Gas-operated actuator: A concept

Recyclable actuator does depend on valves for its operation. Palladium cathode tube in electrochemical cell is used to generate hydrogen by electrolysis. Hydrogen pressure generated inside tube causes expansion of bellows, which raises load. Bellows can be retracted by reversing electrical connections to cell electrodes

How is coaching being used within school? Part 2: Does coaching have an impact on improvement in school settings?

The report also highlighted how coaching is being assimilated into other school improvement and professional development strategies – for example, lesson observations, professional development and performance management. A similar integration with practice emerged in the training of coaches with skills development programmes enhancing the core elements of professional practice such as listening, questioning, learning and reflection. Clearly both the skills and practice of coaching are contributing to major areas of professional work in school. In this second summary report we consider the interviews with head teachers and senior leaders in a sample of these schools (self-selected) and take a more in-depth, qualitative perspective on how coaching is being used. Our initial analysis provides a distinct leadership perspective on: • why do these leaders give such commitment and energy to coaching? • what has been their experience of implementing coaching strategies? • what do they consider to be the visible benefits and challenges? Powerful themes emerge around power, equality and inclusion; leadership awareness and personal responsibility. Throughout this Project, the voices of all have spoken passionately of a common, fundamental purpose: improving the quality of the learning of children, young people and adults. ‘We have to make a difference.’ This report draws together these voices and offers a picture of how coaching in schools is contributing to this agenda

Distribution of TT virus (TTV), TTV-like minivirus, and related viruses in humans and nonhuman primates

AbstractTT virus (TTV) and TTV-like minivirus (TLMV) are small DNA viruses with single-stranded, closed circular, antisense genomes infecting man. Despite their extreme sequence heterogeneity (>50%), a highly conserved region in the untranslated region (UTR) allows both viruses to be amplified by polymerase chain reaction (PCR). TTV/TLMV infection was detected in 88 of 100 human plasma samples; amplified sequences were differentiated into TTV and TLMV by analysis of melting profiles, showing that both viruses were similarly prevalent. PCR with UTR primers also detected frequent infection with TTV/TLMV-related viruses in a wide range of apes (chimpanzees, gorillas, orangutans, gibbons) and African monkey species (mangabeys, drills, mandrills). These findings support the hypothesis for the co-evolution of TTV-like viruses with their hosts over the period of primate speciation, potentially analogous to the evolution of primate herpesviruses

The integrated dynamic land use and transport model MARS

Cities worldwide face problems like congestion or outward migration of businesses. The involved transport and land use interactions require innovative tools. The dynamic Land Use and Transport Interaction model MARS (Metropolitan Activity Relocation Simulator) is part of a structured decision making process. Cities are seen as self organizing systems. MARS uses Causal Loop Diagrams from Systems Dynamics to explain cause and effect relations. MARS has been benchmarked against other published models. A user friendly interface has been developed to support decision makers. Its usefulness was tested through workshops in Asia. This paper describes the basis, capabilities and uses of MARS

Genetic characterization of human coxsackievirus A6 variants associated with atypical hand, foot and mouth disease: a potential role of recombination in emergence and pathogenicity

Human coxsackievirus A6 (CVA6) is an enterically transmitted enterovirus. Until recently, CVA6 infections were considered as being of minor clinical significance, and only rarely aetiologically linked with hand, foot and mouth disease (HFMD) associated with other species A enteroviruses (particularly EV71 and CVA16). From 2008 onwards, however, CVA6 infections have been associated with several outbreaks worldwide of atypical HFMD (aHFMD) accompanied by a varicelliform rash. We recently reported CVA6-associated eczema herpeticum occurring predominantly in children and young adults in Edinburgh in January and February 2014. To investigate genetic determinants of novel clinical phenotypes of CVA6, we genetically characterized and analysed CVA6 variants associated with eczema herpeticum in Edinburgh in 2014 and those with aHFMD in CAV isolates collected from 2008. A total of eight recombinant forms (RFs) have circulated worldwide over the past 10 years, with the particularly recent appearance of RF-H associated with eczema herpeticum cases in Edinburgh in 2014. Comparison of phylogenies and divergence of complete genome sequences of CVA6 identified recombination breakpoints in 2A-2C, within VP3, and between 5' untranslated region and VP1. A Bayesian temporal reconstruction of CVA6 evolution since 2004 provided estimates of dates and the actual recombination events that generated more recently appearing recombination groups (RF-E, -F, -G and -H). Associations were observed between recombination groups and clinical presentations of herpangina, aHFMD and eczema herpeticum, but not with VP1 or other structural genes. These observations provided evidence that NS gene regions may potentially contribute to clinical phenotypes and outcomes of CVA6 infection

A Global Reassessment of Solitary-Sociable Dolphins

Dolphins are typically regarded as highly social animals. However, some individuals live apart from their own species and may come to socialize with people through a recognized series of stages which are presented and expanded on in this paper. The term “solitary-sociable dolphins” has been used to describe these animals and such individuals have been identified from several different species and reported in many parts of the world. In many instances, the interactions with people that may follow their original isolation, and which typically become more intense over time, have created situations where the welfare of the animal has been compromised by disturbance, injury, the feeding of inappropriate items and aggressive human behavior. Several solitary-sociable dolphins have also been deliberately injured and killed by humans. People who interact with these dolphins may also put themselves at risk of injury. This paper reports on recent cases drawing on published and unpublished sources. Since 2008, 32 solitary dolphins have been recorded including 27 bottlenose dolphins (25 Tursiops truncatus and two Tursiops aduncus), two striped dolphins and three common dolphins. Four solitary belugas have also been recorded. There are some ten solitary dolphins and one beluga known at the present time. Laws and guidelines currently in place to protect solitary-sociable dolphins need to be strengthened and interactions with people should be avoided or, at the least, carefully managed to protect both the dolphin and the humans involved in the interaction. Terms, such as disturbance and harassment which are included in laws need to be clearly defined. Additionally, management plans for solitary-sociable dolphins need to be developed and adapted on a case by case basis taking into account the individual dolphin’s sex, age, personality, stage of sociability and home range. It is also important that government officials and local stakeholders work together to implement guidelines which set out how the public can observe or interact with the dolphin safely

Discourses shaping human rights education research in South Africa: Future considerations

Human rights education is critiqued for being traditionalist and conceptually imprisoned. This view stems from the distrust in its ability to transform deeply rooted injustices and inequalities etched within South Africa’s society. There is therefore an outcry to reimagine human rights education. For this article it is important to understand how and why human rights education discourses in South Africa have come to be framed by some scholars in this way and to contemplate where the discourse might be heading in the future. We reviewed doctoral theses in the field of Education which claim to engage with and make contributions to human rights education research. We found that human rights education discourses have been (and are being) shaped in South Africa in terms of three distinct phases: inception, growth, and cynicism. It became evident from the findings that human rights education research is predominantly school-based and fundamentally descriptive and uncritical. To conclude, we reflect on these findings so as to put forward future considerations for human rights education research

Understanding how we understand girls’ voices on cultural and religious practices: toward a curriculum for justice

It is imperative to take account of the many faces of justice when exploring the elements of a curriculum for justice. Justice is not only about equity, equality and fairness, but about creating spaces where people can learn to prioritise a significant Other and practise doing so. The curriculum needs to provide a space where the legal, restorative face of justice and its ethical face could coincide. Firstly, we argue that a sole focus on justice as reasonableness might reinforce the notion of “separate but equal”, and that through a leveling of difference, we might opaquely strengthen difference without an inclination to care deeply for those whose background might differ from ours. Secondly, we argue that the legal and ethical faces of justice are not mono-tonal, but that these faces constitute many complexions based on the body holding it (or the person who attempts to make sense of these faces). In this article we will attempt to understand how we make sense of girls’ voices on cultural and religious practices. We imagine that understanding how we understand Others might place us in a better position to provide guidelines to develop curriculum spaces for profound justice; i.e. justice that is based on reasonableness and, more importantly, on care.Keywords: caring curriculum; critical discourse analysis; girls’ narratives; justice; null curriculum; unconscious curriculu

People -- Marine Mammal Interactions

Our relationships with marine mammals are complex. We have used them as resources, and in some places this remains the case; viewed them as competitors and culled them (again ongoing in some localities); been so captivated and intrigued by them that we have taken them into captivity for our entertainment; and developed a lucrative eco-tourism activity focused on them in many nations. When we first envisaged this special topic, we had two overarching aims: Firstly, we hoped to generate critical evaluation of some of our relationships with these animals. Secondly, we hoped to attract knowledgeable commentators and experts who might not traditionally publish in the peer-reviewed literature. We were also asking ourselves a question about what responsibility mankind might have to marine mammals, on our rapidly changing planet? The answer to the question; can, or should, humans have responsibility for the lives of marine mammals when they are affected by our activities? - is, in our opinion, ‘yes’ – and the logical progression from this question is to direct research and effort to understand and optimise the actions, reactions and responses that mankind may be able to take. We hope that the papers in this special issue bring some illumination to a small selection of topics under this much wider topic area, and prove to be informative and stimulating.https://www.wellbeingintlstudiesrepository.org/anibsci/1000/thumbnail.jp