Thematische Bibliographien / Grade:min:Preschool and up

Auswahl der wissenschaftlichen Literatur zum Thema „Grade:min:Preschool and up“

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Veröffentlicht am 25. Juli 2024

Zuletzt aktualisiert am 27. Juli 2024

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Zeitschriftenartikel zum Thema "Grade:min:Preschool and up"

Bleses, Dorthe, Philip S. Dale, Laura Justice, Anders Højen, Benedicte D. Vind und Hui Jiang. „Sustained effects of an early childhood language and literacy intervention through second grade: Longitudinal findings of the SPELL trial in Denmark“. PLOS ONE 16, Nr. 10 (11.10.2021): e0258287. http://dx.doi.org/10.1371/journal.pone.0258287.

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Predictive relations between language and literacy skills during the preschool years and children’s future reading achievement are well-documented, leading to development and evaluation of preschool interventions targeting early skill development. Although educational researchers have developed and found some positive short- and mid-term effects of language and literacy intervention supplements implemented in early childhood education (ECE) settings, fade-out is a concern. Most studies have targeted children experiencing risk, rather than a more representative sample. Additionally, there are very few studies of long-term intervention effects, and heterogeneity of long-term effects has not been well described. In the present study, we build on initial reports of one of the largest studies of a language and literacy intervention supplement, the SPELL randomized controlled trial implemented as part of the universal ECE system in Denmark. SPELL was delivered to an unselected sample of children at 3–5 years of age (n = 7,076). Results of the base intervention (SPELL) and two enhanced versions featuring extended professional development for teachers (SPELL+PD) or an add-on home-based program for parents (SPELL+HOME) showed short-term effects for literacy outcomes for all children for all SPELL conditions compared to business as usual (BAU). In this follow-up study, we utilized follow-up assessments of 2,700 SPELL 4-5-year-old participants with national reading tests in second grade. The main analyses based on the whole sample showed no significant differences in reading scores in second grade for those in any of the three SPELL conditions relative to the BAU condition. However, moderation analyses demonstrated heterogeneity in intervention effects with children whose mothers had low-mid education showing sustained and mostly large-sized effects. Other risk factors, including income and immigrant background, and condition interacted with at least one outcome variables. These findings suggest that at-risk children in some cases derive long-term benefits from early language and literacy intervention enhancing learning opportunities in ECE settings.

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Bukhalenkova, Daria A., und Darina M. Nechaeva. „Development of Inhibition Control in Children during the Transition from Kindergarten to School during the COVID-19 Pandemic: Longitudinal Study“. Moscow University Psychology Bulletin 46, Nr. 4 (2023): 36–63. http://dx.doi.org/10.11621/lpj-23.

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Background. The COVID-19 pandemic is a unique situation in the global community which emerged for the first time. Research shows that the pandemic may have a long-term effect on children's development. Inhibition control is one of the main components of executive functioning and a predictor to a child's further academic success. However, there are few works devoted to the study of the impact of the pandemic on inhibition control in preschoolers. The objective of the study was to identify dynamics of the development of inhibition control in children aged 5-7 years (from senior preschool to primary school age) during the COVID-19 pandemic. Indicators of the development of inhibition control in first-graders before and during the pandemic were compared. Methods. Inhibition control was assessed three times (at 5, 6, and then at 7 years of age) with the NEPSY-II Inhibition subtest. Sample. This longitudinal study involved children aged 5 to 8 years at the time of follow-up from 2019 to 2021 (N=101). Additionally, the sample included first-grade children who were trained in kindergarten and first grade before the pandemic (March 2019, N=84). Results. The results of the analysis indicate that inhibition control successfully developed in children from the senior kindergarten group to the first grade of school during the pandemic. At the same time, the level of development of inhibition control in girls after the pandemic is higher than in girls before the pandemic, while no significant differences were found for boys. Conclusion. The level of inhibitory control in preschoolers, whose education in the preparatory group of the kindergarten took place during the COVID-19 pandemic, despite the restrictions introduced and changes in the usual way of life, corresponds to the norms. It has been shown that the results of the development of inhibitory control in children who were caught up in the pandemic and those who were not caught up in the pandemic differ depending on gender.

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Lee, Valerie E., und Susanna Loeb. „Where Do Head Start Attendees End Up? One Reason Why Preschool Effects Fade Out“. Educational Evaluation and Policy Analysis 17, Nr. 1 (März 1995): 62–82. http://dx.doi.org/10.3102/01623737017001062.

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This study investigates the relationship between preschool experience and the quality of schools subsequently attended as young adolescents. In particular, we differentiate the characteristics of middle-grade schools attended by eighth graders who earlier experienced Head Start, other preschool programs, or did not attend preschool. School quality is defined in terms of social composition, academic rigor, safety, and social relations. After accounting for family background and demographics, we find that former Head Start attendees are educated in middle-grade schools of significantly lower quality than their counterparts who did not attend preschool, and particularly compared to peers who attended other preschools. No matter how beneficial Head Start was initially for its young participants, such benefits are structurally undermined if students are subsequently exposed to schooling of systematically lower quality. The low quality of middle-grade schools attended by former Head Start participants explains, in part, why Head Start effects fade over time.

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Nomura, K., und K. Yokoyama. „Follow-up Study Tracking Children’s Development from Preschool till Middle School“. European Psychiatry 66, S1 (März 2023): S292—S293. http://dx.doi.org/10.1192/j.eurpsy.2023.655.

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Introduction Screening for early detection of health issues and support are provided to children needing developmental support. In Japan, a significant percentage of infants requiring support are identified during health checkups. Sometimes, however, problems are first observed when children are of school age. It is, therefore, important to identify the age at which children need early support.ObjectivesOf the children born in 2005 in Kanie-cho, in Japan, 106 participated in the survey at all time points: age 5, first grade, fifth grade, and eighth grade.MethodsThe medical checkup results of the participants at age 5 were used to determine who among them needed support After entering school, the participants who scored less than 70 points on the Children’s Global Assessment Scale, where their adjustment was assessed based on the interview with the homeroom teacher, were considered maladjusted.ResultsThe results are presented in Table 1.Thirty participants needed supports at age 5; of these, 20 (66.7%) were maladjusted at any point in their school years—19 (95%) in the first grade, 14 (70%) till the fifth grade, and five (25%) till the eighth grade.Of the 76 participants who did not need support in early childhood, 24 (31.6%) were maladjusted at some point in their school years—nine (37.5%) experienced maladjustment in the first grade, but none of them continued to be maladjusted till the fifth grade, and 14 (58.3%) who were not maladjusted in the first grade experienced it in the fifth or eighth grade (adolescents).Thus, the participants maladjusted in their school years were categorized as follows:1. The developmental disorders group (experiencing maladjustment throughout since early childhood): 192. The “first grade problem” group (experiencing transient problems only in the first grade): 93. The adolescent group (experiencing problems during adolescence): 14Image:ConclusionsSince maladjusted children with developmental disabilities are identified in early childhood, support can be provided before they reach school age. Many children with developmental disabilities improve their adjustment as they grow up. It is thus advisable to take a long-term perspective in dealing with problematic behaviors.From late school age to adolescence, problems unrelated to developmental disabilities emerge. By listening to the child’s upbringing, it may be possible to ascertain whether or not the problem stems from a developmental disability.Disclosure of InterestNone Declared

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Sallo, Maarike, und Raiot Silla. „Physical Activity with Moderate to Vigorous Intensity in Preschool and First-Grade Schoolchildren“. Pediatric Exercise Science 9, Nr. 1 (Februar 1997): 44–54. http://dx.doi.org/10.1123/pes.9.1.44.

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The purpose of this investigation was to study the pattern of habitual physical activity (HPA) and to assess the time spent in moderate to vigorous physical activity (MVPA) in kindergarten and first-grade schoolchildren. In 54 children, HPA was studied during 4 consecutive days by whole-day heart rate (HR) monitoring. MVPA was defined on the basis of HR threshold above 139 beats per minute. Sustained periods of MVPA of 20 or more minutes were observed only in 20% of boys and 17% of girls. However, the pattern of HPA of all children contained 1-min, and 2- to 4-min periods of MVPA, and 80% of boys and 90% of girls had 5- to 9-min sustained periods of MVPA. It can be concluded that in 4- to 8-year-old children, HPA is characterized by an intermittent pattern without prolonged periods of MVPA.

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Klop, Daleen, und Seppo K. Tuomi. „The Persistence of language Disorders in a Group of Disadvantaged Grade 3 Learners“. South African Journal of Communication Disorders 54, Nr. 1 (31.12.2007): 59–66. http://dx.doi.org/10.4102/sajcd.v54i1.756.

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A strong correlation between early language impairment and academic failure has been suggested by past research. This follow-up cohort study of 25 monolingual, disadvantaged grade 3 learners investigated whether the language impairments diagnosed in their preschool year were still evident after 3 years of school attendance, maturation and speech-language therapy. The results verified the persistence of preschool language impairments, which have been associated with poor reading and academic failure.

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Wealer, Cyril, Silke Fricke, Ariana Loff und Pascale M. J. Engel de Abreu. „Preschool predictors of learning to read and spell in an additional language: a two-wave longitudinal study in a multilingual context“. Reading and Writing 35, Nr. 5 (05.01.2022): 1265–88. http://dx.doi.org/10.1007/s11145-021-10239-1.

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AbstractThe study explores whether foundational skills of reading and spelling in preschool (age 5–6) predict literacy skills cross-linguistically in an additional language in Grade 1 (age 6–7). A sample of linguistically diverse preschool children completed tasks of phonological awareness, letter-sound knowledge, verbal-short term memory, rapid automatized naming, and lexical knowledge in the language of preschool instruction Luxembourgish. The children were followed-up in Grade 1 where literacy skills were assessed in the language of schooling, i.e., German, after five months of literacy instruction. German was a non-native language for all children. Longitudinal correlations confirm that individual differences in single word/pseudoword reading and spelling in German in Grade 1 can be predicted by all the foundational literacy skills that were assessed in Luxembourgish. Path analyses showed that phonological awareness in Luxembourgish emerged as the strongest unique predictor of Grade 1 literacy skills in German. The second unique preschool predictor of Grade 1 literacy skills was letter-sound knowledge. Results are consistent with the view that literacy development in an additional language builds upon similar building blocks as literacy acquisition in a first language, at least for languages that are typologically close. However, current findings suggest that respective contributions between predictors and literacy skills in children learning to read in an additional language may vary from patterns observed in studies with children acquiring literacy in their first language.

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Tomaz, Simone A., Trina Hinkley, Rachel A. Jones, Rhian Twine, Kathleen Kahn, Shane A. Norris und Catherine E. Draper. „Objectively Measured Physical Activity in South African Children Attending Preschool and Grade R: Volume, Patterns, and Meeting Guidelines“. Pediatric Exercise Science 32, Nr. 3 (01.08.2020): 150–56. http://dx.doi.org/10.1123/pes.2019-0216.

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Purpose: To assess physical activity (PA) and determine the proportion of preschoolers meeting PA recommendations in different income settings in South Africa. Methods: Preschoolers from urban high-income (UH), urban low-income (UL), and rural low-income (RL) settings wore an ActiGraph GT3X+ accelerometer for 7 days. PA variables of interest included volume moderate- to vigorous-intensity PA (MVPA) and total PA (light- to vigorous-intensity PA), hourly PA patterns, and percentage of children meeting guidelines (180 min/d of total PA, inclusive of 60 min/d of MVPA). Between-sex differences were assessed using t tests and Mann–Whitney U tests; between-setting differences assessed using 1-way analyses of variance and Kruskal–Wallis tests. Results: For all children (n = 229, aged 5.17 [0.69] y), average MVPA was 124.4 (37.5) minutes per day and total PA was 457.0 (61.1) minutes per day; 96.9% of children met guidelines. Boys did significantly more MVPA than girls (136.7 [39.37] vs 111.5 [30.70] min/d, P < .001), and UH preschoolers were significantly less active than UL and RL preschoolers (UH 409.1 [48.4] vs UL 471.1 [55.6] and RL 461.6 [61.4], P < .001). Conclusion: In both practice and research, it is necessary to explore ways to ensure that South African preschoolers from all income settings continue to engage in and benefit from healthy volumes of PA. This is especially important as preschoolers transition to a formal school environment.

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Fainardi, Valentina, Carlo Caffarelli, Michela Deolmi, Kaltra Skenderaj, Aniello Meoli, Riccardo Morini, Barbara Maria Bergamini et al. „Management of Preschool Wheezing: Guideline from the Emilia-Romagna Asthma (ERA) Study Group“. Journal of Clinical Medicine 11, Nr. 16 (15.08.2022): 4763. http://dx.doi.org/10.3390/jcm11164763.

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Preschool wheezing should be considered an umbrella term for distinctive diseases with different observable and measurable phenotypes. Despite many efforts, there is a large gap in knowledge regarding management of preschool wheezing. In order to fill this lack of knowledge, the aim of these guidelines was to define management of wheezing disorders in preschool children (aged up to 5 years). A multidisciplinary panel of experts of the Emilia-Romagna Region, Italy, addressed twelve different key questions regarding the management of preschool wheezing. Clinical questions have been formulated by the expert panel using the PICO format (Patients, Intervention, Comparison, Outcomes) and systematic reviews have been conducted on PubMed to answer these specific questions, with the aim of formulating recommendations. The GRADE approach has been used for each selected paper, to assess the quality of the evidence and the degree of recommendations. These guidelines represent, in our opinion, the most complete and up-to-date collection of recommendations on preschool wheezing to guide pediatricians in the management of their patients, standardizing approaches. Undoubtedly, more research is needed to find objective biomarkers and understand underlying mechanisms to assess phenotype and endotype and to personalize targeted treatment.

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RYDLAND, VESLEMØY, VIBEKE GRØVER und JOSHUA LAWRENCE. „The second-language vocabulary trajectories of Turkish immigrant children in Norway from ages five to ten: the role of preschool talk exposure, maternal education, and co-ethnic concentration in the neighborhood“. Journal of Child Language 41, Nr. 2 (26.02.2013): 352–81. http://dx.doi.org/10.1017/s0305000912000712.

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ABSTRACTLittle research has explored how preschools can support children's second-language (L2) vocabulary development. This study keenly followed the progress of twemty-six Turkish immigrant children growing up in Norway from preschool (age five) to fifth grade (age ten). Four different measures of preschool talk exposure (amount and diversity of teacher-led group talk and amount and diversity of peer talk), as well as the demographic variables of maternal education and co-ethnic concentration in the neighborhood, were employed to predict the children's L2 vocabulary trajectories. The results of growth analyses revealed that maternal education was the only variable predicting children's vocabulary growth during the elementary years. However, teacher-led talk, peer talk, and neighborhood predicted children's L2 vocabulary skills at age five, and these differences were maintained up to age ten. This study underscores the importance of both preschool talk exposure (teacher-led talk and peer talk) and demographic factors on L2 learners' vocabulary development.

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Bücher zum Thema "Grade:min:Preschool and up"

Alexander, Patricia C. Handwriting Practice Paper : : Pre-Handwriting Activity Book, Preschool-2nd Grade, Inches up to 120 Pages. Independently Published, 2021.

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Dodson, William M. Number Tracing Book : : Pre-Number Tracing Activity Book, Preschool-2nd Grade, Inches up to 120 Pages. Independently Published, 2021.

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O'Connor, Dawn, und Rochester Press. Cute Kids Sport: Reading and Writing Comprehension Skills for Preschool, Grade 1 & 2 Age up To 8. Independently Published, 2019.

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Ella Dee Ella Dee Books. Handwriting Practice Workbook for Kids Learning to Write the Alphabet: Suitable for Preschool, Kindergarten, First Grade, and Up! Independently Published, 2022.

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Unknown. A Collection from the LeapPad Library - Preschool-Grade 5, Up to age 10 (LeapPad Interactive Book) [BOOK ONLY!!]. Leapfrog Enterprises, Inc., 2001.

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O'Connor, Dawn, und Rochester Press. Cute Kids Animals and Pets: Reading and Writing Comprehension Skills for Preschool, Grade 1 & 2 Age up To 8. Independently Published, 2019.

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O'Connor, Dawn, und Rochester Press. Cute Kids School and Play: Reading and Writing Comprehension Skills for Preschool, Grade 1 & 2 Age up To 8. Independently Published, 2019.

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O'Connor, Dawn, und Rochester Press. Cute Kids Fall and Winter: Reading and Writing Comprehension Skills for Preschool, Grade 1 & 2 Age up To 8. Independently Published, 2019.

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O'Connor, Dawn, und Rochester Press. Cute Kids Cook and Grow: Reading and Writing Comprehension Skills for Preschool, Grade 1 & 2 Age up To 8. Independently Published, 2019.

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O'Connor, Dawn, und Rochester Press. Cute Kids in the Rain: Reading and Writing Comprehension Skills for Preschool, Grade 1 & 2 Age up To 8. Independently Published, 2019.

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Buchteile zum Thema "Grade:min:Preschool and up"

Papazoglou, Emily. „Intervention Services“. In Don't Wait and See!, herausgegeben von Emily Papazoglou, 165–92. Oxford University Press, 2020. http://dx.doi.org/10.1093/med-psych/9780190081300.003.0004.

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This chapter introduces the reader to the different types of intervention available. This includes state-based early intervention services as well as the supports available through the public school system. Information on services provided by the public school system will be discussed including how to set-up an individualized education program, what steps to take if you are told your child does not qualify for school-based services, and whether you should consider grade retention. Private therapies and therapeutic preschool programs also will be discussed. Strategies to help you recognize when an intervention might be based on pseudoscience will be presented along with tips for identifying good quality information, including research articles that might be relevant for your child.

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Berk, Laura E. „A New View of Child Development“. In Awakening Children's Minds. Oxford University Press, 2001. http://dx.doi.org/10.1093/oso/9780195124859.003.0005.

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In my three decades of teaching university courses in child development, I have come to know thousands of students, many of whom were parents or who became parents soon after completing my class. I also served on boards of directors and advisory committees for child-care centers, preschools, elementary schools, and parent organizations. And my research continually drew me into classrooms, where for countless hours I observed and recorded preschool and school-age children’s activities, social interactions, and solitary behaviors, in hopes of answering central questions about how they learn. As a byproduct of those experiences, parents repeatedly approached me with concerns about how to foster their child’s development in the early years. Their fervent questions, at times riddled with doubt and anxiety, revealed that creating optimum learning environments for young children at home—and ensuring their access to development-enhancing experiences in child care, preschool, and school—have become mounting parental challenges. Consider the following problematic situations that parents recently raised with me: • Bob and Sharon, parents of a 4-year-old: Our daughter, Lydia, could recite her ABCs and count from 1 to 20 by age 2 1/2. When we looked for a preschool, many programs appeared to do little more than let children play, so we chose one with lots of emphasis on academics. To me, Lydia’s preschool seems like great preparation for kindergarten and first grade, but each morning, Lydia hates to go. Why is Lydia, who’s always been an upbeat, curious child, so unhappy? • Angela, mother of a 4-year-old and 6-year-old: My husband and I have demanding careers and need to bring work home in the evenings. I’ve read that it’s the quality of time we spend with our children that’s important, not the quantity. We try hard to give Victor and Jeannine our undivided attention, but they’re often whiny, demanding, and quarrelsome. Many times we end up sending them to their rooms or letting them watch TV, just to get some peace after a long day. What’s the best way to create quality parent–child time? • Talia, mother of a 7-year-old: My son Anselmo, a first grader, constantly asks us to help him with his homework.

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Hochschild, Jennifer L., und Nathan Scovronick. „School Reform“. In American Dream and Public Schools. Oxford University Press, 2003. http://dx.doi.org/10.1093/oso/9780195152784.003.0008.

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AMERICANSGIVE A GRADE OF “B PLUS” to the schools attended by their own children, a “B minus” to the public schools in their community, and a “C” to the public schools nationally. Incumbent politicians extol the impact of the educational reforms they have sponsored while insurgents point to the problems that remain. Some analysts call for an “autopsy” on public education, others insist that such rhetoric represents a “manufactured crisis” comprised of “myths [and] fraud.” The American public education system is not in crisis. Some public schools are impressive and many are doing a good job, although most are not as good as they should be. In a few places, chiefly in poor urban districts (and in some poor rural districts as well), schools are failing miserably; they provide the evidence for people who see a crisis. Once again the most serious problems result from inequality. In part because of home and community influences, poor children often come to school less ready to learn than others, and they face more obstacles to educational success as they grow up. Parents and communities can and must contribute to alleviating this problem, just as social policies such as full employment, universal health insurance, and family allowances could help. As we have seen, however, it is the schools to which we have given the central responsibility to make the American dream work, to provide the structure and tools that all children need to pursue their dreams and maintain democracy. America has chosen to invest in schools rather than these other social policies to try to equalize opportunity; if our nation allows public education to fail the children who most need its help, then the dream is merely a sham. We cannot simultaneously substitute schools for other policies to alleviate poverty and permit schools to shirk the tasks needed to do the job. School reform can help poor children, and others, improve their performance. The movement for high standards has created a mechanism that can help all students to learn more. Preschool, summer school, and small classes can help them.

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Konferenzberichte zum Thema "Grade:min:Preschool and up"

Pandit, Vikram. „Pressurfect™ CNG-Advanced Material Grade for High Pressure CNG Fuel Line Applications“. In ASME 2017 India Oil and Gas Pipeline Conference. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/iogpc2017-2417.

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In line with the government of India’s philosophy of going green to reduce emission levels in cities there is a thrust to increase the gas distribution network. With an increase in CNG vehicles, comes the safety of the people and we need to ensure that Safety is not comprised at any level. To follow the Safety aspect, CNG is an excellent alternate fuel which can be used to minimize risks and increase life of the vehicles. Since this gas is used at very high pressures (in the range of 230–250 bar) and under severe conditions, special tubing must be used for the transportation to gas stations and in the vehicles. Therefore, the tubing should be able to not only withstand high pressure of the gas within but also the corrosion issues arising due to the extreme conditions the tubes within. Sandvik did an extensive study of the conditions and came up with a material which is specifically developed for this high pressure application. The high pressure line is of Stainless Steel 316L but this material comes with certain modifications for this particular requirement. In this tubing the C content is lowered to 0.025% for better corrosion resistance, Ni is min 13% along with Mo min 2.5% this makes sure that the material not only has sufficient passivation properties but the strength also to withstand that kind of a pressure. Alongside a special production route also has been developed for the manufacturing of these tubing. This ensures Safety for the people throughout the life of the vehicle.

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Bhange, Ashish, Abhishek Gulia, Anirudh Punnakal, Anil Kumar Anand, Anil Kumar Bansal, Ch Kartikeshwar Patro und Naveen Kumawat. „Role of interstitial brachytherpy using template (mupit) in locally advanced carcinoma cervix“. In 16th Annual International Conference RGCON. Thieme Medical and Scientific Publishers Private Ltd., 2016. http://dx.doi.org/10.1055/s-0039-1685257.

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Introduction: Locally advanced carcinoma cervix includes stages IIB, IIIA, IIIB and IVA. Interstitial brachytherapy has the potential to deliver adequate dose to lateral parametrium and to vagina. Hence, it is preferable in cases with distorted anatomy, extensive (lower) vaginal wall involvement, bulky residual disease post EBRT and parametrium involvement upto lateral pelvic wall. Aim and Objective: To determine clinical outcome and complications (acute and chronic) in locally advanced carcinoma cervix, treated with interstitial brachytherapy using template (MUPIT - Martinez universal perineal interstitial template). Materials and Methods: This study is a retrospective analysis of 37 cases of locally advanced carcinoma cervix (stage IIB-2, IIIB-30, IVA-5), treated with EBRT (dose-median 45Gy/25#) ± concurrent chemotherapy (CCT) - Inj. Cisplatin/Inj Carboplatin, followed by interstitial brachytherapy using MUPIT from December 2009 to June 2015. Initial treatment with EBRT ± CCT was followed by intertstitial brachytherapy. Under spinal anaesthesia and epidural analgesia, MUPIT application was done. Straight and divergent needles (median 26, range 19-29) were inserted to cover parametrium adequately. Needle position was verified with planning CT scan and Brachytherapy planning was done. Dose was normalized to 5 mm box surface from outermost needle with optimization of dose to OAR (Bladder, Rectum and Sigmoid colon). Prescription dose –25Gy in 5#. Treatment was delivered by Microselectron HDR using Ir192 source. Treatment fractions were delivered twice daily with min 6 Hrs. gap in-between fractions. Results: The median duration of follow-up was 25 months. Local control was achieved in 28 patients with residual disease in 7 patients and local recurrence in 2 patients. 10 patients had acute lower GI toxicity {Grade1 (n=6), Grade 2 (n=4)}, 2 patients had acute Grade 1 bladder toxicity. 1 patient had grade 3 and 1 patient had grade 4 chronic bladder toxicity. Chronic rectal toxicity was seen in 10 patients {Grade 2 (n=4), Grade 3 (n=4), Grade 4 (n=2)}. Conclusion: Local control was achieved in 28/37 patients (75.6%) and overall survival rate of 81.1% at median follow up of 25 months in patients with locally advanced carcinoma cervix and unfavorable prognostic factors.

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Doser, Stefan, und Sang-Joon John Lee. „In-Plane Hydraulic Resistance Through Paper-Thin Porous Media“. In ASME 2018 5th Joint US-European Fluids Engineering Division Summer Meeting. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/fedsm2018-83262.

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This work investigates the special case of in-plane fluid flow of a Newtonian incompressible fluid at low Reynolds numbers across a paper-thin porous medium in a confined conduit. Fluid transport in sheets with these characteristics are used in emerging devices such as microscale paper-based analytical devices (μPADs) and “e-paper” displays. Darcy’s law is applied and tested to determine if experimentally measured pressures at two flow rates of 5 μL/min and 10 μL/min agree with predicted values. A test device was designed using kinematic design principles to ensure a deterministic 318 μm gap that directs prescribed flow, unidirectionally across porous filter paper. The paper used was Grade 50 Whatman filter paper with an average pore size of 2.7 μm. Pressure was measured along the direction of flow over a 125 mm distance by six pressure ports placed at uniform increments of 25 mm to determine a profile of pressure along the flow path. Measurements were recorded at discrete time intervals over a period up to 48 hours with at least four replicates. Experimental measurements of the pressure profile show a linear relationship as predicted by Darcy’s law, allowing material permeability to be calculated. Among replicates measured under the same set of controllable conditions, experimental data also show a nonlinear relationship. The nonlinearity suggests evidence of transition into an inertia region, providing insight into the factors and behavior of the Darcy-Forchheimer transition for this special case of porous media flow.

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