bluuebunny/crossref_metadata_2025_split huggingface dataset:
Kinematics and Stresses of Deformable Bodies
Authors: Han Chang Dae 
Published: November 2020

Abstract
The form of kinematics to be used for the description of a deformation process is largely determined by the kind of mechanical response that is being described. To describe the mechanical response of purely viscous fluids it is convenient to use coordinates, which are fixed in space, since purely viscous fluids have no past memory and therefore remain in the deformed state when loads are removed. In other words, the mechanical response of purely viscous fluids is determined solely by the instantaneous values of the time rate of deformation. However, in order to describe the deformation of a viscoelastic fluid it is necessary to follow a given material element with time as it moves to define a suitable measure of deformation that always refers to the same material element as time varies. The reason is that when a material element undergoes a finite deformation the coordinate positions of the given material element (with respect to a fixed origin) will vary. Hence, any measure of deformation defined in terms of infinitesimal deformation of fixed coordinate positions loses its physical significance since it will not always be associated with the same material element. In this chapter, we introduce some basic concepts of the kinematics and stresses of a deformable body from the point of view of continuum mechanics, and discuss various representations of a deformation process in terms of the deformation (or strain) tensor and the rate-of-deformation (or rate-of-strain) tensor. In order to help the readers follow the material in the text, the elementary properties of second-order tensors are presented in Appendix 2A. In this section, we briefly describe the motion of a body, which consists of a set of particles (or “elements”), sometimes called “material points” (or “material elements”) (Jaunzemis 1967). Let X(Xi ; i = 1, 2, 3) be the particles P of the body B in some reference configuration κ at time t = 0 (i.e., undeformed state) and then we have. . . X = κ(P). . .in which κ describes the shape of the body B in the undeformed state, which in general is known to an observer.
Letters on Logic to Max Newman (c.1940)
Authors: Turing Alan 
Published: November 2020

Abstract
At the outbreak of war with Germany in September 1939, Turing left Cambridge to take up work as a codebreaker at Bletchley Park, the wartime headquarters of the Government Code and Cypher School (see ‘Enigma’, below). In the early months of 1940, Turing received a letter from the Cambridge mathematician M. H. A. Newman, his teacher, colleague, and friend. Turing replied on 23 March, writing from his lodgings at the Crown Inn (situated in the small village of Shenley Brook End): ‘Dear Newman, Very glad to get your letter, as I needed some stimulus to make me start thinking about logic.’ This was to be the first of five letters that Turing wrote to Newman during the seventeen months before Newman too left Cambridge for Bletchley Park. In his first letter Turing agreed (presumably at Newman’s request—Newman’s letters seem not to have been preserved) to ‘let [Newman] in on … the tricks of the conversion calculus’. The conversion calculus, or ‘λ-calculus’, is due to Alonzo Church, with whom Turing studied in Princeton from 1936 to 1938 (see the introduction to Chapter 3). Turing’s letters consist for the most part of detailed remarks on the conversion calculus, often elucidating material from what Turing calls ‘Church’s notes’—a substantial typescript entitled ‘Mathematical Logic’ which was in circulation at Princeton and elsewhere and which Newman was evidently reading. Their correspondence on Church’s work issued in their joint paper ‘A Formal Theorem in Church’s Theory of Types’, which was submitted to Church’s Journal of Symbolic Logic in May 1941 and published in March 1942. The paper was written while Turing played a leading role in the battle to break Naval Enigma (see ‘Enigma’ and Chapters 5–8). Turing would spend his occasional nights off duty ‘coming in as usual …, doing his own mathematical research at night, in the warmth and light of the office, without interrupting the routine of daytime sleep’. The two most interesting items of the correspondence, which are printed here, contain substantial passages in which Turing departs from his commentary on Church’s work and expounds his own views.
Intelligent Machinery (1948)
Authors: Turing Alan 
Published: November 2020

Abstract
By the beginning of 1947 much effort had gone into writing programmes or ‘instruction tables’ for the ACE. In ‘Proposed Electronic Calculator’, Turing had said that work on instruction tables should start immediately, since the ‘earlier stages of the making of instruction tables will have serious repercussions on the design [of the machine]’; moreover, the programming work should ‘go on whilst the machine is being built, in order to avoid some of the delay between the delivery of the machine and the production of results’. However, little progress had been made on the physical construction of the ACE. The actual engineering work was being carried out not at the National Physical Laboratory but at the Post Office Research Station, under the supervision of Turing’s wartime associate Flowers (see the introductions to Chapters 4 and 9). Flowers was asked by the NPL early in 1946 to assist with the engineering design of, and to build, the ACE. Ominously, the letter of agreement from Flowers’s superior to Turing’s superior spoke of ‘very considerable arrears of work’ and warned that ‘the manpower position is difficult’. Initial progress was nevertheless promising, with some early successes in the experimental work on the delay line memory units. According to an NPL document dated March 1946, ‘Mr. Flowers states that they can have ready for N.P.L. a minimal ACE by August or September.’ Unfortunately it proved impossible to keep to Flowers’s timetable. Dollis Hill was occupied with a backlog of urgent work on the national telephone system (at that time managed by the Post Office). Flowers’s Section was ‘too busy to do other people’s work’ (he said in 1998). Only two men could be spared to work on the ACE, Chandler and Coombs (both of whom had played leading roles in the wartime Colossus project). Sir Charles Darwin, the Director of the NPL, noted in August 1946 that the Post Office was ‘not in a position to plunge very deep’, and by November was expressing concern to Post Office staff about the slow rate of progress on the ACE. The fault was not all with the Post Office, however.
Can Digital Computers Think? (1951)
Authors: Turing Alan 
Published: November 2020

Abstract
The lecture ‘Can Digital Computers Think?’ was broadcast on BBC Radio on 15 May 1951, and was repeated on 3 July of that year. (Sara Turing relates that Turing did not listen to the Wrst broadcast but did ‘pluck up courage’ to listen to the repeat.) Turing’s was the second lecture in a series with the general title ‘Automatic Calculating Machines’. Other speakers in the series included Newman, D. R. Hartree, M. V. Wilkes, and F. C. Williams. Turing’s principal aim in this lecture is to defend his view that ‘it is not altogether unreasonable to describe digital computers as brains’, and he argues for the proposition that ‘If any machine can appropriately be described as a brain, then any digital computer can be so described’. The lecture casts light upon Turing’s attitude towards talk of machines thinking. In Chapter 11 he says that in his view the question ‘Can machines think?’ is ‘too meaningless to deserve discussion’ (p. 449). However, in the present chapter he makes liberal use of such phrases as ‘programm[ing] a machine … to think’ and ‘the attempt to make a thinking machine’. In one passage, Turing says (p. 485): ‘our main problem [is] how to programme a machine to imitate a brain, or as we might say more briefly, if less accurately, to think.’ He shows the same willingness to discuss the question ‘Can machines think?’ in Chapter 14. Turing’s view is that a machine which imitates the intellectual behaviour of a human brain can itself appropriately be described as a brain or as thinking. In Chapter 14, Turing emphasizes that it is only the intellectual behaviour of the brain that need be considered (pp. 494–5): ‘To take an extreme case, we are not interested in the fact that the brain has the consistency of cold porridge. We don’t want to say ‘‘This machine’s quite hard, so it isn’t a brain, and so it can’t think.’’ ’ It is, of course, the ability of the machine to imitate the intellectual behaviour of a human brain that is examined in the Turing test (Chapter 11).
Chess (1953)
Authors: Turing Alan 
Published: November 2020

Abstract
Chess and some other board games are a test-bed for ideas in Artificial Intelligence. Donald Michie—Turing’s wartime colleague and subsequently founder of the Department of Machine Intelligence and Perception at the University of Edinburgh—explains the relevance of chess to AI: Computer chess has been described as the Drosophila melanogaster of machine intelligence. Just as Thomas Hunt Morgan and his colleagues were able to exploit the special limitations and conveniences of the Drosophila fruit fly to develop a methodology of genetic mapping, so the game of chess holds special interest for the study of the representation of human knowledge in machines. Its chief advantages are: (1) chess constitutes a fully defined and well-formalized domain; (2) the game challenges the highest levels of human intellectual capacity; (3) the challenge extends over the full range of cognitive functions such as logical calculation, rote learning, concept-formation, analogical thinking, imagination, deductive and inductive reasoning; (4) a massive and detailed corpus of chess knowledge has accumulated over the centuries in the form of chess instructional works and commentaries; (5) a generally accepted numerical scale of performance is available in the form of the U.S. Chess Federation and International ELO rating system. In 1945, in his paper ‘Proposed Electronic Calculator’, Turing predicted that computers would probably play ‘very good chess’, an opinion echoed in 1949 by Claude Shannon of Bell Telephone Laboratories, another leading early theoretician of computer chess. By 1958, Herbert Simon and Allen Newell were predicting that within ten years the world chess champion would be a computer, unless barred by the rules. Just under forty years later, on 11 May 1997, IBM’s Deep Blue beat the reigning world champion, Gary Kasparov, in a six-game match. Turing was theorizing about the mechanization of chess as early as 1941. Fellow codebreakers at GC & CS remember him experimenting with two heuristics now commonly used in computer chess, minimax and best-first. The minimax heuristic involves assuming that one’s opponent will move in such a way as to maximize their gains; one then makes one’s own move in such a way as to minimize the losses caused by the opponent’s expected move.
Management of pain and anxiety
Authors: Hosey M T , Roberts G J 
Published: November 2020

Abstract
Pain and anxiety are natural physiological and psychological responses. Pain is a direct response to an adverse stimulus that has occurred; anxiety is the unpleasant feeling, the worry that something unpleasant might occur. Pain and anxiety are often intertwined, especially in the dental setting. The best way to manage child dental anxiety is to avoid its occurrence in the first place through prevention of dental disease, good behaviour management, pain-free operative care, and treatment planning that is tailored to the needs and developmental stage of each individual child. These issues are detailed in the previous chapters. This Chapter specifically focuses on pharmacological pain and anxiety control and explores the roles of conscious sedation and general anaesthesia (GA) as adjuncts to behaviour management. A child’s perception of pain is subjective and varies widely, particularly with age. Infants up to about 2 years of age are believed to be unable to distinguish between pressure and pain. Older children begin to have some understanding of ‘hurt’ and begin to distinguish it from pressure or ‘a heavy push’. It is not always possible to identify which children are amenable to explanation and will respond by being cooperative when challenged with local anaesthesia (LA) and dental treatment in the form of drilling or extractions. Children over 10 years of age are much more likely to be able to think abstractly and participate more actively in the decision to use LA, sedation, or GA. As children enter their teenage years they are rapidly becoming more and more like adults and are able to determine more directly, sometimes emphatically, whether or not a particular method of pain control will be used. The response is further determined by the child’s coping ability influenced by family values, level of general anxiety and intelligence. There is a strong relationship between the perception of pain experienced and the degree of anxiety perceived by the patient. Painful procedures cause fear and anxiety; fear and anxiety intensify pain. This circle of cause and effect is central to the management of all patients. Good behaviour management reduces anxiety, which in turn reduces the perceived intensity of pain, which further reduces the experience of anxiety.
Perioperative medicine
Authors: Whymark Caroline , Junkin Ross , Ramsey Judith 
Published: November 2020

Abstract
To pass the written part of the FRCA, candidates must achieve the pass mark for the SAQs and the MCQ/ SBA papers combined. Therefore, doing particularly well in one paper, or one area, can compensate for another in which you have scored poorly. The 30 SBA questions is an area that candidates commonly find difficult. There is a feeling these questions are unjust and that it is impossible to second guess the examiners and choose the correct option. They feel further punished that four marks are awarded for each correct answer or lost for an incorrect choice. While this reflects the fact that four answers have been eliminated in the course of choosing the best answer, candidates often state it is an unfair ‘all or nothing’ way to mark these questions. They can commonly narrow the choice down to a final two options but report finding it difficult to then choose between them. They receive no credit having successfully eliminated three of the options and cite the SBA element as being the reason they failed the examination. These comments however are not supported by examination success data published by the RCoA. The pass rate for this paper was consistent at around 70% before and after the introduction of the SBA component in September 2011. We believe the concepts behind the SBAs are misunderstood by many. When asked to write a SBA question, candidates inevitably produce a five- part A to E multiple choice question but with only one correct answer. The finer points of SBA questions are lost among quickly written revision aids containing what the authors believe to be examination standard questions, when often they are not. Further, because SBAs are a relatively new element to the FRCA there is a limited bank of questions, and a highly restricted number in the public domain. Both these factors make practice of these questions difficult. Part of exam success is practice of the technique and question type in advance. We believe the practice of SBAs is an area to which candidates do not give enough attention.
ENT, maxillofacial, and ophthalmology
Authors: Whymark Caroline , Junkin Ross , Ramsey Judith 
Published: November 2020

Abstract
To pass the written part of the FRCA, candidates must achieve the pass mark for the SAQs and the MCQ/ SBA papers combined. Therefore, doing particularly well in one paper, or one area, can compensate for another in which you have scored poorly. The 30 SBA questions is an area that candidates commonly find difficult. There is a feeling these questions are unjust and that it is impossible to second guess the examiners and choose the correct option. They feel further punished that four marks are awarded for each correct answer or lost for an incorrect choice. While this reflects the fact that four answers have been eliminated in the course of choosing the best answer, candidates often state it is an unfair ‘all or nothing’ way to mark these questions. They can commonly narrow the choice down to a final two options but report finding it difficult to then choose between them. They receive no credit having successfully eliminated three of the options and cite the SBA element as being the reason they failed the examination. These comments however are not supported by examination success data published by the RCoA. The pass rate for this paper was consistent at around 70% before and after the introduction of the SBA component in September 2011. We believe the concepts behind the SBAs are misunderstood by many. When asked to write a SBA question, candidates inevitably produce a five- part A to E multiple choice question but with only one correct answer. The finer points of SBA questions are lost among quickly written revision aids containing what the authors believe to be examination standard questions, when often they are not. Further, because SBAs are a relatively new element to the FRCA there is a limited bank of questions, and a highly restricted number in the public domain. Both these factors make practice of these questions difficult. Part of exam success is practice of the technique and question type in advance. We believe the practice of SBAs is an area to which candidates do not give enough attention.
Cardiothoracics
Authors: Whymark Caroline , Junkin Ross , Ramsey Judith 
Published: November 2020

Abstract
To pass the written part of the FRCA, candidates must achieve the pass mark for the SAQs and the MCQ/ SBA papers combined. Therefore, doing particularly well in one paper, or one area, can compensate for another in which you have scored poorly. The 30 SBA questions is an area that candidates commonly find difficult. There is a feeling these questions are unjust and that it is impossible to second guess the examiners and choose the correct option. They feel further punished that four marks are awarded for each correct answer or lost for an incorrect choice. While this reflects the fact that four answers have been eliminated in the course of choosing the best answer, candidates often state it is an unfair ‘all or nothing’ way to mark these questions. They can commonly narrow the choice down to a final two options but report finding it difficult to then choose between them. They receive no credit having successfully eliminated three of the options and cite the SBA element as being the reason they failed the examination. These comments however are not supported by examination success data published by the RCoA. The pass rate for this paper was consistent at around 70% before and after the introduction of the SBA component in September 2011. We believe the concepts behind the SBAs are misunderstood by many. When asked to write a SBA question, candidates inevitably produce a five- part A to E multiple choice question but with only one correct answer. The finer points of SBA questions are lost among quickly written revision aids containing what the authors believe to be examination standard questions, when often they are not. Further, because SBAs are a relatively new element to the FRCA there is a limited bank of questions, and a highly restricted number in the public domain. Both these factors make practice of these questions difficult. Part of exam success is practice of the technique and question type in advance. We believe the practice of SBAs is an area to which candidates do not give enough attention.
Obstetrics
Authors: Whymark Caroline , Junkin Ross , Ramsey Judith 
Published: November 2020

Abstract
To pass the written part of the FRCA, candidates must achieve the pass mark for the SAQs and the MCQ/ SBA papers combined. Therefore, doing particularly well in one paper, or one area, can compensate for another in which you have scored poorly. The 30 SBA questions is an area that candidates commonly find difficult. There is a feeling these questions are unjust and that it is impossible to second guess the examiners and choose the correct option. They feel further punished that four marks are awarded for each correct answer or lost for an incorrect choice. While this reflects the fact that four answers have been eliminated in the course of choosing the best answer, candidates often state it is an unfair ‘all or nothing’ way to mark these questions. They can commonly narrow the choice down to a final two options but report finding it difficult to then choose between them. They receive no credit having successfully eliminated three of the options and cite the SBA element as being the reason they failed the examination. These comments however are not supported by examination success data published by the RCoA. The pass rate for this paper was consistent at around 70% before and after the introduction of the SBA component in September 2011. We believe the concepts behind the SBAs are misunderstood by many. When asked to write a SBA question, candidates inevitably produce a five- part A to E multiple choice question but with only one correct answer. The finer points of SBA questions are lost among quickly written revision aids containing what the authors believe to be examination standard questions, when often they are not. Further, because SBAs are a relatively new element to the FRCA there is a limited bank of questions, and a highly restricted number in the public domain. Both these factors make practice of these questions difficult. Part of exam success is practice of the technique and question type in advance. We believe the practice of SBAs is an area to which candidates do not give enough attention.