed 33 approved ‘Tuition Partners’ that schools could select from to deliver tuition. Schools could access 15 hours of tutoring per selected pupil (with a minimum of 12 hours being considered a completed block of tuition). Tuition was provided online and/or face-to-face; and was 1:1, or in small groups (1:2 or 1:3); and available in English, maths, science, humanities and modern foreign languages. Tuition was expected to be delivered in schools (before, during and after school), in addition to usual teaching; and in certain circumstances, at home. The programme was targeted at disadvantaged pupils attending state-maintained schools in England, including those eligible for Pupil Premium funding (PP-eligible), Free School Meals (FSM), or those identified by schools as having an equivalent need for support. Participating schools had discretion to identify which of their pupils they felt would most benefit from additional tuition support. Pupils in Years 1–11 were eligible (5–16 years old). The programme aimed to reach 215,000 to 265,000 pupils, across 6,000 state-maintained schools in England, and it was expected that approximately 20,000 tutors would be recruited by Tuition Partners. The TP programme was set up and delivered during the Covid-19 pandemic, requiring continued responsiveness to the challenges faced by schools including restricted attendance, remote teaching, and ongoing widespread staff and pupil absences. During school closures to most pupils from January – March 2021, the EEF approved TPs to deliver online tuition at home, however many schools chose to wait to commence tutoring until schools reopened fully, and therefore started tutoring later than planned. The usual summer exams process for Year 11 pupils could not go ahead as planned in summer 2021, and GCSEs were determined by TAGs instead. This evaluation report covers the analysis on the impact of the TP programme on the maths and English attainment outcomes for Year 11 pupils only. Separate reports relate to analysis on a sample of primary schools and an implementation and process evaluation (IPE). The evaluation findings for the TP programme are brought together in a summary and interpretation report that is available here. This evaluation uses a quasi-experimental design (QED), involving a group of intervention schools that participated in the TP programme, and a group of comparison schools that did not receive the programme. The evaluation relies on a propensity score matching approach to ensure that the intervention and comparison schools are similar to each other in important, observable regards. As pupils who would have received TP in comparison schools were difficult to identify, the evaluation focused on pupils eligible for Pupil Premium and on all pupils, as these groups can be identified in both TP and non-TP schools. The analysis is based on 1,464 secondary schools with a total of 62,024 pupils eligible for Pupil Premium. The evaluation assessed impact in English and maths using Teacher Assessed Grades (TAGs) from 2021. Year 11 pupils eligible for Pupil Premium in schools that received TP made similar progress in English and maths compared to pupils eligible for Pupil Premium in comparison schools (there was no evidence of an effect in English or maths). A particular challenge is that, on average, only 12% of pupils eligible for Pupil Premium were selected for tutoring in maths and 9% were selected for tutoring in English, meaning the vast majority of the pupils included in the analysis did not receive tutoring. Therefore, this estimated impact of TP is diluted and it is hard to detect any effect that may (or may not) be present. When looking at all pupils in Year 11, pupils in schools that received TP made, on average, similar progress in English compared to all Year 11 pupils in comparison schools (there was no evidence of an effect). In maths, Year 11 pupils in schools that received TP made slightly less progress than all Year 11 pupils in comparison schools (though this effect was very small and equivalent to zero months ’ additional progress). However, this analysis was subject to even further dilution than the PPeligible analysis: only 7% of Year 11 pupils were selected for tutoring in maths and 6% in English. Given this context, it is unlikely that any of these differences were due to TP. Additional analysis restricted the sample of schools to those that targeted higher proportions of pupils eligible for Pupil Premium to receive tutoring, to reduce the issue of dilution and bring the group of analysed pupils closer to those that were selected for the intervention. In schools that selected over 50% of pupils eligible for Pupil Premium for tutoring, pupils eligible for Pupil Premium made similar progress in TP and comparison schools in English and maths. However, when the sample was restricted to schools that selected over 70% of pupils eligible for Pupil Premium for tutoring (and reducing dilution further), the impact of TP on pupils eligible for Pupil Premium is positive. In these schools, pupils eligible for Pupil Premium made, on average, the equivalent of two months additional progress in English and two months additional progress in maths, compared to pupils eligible for Pupil Premium in comparison schools. This analysis was based on a smaller sample of schools that were rematched to a comparison sample. However, different characteristics to the rest of the TP population of schools remained (more ‘Outstanding’ schools, lower percentage of FSM students), so this finding may not necessarily be generalisable to all TP schools. Within schools that participated in TP, pupils who received more hours of tutoring in maths obtained higher maths TAGs, and pupils who received more hours of tutoring in English obtained higher English TAGs, than pupils who received fewer hours of tutoring in the respective subjects. These results are associations and are not necessarily causal estimates of impact; there may be other explanations for the higher grades among these pupils