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Books on the topic 'Critical stress intensity factor'

Author: Grafiati

Published: 24 August 2024

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1

United States. National Aeronautics and Space Administration., ed. Determination of stress intensity factor distributions for "interface" cracks in incompressible, dissimilar materials: Summary report : reporting period - 8/15/94 - 12/31/97 : grant no. NAG-1-1622-Supl. 1-5*. [Washington, DC: National Aeronautics and Space Administration, 1997.

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2

1932-, Carlsson Janne, ed. Weight functions and stress intensity factor solutions. Oxford: Pergamon Press, 1991.

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3

S, Raju I., Newman J. C, and Langley Research Center, eds. Stress-intensity factor calculations using the boundary force method. Hampton, Va: National Aeronautics and Space Administration, Langley Research Center, 1987.

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4

S, Raju I., Newman J. C, and Langley Research Center, eds. Stress-intensity factor calculations using the boundary force method. Hampton, Va: National Aeronautics and Space Administration, Langley Research Center, 1987.

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5

S, Raju I., Newman J. C, and Langley Research Center, eds. Stress-intensity factor calculations using the boundary force method. Hampton, Va: National Aeronautics and Space Administration, Langley Research Center, 1987.

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6

Heppler, G. R. Stress intensity factor calculation for designing with fiber-reinforced composite materials. [S.l.]: [s.n.], 1985.

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7

Pook, L. P. Keyword scheme for a proposed computer-based bibliography of stress intensity factor solutions. Glasgow: National Engineering Laboratory, 1986.

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8

Noblett, J. E. A stress intensity factor solution for root defects in fillet and partial penetration welds. Cambridge: TWI, 1996.

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9

Pang, H. L. J. A literature review of stress intensity factor solutions fora weld toe crack in a fillet welded joint. East Kilbride: National Engineering Laboratory, 1991.

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10

k, Kokula Krishna Hari, ed. FEA Analysis for Investigation of Stress Intensity Factor (SIF) for a Plate with Hole and Patches: ICIEMS 2014. India: Association of Scientists, Developers and Faculties, 2014.

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11

Kikō, Genshiryoku Anzen Kiban. Fukuzatsu keijōbu kiki haikan kenzensei jisshō (IAF) jigyō: Ōryoku kakudai keisu hyōka dēta-shū : yōki kantsūbu ICM haujingu no hyōmen kiretsu = Project of integrity assessment of flawed components with structural discontinuity (IAF) : data book for estimation stress intensity factor : surface crack on ICM housing for penetration in reactor vessel. Tōkyō-to Minato-ku: Genshiryoku Anzen Kiban Kikō, 2012.

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12

Bienvenu, O. Joseph. Depressive Mood States Following Critical Illness. Oxford University Press, 2014. http://dx.doi.org/10.1093/med/9780199653461.003.0020.

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Patients with critical illnesses treated in intensive care units face severe physical and psychic stresses, and survivors often have financial and other burdens. The prevalence of depressive mood states in survivors varies by measure and follow-up time, but the median prevalence across >30 studies was 28% (mostly measured within a year of critical illness). Severe depressive states (e.g. major depressive episodes) are less common than minor depressive states. Risk factors include female sex, lesser educational attainment, unemployment, and medical and psychiatric comorbidity. Potential critical illness/intensive care-related risk factors include severity of organ failure, high-dose benzodiazepine administration, longer ICU stays, stressful ICU experiences, and early post-intensive care distress. Depressive symptoms in survivors are associated with impaired physical function, other psychiatric morbidity, cognitive and work difficulties, and lower health-related quality of life. Research is needed to evaluate the preventive or therapeutic role of psychological interventions during intensive care and psychological recovery programmes.

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13

Sharples, J. K. Stress Intensity Factor Solutions for Edge Cracked Plates Loaded Under Displacement Control (Northern Division Reports). AEA Technology, 1986.

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14

Hopkins, Ramona O., Maria E. Carlo, and James C. Jackson. Critical Illness and Long-Term Cognitive Impairment. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780199398690.003.0003.

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Evidence from dozens of studies of thousands of individuals suggest that as many as half of critical illness survivors experience significant deficits in memory, executive functioning, attention, and processing speed that persist years after discharge from the intensive care unit (ICU). This chapter reviews the prevalence, characteristics, possible mechanisms, and risk factors for long-term cognitive impairment after critical illness. Some key risks factors—notably, delirium—may be modifiable, whereas others, such as genetic markers, are not. Cognitive impairments are associated with psychiatric disorders, including depression, anxiety, and posttraumatic stress disorder. The impact of critical illness–related cognitive impairment on individuals and society includes financial costs, inability to return to work, impairments in instrumental activities of daily living (financial management, medication management, shopping, home care), reduced quality of life, and caregiver burden. Efforts need to be directed not only at modifying risk factors but also at attempting to prevent, treat, and remediate deficits.

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15

McLean, Anthony S., and Stephen J. Huang. Cardiac injury biomarkers in the critically ill. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780199600830.003.0301.

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To be clinically relevant, a good cardiac biomarker should have four main characteristics. It should be organ-, disease- and stage-specific to be useful in diagnosis. Its release should be timely and its half-life should be long enough to make measurement possible and meaningful. Its serum or blood concentration should be proportional to disease severity; hence, can be used as a monitoring tool. Finally, their concentrations have implications on long-term outcomes. To date, only a handful of cardiac biomarkers have clinical relevance in the intensive care setting—cardiac troponins (as a marker of cardiac injury) and B-type natriuretic peptide (as a marker of cardiac stress) being probably the most useful. However, cautious interpretations of these biomarkers are needed in intensive care patients as several confounding factors can affect their concentrations.

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16

Sih, George C. Plates and shells with cracks: A collection of stress intensity factor solutions for cracks in plates and shells. Springer, 2012.

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17

Madl, Ulrike. Pathophysiology of glucose control. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780199600830.003.0258.

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Hyperglycaemia is a frequent phenomenon in critically-ill patients, associated with increased morbidity and mortality. Hyperglycaemia results in cellular glucose overload and toxic adverse effects of glycolysis and oxidative phosphorylation, especially in tissues with insulin-independent glucose uptake, and acute hyperglycaemia can exert a variety of negative effects. It is the main side effect of intensive insulin therapy. Both severe and moderate hypoglycaemia are independent risk factors of mortality in critically-ill patients. Prolonged hypoglycaemia induces neuronal damage, but may also have adverse cardiovascular effects. Several risk factors predispose critically-ill patients to hypoglycaemic events. Rapid glucose fluctuations may induce oxidative stress and lead to vascular damage. Glucose complexity is a marker of endogenous glucose regulation. Association between hyperglycaemia and outcome is weaker in diabetic critically-ill patients than in non-diabetic patients. Pre-admission glucose control in diabetic critically-ill patients plays a role in the response to glucose control and mortality.

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18

Harkness, Kate L., and Elizabeth P. Hayden, eds. The Oxford Handbook of Stress and Mental Health. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190681777.001.0001.

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This handbook provides a comprehensive, up-to-date overview of the science of stress and mental health. Topics covered include assessment issues, the role of stress in various mental disorders, developmental influences and individual difference factors that predict reactivity to stress, and treatment of stress-related mental health problems. Decades of research have unequivocally shown that life stress is a central factor in the onset and course of almost every psychiatric disorder. However, the processes by which stress influences mental health are complex, and integration of the diverse biological and psychological systems involved necessitates a multidisciplinary perspective. Fortunately, scientists working from diverse vantage points have made huge advances in unpacking the complexities of stress-disorder relations. Thus, the time is ripe for this handbook. Internationally recognized scholars in the field of stress and stress-related disorders have contributed their diverse expertise, providing the reader with both depth and breadth in terms of understanding stress and mental health. In Part 1, a critical discussion of assessment issues in the domains of stress exposure and stress response is provided. Part 2 is comprised of chapters reviewing the relation of stress exposures to a broad range of mental health outcomes across the lifespan. Parts 3 and 4 are concerned with understanding how the stress response unfolds at both psychological and neurobiological levels, and Part 5 addresses stress adaptation and resilience, as well as evidence-based treatments for stress and stress-related disorder. This volume will constitute an invaluable resource for students, established scientists, and clinicians looking for a comprehensive treatment of the topic of stress and mental health.

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19

Harvey, Philip D., and Felicia Gould. Cognitive Functioning and Disability in Post-Traumatic Stress Disorder. Edited by Charles B. Nemeroff and Charles R. Marmar. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190259440.003.0016.

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In many respects, PTSD is a disorder of cognition and memory in specific: individuals with the condition have trouble remembering details of the trauma when they want to and remember them in other situations where they do not want to, such as in nightmares and flashbacks. In addition, a growing literature has explored performance on other cognitive performance measures in PTSD. A new development is the study of the ability to perform critical everyday functional skills, referred to as functional capacity, which themselves are highly cognitively demanding. Our review of the literature on cognition and PTSD suggests two main conditions. There are several areas of cognitive functioning where people with PTSD perform below normative standards, on average. These domains include memory, attention, and executive functioning. However, there is also substantial evidence to suggest that impairments in cognition are present before the onset of other symptoms and may be a risk factor for the development of PTSD. A careful examination of the levels of performance of PTSD patients suggests that performance may not be worse than pre-illness functioning. Interventions aimed at cognition may still be beneficial, because a small literature consistently finds that cognitive impairments are correlated with indicators of everyday disability in people with PTSD.

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20

Armstrong, Neil, and Willem van Mechelen, eds. Oxford Textbook of Children's Sport and Exercise Medicine. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198757672.001.0001.

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Comprehensive and up to date, this textbook on children’s sport and exercise medicine features research and practical experience of internationally recognized scientists and clinicians that informs and challenges readers. Four sections—Exercise Science, Exercise Medicine, Sport Science, and Sport Medicine—provide a critical, balanced, and thorough examination of each subject, and each chapter provides cross-references, bulleted summaries, and extensive reference lists. Exercise Science covers growth, biological maturation and development, and examines physiological responses to exercise in relation to chronological age, biological maturation, and sex. It analyses kinetic responses at exercise onset, scrutinizes responses to exercise during thermal stress, and evaluates how the sensations arising from exercise are detected and interpreted during youth. Exercise Medicine explores physical activity and fitness and critically reviews their role in young people’s health. It discusses assessment, promotion, and genetics of physical activity, and physical activity in relation to cardiovascular health, bone health, health behaviours, diabetes, asthma, congenital conditions, and physical/mental disability. Sport Science analyses youth sport, identifies challenges facing the young athlete, and discusses the physiological monitoring of the elite young athlete. It explores molecular exercise physiology and the potential role of genetics. It examines the evidence underpinning aerobic, high-intensity, resistance, speed, and agility training programmes, as well as effects of intensive or over-training during growth and maturation. Sport Medicine reviews the epidemiology, prevention, diagnosis, and management of injuries in physical education, contact sports, and non-contact sports. It also covers disordered eating, eating disorders, dietary supplementation, performance-enhancing drugs, and the protection of young athletes.

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21

McCann, Leo. The Paramedic at Work. Oxford University PressOxford, 2022. http://dx.doi.org/10.1093/oso/9780198816362.001.0001.

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Abstract Ambulance services and paramedics perform critical roles in contemporary healthcare economies. Trained to work in the field and respond rapidly to emergencies, societies have come to increasingly rely on ambulance services to deliver urgent care, never more so than in recent years given intense social inequality, overstretched and underfunded health systems, and deadly pandemics. This monograph is the first book-length study of the paramedic profession in England. Based on in-depth interviews and ethnographic observation The Paramedic at Work provides a detailed account of the complex realities of work in this fascinating occupation. Empirical chapters explore the nature of work ‘out on the road’, the peculiarities of ambulance organizational culture, the intensity of workplace stress and burnout, and the current and future trajectory of paramedic professionalism. The book documents the unique paradoxes experienced by those employed in this line of work. Ambulance staff are trained to handle life-threatening trauma and disease, but most callouts consist of unplanned primary care. Paramedic work features wide autonomy but is also bound into an array of micromanaging performance indicators. Paramedics are trusted and respected in society but the profession is poorly understood and employers can be unsupportive. But, no matter how intense the personal struggles can be, paramedic work also offers rare opportunities for meaningful and socially valued work. The nature of the paramedic role is rapidly moving from a manual occupation rooted in first aid and transportation, to a clinical profession of increasing scope, versatility, and social respect.

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22

Kurup, Viji. Quality in Medical Education. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780199366149.003.0012.

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Staying current with latest developments in the field of patient care is now universally considered to be a standard of care. The same standards have not been adopted in medical education, however, and many educational techniques used to train physicians are now outdated. This chapter reviews the evidence in medical education with respect to quality of three critical elements: the teacher, the process, and the learner. Students and faculty have different perceptions regarding the characteristics of effective teachers. Modern teaching methods no longer stress lecture-based sessions, but include techniques such as interactive learning and blended learning. Simulation is also an effective tool for learning technical skills, and for crisis and team training. When technological tools are used, they should be designed to enhance the learning experience. A number of studies show that learner engagement is the key factor in the learning process.

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