bluuebunny/crossref_metadata_2025_split huggingface dataset:
Molecular Theories for the Viscoelasticity of Flexible Homogeneous Polymeric Liquids
Authors: Han Chang Dae 
Published: November 2020

Abstract
The fact that a polymer consists of a number of chains of different lengths, each in turn consisting of a series of monomer units, means that the motion of one part of the polymer chain will profoundly affect the motion of other parts. Hence, for a given polymer, a description of microscopic processes occurring under a given flow field depends on hypotheses regarding the molecular structure and mechanisms of flow in the polymer. Today, it is well-known, gained from practical experience, that the molecular weight, the molecular weight distribution, and the degree of long-chain branching influence the rheological properties of polymeric liquids. Therefore, a better understanding of the relationship between molecular parameters and rheological properties is very important from the standpoints of both polymer synthesis and polymer processing. However, the theoretical development of this aspect of the problem is far from complete, although some important progress has been made. In the preceding chapter, we discussed the viscoelastic behavior of polymeric liquids from the phenomenological point of view, without associating the significance of theoretical predictions to molecular origin(s). Specifically, we have seen that the rheological equations of state contain parameters that vary from polymer to polymer. Since it has amply been demonstrated by experiment that the extent of a particular viscoelastic behavior is greatly influenced by the molecular parameters, such as molecular weight, molecular weight distribution, and the degree of long-chain branching, predictions of any viscoelastic behavior of polymers on the basis of phenomenological theory is of very limited use to either control the quality of polymers produced or improve the performance of polymers, unless the parameters appearing in various continuum constitutive equations are related to molecular parameters.
Experimental Methods for Measurement of the Rheological Properties of Polymeric Fluids
Authors: Han Chang Dae 
Published: November 2020

AbstractThere has been a continuing interest in developing experimental techniques for the measurement of the rheological properties of viscoelastic fluids. As discussed in Chapter 3, reliable experimental data are needed in order to evaluate the effectiveness of a constitutive equation in its ability to predict the rheological properties of viscoelastic fluids. Also, as is presented in later chapters, a better understanding of the rheological properties of polymers is very important for the determination of optimum processing conditions, as well as for the attainment of desired physical/mechanical properties in the finished product. Further, reliable measurement of the rheological properties of polymers can be used to control polymerization reactors in industry and also to control polymer processing operations. In this chapter, we present experimental methods for measurement of the rheological properties of polymeric fluids. For this, we discuss experimental methods to determine (1) steady-state simple shear flow and oscillatory shear flow properties using cone-and-plate rheometry, (2) steady-state shear flow properties using capillary/slit rheometry, and (3) elongational flow properties of polymeric fluids. There are other rotational types of rheological instruments, such as those with concentric-cylinder and eccentric-parallel plates. However, such rheological instruments are not widely used today and thus in this chapter we do not present the principles and applications of such rheological instruments. In presenting the experimental methods for rheological measurements we refer to the fundamentals presented in Chapters 2 and 3. For further details of the experimental methods, there are monographs (Collyer and Clegg 1998; Dealy 1982; Ferry 1980; Walter 1975) that are devoted entirely to the discussion of rheological measurements. The primary purpose of this chapter is to demonstrate how the fundamentals presented in Chapters 2–4 can be used in the measurement of the rheological properties of polymeric fluids. Optical rheometry is an important experimental technique for investigation of the relationship between any microphase morphology dynamics and the rheological behavior of complex polymeric fluids (e.g., liquid-crystalline polymers), which exhibit strong chain orientation during flow (Fuller 1995).
Computing Machinery and Intelligence (1950)
Authors: Turing Alan 
Published: November 2020

Abstract
Together with ‘On Computable Numbers’, ‘Computing Machinery and Intelligence’ forms Turing’s best-known work. This elegant and sometimes amusing essay was originally published in 1950 in the leading philosophy journal Mind. Turing’s friend Robin Gandy (like Turing a mathematical logician) said that ‘Computing Machinery and Intelligence’… was intended not so much as a penetrating contribution to philosophy but as propaganda. Turing thought the time had come for philosophers and mathematicians and scientists to take seriously the fact that computers were not merely calculating engines but were capable of behaviour which must be accounted as intelligent; he sought to persuade people that this was so. He wrote this paper—unlike his mathematical papers—quickly and with enjoyment. I can remember him reading aloud to me some of the passages— always with a smile, sometimes with a giggle. The quality and originality of ‘Computing Machinery and Intelligence’ have earned it a place among the classics of philosophy of mind. ‘Computing Machinery and Intelligence’ contains Turing’s principal exposition of the famous ‘imitation game’ or Turing test. The test first appeared, in a restricted form, in the closing paragraphs of ‘Intelligent Machinery’ (Chapter 10). Chapters 13 and 14, dating from 1951 and 1952 respectively, contain further discussion and amplification; unpublished until 1999, this important additional material throws new light on how the Turing test is to be understood. The imitation game involves three participants: a computer, a human interrogator, and a human ‘foil’. The interrogator attempts to determine, by asking questions of the other two participants, which of them is the computer. All communication is via keyboard and screen, or an equivalent arrangement (Turing suggested a teleprinter link). The interrogator may ask questions as penetrating and wide-ranging as he or she likes, and the computer is permitted to do everything possible to force a wrong identification. (So the computer might answer ‘No’ in response to ‘Are you a computer?’ and might follow a request to multiply one large number by another with a long pause and a plausibly incorrect answer.) The foil must help the interrogator to make a correct identification.
SBAs for the Final FRCA
Authors: Whymark Caroline , Junkin Ross , Ramsey Judith 
Published: November 2020

Abstract
Prepare with confidence for the Final FRCA with this dedicated guide featuring 300 original single best answer questions (SBAs) covering the whole breadth of the RCOA basic and intermediate curricula. SBAs correspond to the Royal College of Anaesthetist’s units of training, so candidates can focus their revision in each sub-specialty area, such as paediatrics, neuroanaesthesia, and pain management. Individuals can track their progress, identify gaps in their knowledge, and target their ongoing revision as needed, assured that chapters cover all aspects of the curriculum as required for the exam. A final mock chapter allows candidates to rehearse for real exam conditions. Written by a team of consultant anaesthetists and active educators, these original and high-quality questions have been developed over years of clinical experience and critical incidents as well as the authors' own revision courses. Each question is accompanied by detailed answers, explanations, and further reading. This invaluable resource also includes advice on SBA technique making this the only guide you need for SBAs in the Final FRCA Written Paper.
Chronic pain
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.
Coinage and Identity in the Roman Provinces: Spain
Authors: Ripollès Pere P 
Published: November 2020

AbstractThe Ethnic and Cultural Composition of Iberia was not uniform before the Romans arrived; literary sources and archaeological research provide evidence of different influences over several Late Bronze Age strata. An account of the groups there previously is an essential first step before assessing the impact of Roman intervention, so that we can determine the extent to which the arrival and dominion of the Romans modified existing traditions. Before the coming of the Romans, the foreign peoples who principally influenced native Iberians were Phoenicians and Greeks (Map 6.1). The Greek colonies at Emporion and Rhode in north-east Iberia played an important role in the trade of commodities and the spread of ideas along the Mediterranean coast. In the south, the Phoenicians had settled early on, and created the great centralized settlements in this area, which includes part of what is now Portugal, and several villages commercially attached to the coast. The south and Mediterranean coast included the most Hellenized native towns, villages, and peoples; the Late Bronze Age populations evolved towards a culture that is generally speaking labelled as Iberian, and owed many features to their contacts with Greeks and Phoenicians. However, important variations in settlement patterns, religion, artistic traditions, and social organization can be recognized. Some of the most important settlements developed urban models. The inhabitants spoke a pre-Indo-European language and had their own writing. The eastern part of the inner Iberian Peninsula was inhabited by Celtiberians, throughout a wide territory that extended over the lands located south of the river Ebro and on the eastern part of both Mesetas. They had been developing a form of urban organization since the fourth century bc, and their material culture shows some indirect Greek influences from contacts with coastal Iberians. Their language belongs to the Indo-European family. The central and western parts of Iberia were inhabited by peoples with few Mediterranean influences, and with a strong presence of their own Late Bronze Age traditions. There are no signs of urban development, as seen in the Greek, and later Roman, worlds, until the Late Republican period.
Introduction—a retrospective viewpoint
Authors: Sheppard R C 
Published: November 2020

Abstract
Although spatial thinking has long been a part of anthropological inquiry, it has waxed and waned in its perceived utility and centrality to the field. Although the papers in this volume attest to a vigorous tradition of spatial thinking in anthropology and further suggest that, for at least some branches of the field, spatial thinking and analysis are truly central to their definition and mission, it is nevertheless clear that this has not always been the case. Further, despite differences in historical trajectories of development between the two major subfields of anthropology—cultural anthropology and archaeology—in terms of the way space has been used, it is also clear that the two subfields share a number of common interests and themes that deserve discussion and exploration. This exploration is not only interesting from a purely historical perspective, but also has a very practical, down-to-earth dimension. The literature on the history of science is replete with cases of communication failures both within and between scientific disciplines. While in many cases this is merely annoying (different terms used to describe the same procedure, for instance), there are occasions when these failures lead to the creation of a highly idiosyncratic jargon used by small cliques of investigators, which clearly offers the opportunity to inhibit scholarly communication. This, in turn, can lead to redundancy of effort, failure to learn from the mistakes of others, and wasted time and money. By providing a forum in which similarities and differences can be examined, the natural tendency of scientific disciplines to form these cliques can be overcome. I intend this paper to be such a forum for an exploration of the ways in which geographic information systems (GIS) have been employed by anthropologists and archaeologists as represented by the authors of the papers presented in this volume. I will briefly describe the GIS for those readers unfamiliar with it and then turn to a review of the history of spatial thinking and the kinds of tools used to implement this thinking for each of the subdisciplines.
Preparation for the OSCE Assessment
Authors: Creed Fiona 
Published: November 2020

Abstract
The need to prepare adequately for any university examination is beyond refute and students may struggle with the OSCE assessment if they are unprepared or have unrealistic expectations of the OSCE process (Bloomfield et al. 2010). Adequate preparation will enable you to: ● Minimize any anxiety related to the examination, ● Understand the requirements of the OSCE, ● Facilitate accurate, systematic and timely performance of the OSCE, ● Enable you to give full justice to your professional ability…. OSCEs represent an important opportunity for you to further develop your nursing knowledge and skills. Effective preparation will give you a better opportunity to learn effectively from your OSCE and enable you to view the experience positively (see Chapter 14 Reflecting upon your OSCE). Preparation for your OSCE will clearly be affected by your own learning style and where and how you study is likely to be adapted to suit your own learning needs. You may well have completed a learning style assessment quiz such as Honey and Mumford’s (1986) at university; if not, you are able to access this online. It may be best to link your study for your OSCE to your learning style. Honey and Mumford (1986) identified several differing learning styles that are briefly described here. These include: ● Reflector: Tend to explore issues in depth before reaching a decision, ● Theorist: Logical and enjoy researching and using theory to enable understanding, ● Pragmatist: Like to apply things in practice and experiment with new ideas, ● Activists: Are open to new ideas and learn through experience alongside others. Therefore you can use your understanding of your learning style to help plan how you may best revise/prepare for your OSCE. For example: ● Activist: May prepare best by practising for your OSCE with your colleagues and practising your OSCE in the skills room or in a group outside of university. ● Reflector: May learn best by reviewing your own experience or learning from reflecting on experiences you have had in clinical practice. ● Theorist: May prepare by reviewing the literature and reading around the subject matter of your OSCE in appropriate literature, OSCE and clinical skills books.
Measuring Blood Pressure
Authors: Devis Kate 
Published: November 2020

Abstract
Blood pressure measurements are one part of a circulatory assessment (Docherty and McCallum 2009). Treatments for raised or low blood pressure may be initiated or altered according to blood pressure readings; therefore correct measurement and interpretation of blood pressure is an important nursing skill. Blood pressure should be determined using a standardized technique in order to avoid discrepancies in measurement (Torrance and Serginson 1996). Both manual and automated sphygmomanometers may be used to monitor blood pressure. The manual auscultatory method of taking blood pressure is considered the gold standard (MRHA 2006), as automated monitoring can give false readings (Coe and Houghton 2002), and automated devices produced by different manufacturers may not give consistent figures (MRHA 2006). So, although automated sphygmomanometers are in common use within health care settings in the UK, the skill of taking blood pressure measurement manually is still required by nurses. As a fundamental nursing skill, blood pressure measurement, using manual and automated sphygmomanometers, and interpretation of findings are often assessed via an OSCE. Within this chapter revision of key areas will allow you to prepare thoroughly for your OSCE, in terms of practical skill and understanding of the procedure of taking blood pressure. Blood pressure is defined as the force exerted by blood against the walls of the vessels in which it is contained (Docherty and McCallum 2009). A blood pressure measurement uses two figures—the systolic and diastolic readings. The systolic reading is always the higher figure and represents the maximum pressure of blood against the artery wall during ventricular contraction. The diastolic reading represents the minimum pressure of the blood against the wall of the artery between ventricular contractions (Doughetry and Lister 2008). You will need to be able to accurately identify systolic and diastolic measurements during your OSCE. When a blood pressure cuff is applied to the upper arm and inflated above the level of systolic blood pressure no sounds will be detected when listening to the brachial artery with a stethoscope. The cuff clamps off blood supply. As the cuff is deflated a noise, which is usually a tapping sound, will be heard as the pressure equals the systolic blood pressure —this is the first Korotkoff ’s sound.
Recognition of Acute Deterioration
Authors: Creed Fiona 
Published: November 2020

Abstract
Recognition and prompt treatment of the acutely ill patient is a significant issue in clinical practice (NICE 2007). The need for all nurses to be able to recognize, assess and promptly escalate (ensure timely and effective management) patients whose condition is deteriorating is stressed in the literature (NCEPOD 2005; NPSA 2007). Therefore it is an important skill and your university will want to ensure via OSCE that you are adequately prepared for any emergency that may arise in practice. It must be emphasized that this skill is a complex skill and most universities do not assess this skill until the final year of your course. The key to succeeding in this OSCE is understanding the need for systematic assessment, and timely intervention and escalation will be stressed throughout this chapter. It is likely that you will be allowed approximately half an hour to demonstrate this skill and answer related questions. Revision of key material will enable you to understand why assessment is important and provide you with a systematic framework to use in the OSCE and in clinical practice. Concern over NHS staff ’s management of the deteriorating patient has been highlighted in the literature since the late 1990s. McQuillan et al. (1998) first discussed the concept of suboptimal care suggesting that often deterioration in patients was ignored, misdiagnosed and/or poorly managed in ward environments resulting in increased mortality and morbidity in ward patients. Since McQuillan’s work several other studies have identified similar problems (McGloin et al. 1999; NCEPOD 2005). More recently NICE (2007) has published guidance on recognition and management of deterioration and the Department of Health (2009) has published competencies related to recognition and management of deterioration that all acute staff should achieve. Review of this literature highlights that several issues are clearly important in recognition of acute deterioration and the need to utilize a systematic assessment tool linked to a robust track and trigger scoring system is an important consideration in practice. Smith (2003) was instrumental in developing the ALERT® framework that has been adopted internationally as a robust systematic assessment tool.
Reflecting Upon Your OSCE
Authors: Creed Fiona 
Published: November 2020

Abstract
Once you have completed your OSCE assessment you will be informed of the outcome of the assessment. This may be on the day, if it is a formative assessment, or sometime afterwards, if it is a summative examination that has to be processed through an examination board. You should be provided with detailed written feedback about your performance at the OSCE and it is useful to review this alongside your recollections of the experience as this will help you to learn from the experience. Reflection is an important tool to use whether you have been successful or unsuccessful during your OSCE. It is important in nursing that we are able to reflect and learn from both positive and negative experiences. Some universities may require you to reflect on your OSCE as part of the examination. Again this may be on the day, immediately after your OSCE or a short period afterwards by reviewing a video of your OSCE (the latter normally happening as part of a formative learning process). Reflection is not unique to nurses and is something that we do throughout our lives. In everyday terms reflection may be described as an examination of our personal thoughts and actions (Somerville and Keeling 2004). In nursing you will be encouraged to develop reflective skills to facilitate your learning in the university and in practice this is often referred to as reflective practice and is slightly different to ‘everyday reflection’. Indeed throughout your nursing career you will be encouraged to develop reflective practice skills and become a reflective practitioner. Reflection as a process was first discussed in 1933 by John Dewey who first identified the need to evaluate our experiences and learn from them. In nursing as with most concepts there are a number of definitions of reflection and this can at first appear to be confusing. Simplistically reflection can be defined as a process of examining and exploring an issue that is related to an experience that results in new learning. Therefore reflection refers to a series of steps that you may take to question and explore an experience with the aim of learning from it (Hart 2010).