Literatura académica sobre el tema "Grade:min:Kindergarten and up"
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Artículos de revistas sobre el tema "Grade:min:Kindergarten and up"
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Petersen, Douglas B., Shelbi L. Gragg y Trina D. Spencer. "Predicting Reading Problems 6 Years Into the Future: Dynamic Assessment Reduces Bias and Increases Classification Accuracy". Language, Speech, and Hearing Services in Schools 49, n.º 4 (24 de octubre de 2018): 875–88. http://dx.doi.org/10.1044/2018_lshss-dyslc-18-0021.
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PurposeThe purpose of this study was to examine how well a kindergarten dynamic assessment of decoding predicts future reading difficulty at 2nd, 3rd, 4th, and 5th grade and to determine whether the dynamic assessment improves the predictive validity of traditional static kindergarten reading measures.MethodWith a small variation in sample size by grade, approximately 370 Caucasian and Hispanic students were administered a 3-min dynamic assessment of decoding and static measures of letter identification and phonemic awareness at the beginning of kindergarten. Oral reading fluency was then assessed at the end of Grades 2–5. In this prospective, longitudinal study, predictive validity was estimated for the Caucasian and Hispanic students by examining the amount of variance the static and dynamic assessments explained and by referring to area under the curve and sensitivity and specificity values.ResultsThe dynamic assessment accounted for variance in reading ability over and above the static measures, with fair to good area under the curve values and sensitivity and specificity. Classification accuracy worsened when the static measures were included as predictor measures. The results of this study indicate that a very brief dynamic assessment can predict with approximately 75%–80% accuracy, which kindergarten students will have difficulty in learning to decode up to 6 years into the future.ConclusionsDynamic assessment of decoding is a promising approach to identifying future reading difficulty of young kindergarten students, mitigating the cultural and linguistic bias found in traditional static early reading measures.
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McMillan, Cathy S. y Loran D. Erdmann. "Tracking Adiposity and Health-Related Physical Fitness Test Performances From Early Childhood Through Elementary School". Pediatric Exercise Science 22, n.º 2 (mayo de 2010): 231–44. http://dx.doi.org/10.1123/pes.22.2.231.
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This study tracked health-related physical fitness measurements in children, including sum of triceps and medial calf skinfolds, timed 1-mile run/walk, 1-min bent-knee sit-up, pull-up, and sit-and-reach values. Results are from 409 boys and 409 girls tested in kindergarten and fifth grade, also retaining their first, second, third, and fourth grade data. In separate gender analyses, Spearman’s rho correlations were significant (p < .001) for all grade level pair combinations for each variable. Five-yr tracking of adiposity and all health-related physical fitness measurements for boys and girls was generally moderate from early childhood to the upper elementary ages.
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Kjeldsen, Ann-Christina, Lic Educ, Silja K. Saarento-Zaprudin y Pekka O. Niemi. "Kindergarten Training in Phonological Awareness: Fluency and Comprehension Gains Are Greatest for Readers at Risk in Grades 1 Through 9". Journal of Learning Disabilities 52, n.º 5 (17 de mayo de 2019): 366–82. http://dx.doi.org/10.1177/0022219419847154.
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Training in phonological awareness has brought about well-documented positive effects on learning to read in lower-primary grades. Less is known about long-term gains extending to upper-primary and junior high school. The few longitudinal studies covering at least 5 years suggest that gains in decoding are sustained, whereas effects on reading comprehension have either not been studied or produced equivocal results. The present study followed up the reading development of 209 Finland Swedish students from kindergarten until Grade 9, half of whom participated in an 8-month phonological intervention in kindergarten. The intervention group outperformed the control group in both word reading and reading comprehension in Grades 1 through 9. However, albeit statistically significant, the differences at the group level were small. The main result was a clear-cut difference in both skills among readers at risk belonging to the lowest 25% in foundational skills at the beginning of kindergarten. In Grade 6, altogether 60% of the nontrained readers at risk still belonged to the lowest quartile in reading comprehension as opposed to 24% of their peers in the intervention group. The pattern was repeated in Grade 9, with trained readers at risk performing at the level of nontrained mainstream readers.
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Bukhalenkova, Daria A. y 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, n.º 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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Fu, You y Ryan D. Burns. "Demographic Characteristics Related to Motor Skills in Children Aged 5-7 Years Old". International Journal of Kinesiology and Sports Science 6, n.º 2 (30 de abril de 2018): 15. http://dx.doi.org/10.7575/aiac.ijkss.v.6n.2p.15.
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Background: Motor skill is important to young children’s overall well-being. However, there has been a paucity of work examining the demographic characteristics on young children’ motor skill. Objective: The purpose of this study was to examine the differences in motor skills across socio-economic status (SES) and grade levels in elementary school children. Method: Participants were 651 kindergarten to 2nd grade children (mean age = 6.2 ± 0.9 years; 305 girls, 346 boys) recruited from two low SES schools and another two high SES schools. Selected motor skill items were measured using the Test for Gross Motor Development-3rd Edition (TGMD-3) instrument. Data were collected once at each school during physical education class and recess period. A 4 × 3 × 2 × 2 Multivariate Analysis of Variance (MANOVA) test was employed to examine the differences among grade, SES, ethnicity, and sex on TGMD-3 scores. Results: There were significant main effects for grade (Wilks’ lambda = 0.34, F (2, 1274) = 229.6, p < 0.001) and SES (Wilks’ lambda = 0.70, F (2, 637) = 136.3, p < 0.001). Follow-up tests revealed statistically significant differences between grades on locomotor, object control and overall TGMD-3, with the 2nd graders displaying highest mean scores, followed by 1st graders and kindergarteners. Follow-up tests suggested that high SES children displaying statistically significant higher mean scores than low SES students on all motor skill variables. Conclusion: Older children demonstrated higher motor competence levels, and those with high SES displayed higher motor skill levels than lower SES children.
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Nathan, Nicole K., Rachel L. Sutherland, Kirsty Hope, Nicole J. McCarthy, Matthew Pettett, Ben Elton, Rebecca Jackson et al. "Implementation of a School Physical Activity Policy Improves Student Physical Activity Levels: Outcomes of a Cluster-Randomized Controlled Trial". Journal of Physical Activity and Health 17, n.º 10 (1 de octubre de 2020): 1009–18. http://dx.doi.org/10.1123/jpah.2019-0595.
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Aim: To assess the impact of a multistrategy intervention designed to improve teachers’ implementation of a school physical activity (PA) policy on student PA levels. Methods: A cluster-randomized controlled trial was conducted in 12 elementary schools. Policy implementation required schools to deliver 150 minutes of organized PA for students each week via physical education, sport, or class-based activities such as energizers. Schools received implementation support designed using the theoretical domains framework to help them implement the current policy. Results: A total of 1,502 children in kindergarten to grade 6 participated. At follow-up compared with control, students attending intervention schools had, measured via accelerometer, significantly greater increases in school day counts per minute (97.5; 95% confidence interval [CI], 64.5 to 130.4; P < .001) and moderate to vigorous physical activity (MVPA) (3.0; 95% CI, 2.2–3.8, P < .001) and a greater decrease in sedentary time (−2.1; 95% CI, −3.9 to −0.4, P = .02) per school day. Teachers in intervention schools delivered significantly more minutes (36.6 min) of PA to their students at follow-up (95% CI, 2.7–70.5, P = .04). Conclusions: Supporting teachers to implement a PA policy improves student PA. Additional strategies may be needed to support teachers to implement activities that result in larger gains in student MVPA.
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Crane, Jeff, Patti-Jean Naylor y Viviene Temple. "The Physical Activity and Sedentary Behaviour Patterns of Children in Kindergarten and Grade 2". Children 5, n.º 10 (20 de septiembre de 2018): 131. http://dx.doi.org/10.3390/children5100131.
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Accompanying the transition from early to middle childhood are substantial changes in children’s educational and recreational circumstances. These changes may affect physical activity levels. This study examined levels of physical activity and sedentary behaviours in kindergarten (age range 5–6 years) and grade 2 (age range 7–8 years). Participants were 96 kindergarten children recruited in the 2010–2011 and 2011–2012 school years and 94 grade 2 children recruited in the 2012–2013 and 2013–2014 school years. A sub-cohort of children was tracked longitudinally from kindergarten to grade 2. Accelerometers were used to measure physical activity and sedentary behaviour. Independent t-tests revealed that children in grade 2 spent significantly less time engaged in physical activity compared to those in kindergarten (292 min/day compared with 354 min/day) and more in sedentary behaviours (443 min/day compared with 368 min/day). For the longitudinal sample, the pattern was similar. Repeated measures ANOVA revealed a significant decrease in physical activity levels (364 min/day to 292 min/day) and a significant increase in sedentary behaviour (368 min/day to 435 min/day) over time. There is a critical need to invest in strategies to maintain higher levels of physical activity across the primary years and reduce sedentary time, since these behaviours affect health outcomes.
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Desoete, Annemie y Magda Praet. "A Pilot Study on the Effectiveness of Kindergarten Games to Enhance Mathematical Skills". Journal of Cognitive Education and Psychology 21, n.º 1 (1 de junio de 2022): 21–33. http://dx.doi.org/10.1891/jcep-2021-0020.
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Adaptive serious mathematical games in kindergarten were used to investigate whether kindergarteners could grasp mathematics topics. A pretest–posttest-follow up design with two conditions. (Condition 1 educational kindergarten games on the computer, focusing on counting and comparison, Condition 2 educational kindergarten games on the computer, focusing on memory, counting and comparison) and one active control group (playing educational kindergarten games without mathematical content) was set up dealing with 45 preschoolers with a mean age of 68.78 months (SD = 4.46). Children were matched in kindergarten on their early mathematical and language skills as well as on their intelligence before the interventions took place. The study revealed that playing mathematical games in kindergarten had the potential to enhance the early mathematical skills. Children with initial weak mathematical skills in kindergarten caught up with their average performing peers, pointing to the importance of serious numerical games as “opportunities” in kindergarten. Both boys and girls benefitted, with a sustained effect in grade 1, revealing promising potential effects of offering opportunities to focus on mathematics even in very young children.
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Tangel, Darlene M. y Benita A. Blachman. "Effect of Phoneme Awareness Instruction on the Invented Spelling of First-Grade Children: A one-year Follow-Up". Journal of Reading Behavior 27, n.º 2 (junio de 1995): 153–85. http://dx.doi.org/10.1080/10862969509547876.
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In an earlier study (Tangel & Blachman, 1992), low-income, inner-city children who received 11 weeks of instruction in kindergarten in phoneme awareness produced invented spellings at the end of kindergarten that were rated developmentally superior to those of control children. The purpose of this study was to investigate the invented and standard spelling of these same children in February and May of first grade. During first grade, the treatment children participated in a reading program that continued to emphasize phoneme awareness and the alphabetic code. In February of first grade and May of first grade (the end of the second year of the study), treatment children significantly outperformed the control children on measures of invented and standard spelling. A reliable scoring system had been created to evaluate the invented spelling of the kindergarten children (Tangel & Blachman, 1992). For this study, the scoring system was expanded to evaluate later developing spelling patterns. As with the original scale, the expanded scale was found to be highly reliable using either correlation or percent of agreement. In addition, a reliable scoring system was developed to rate the developmental sophistication of responses (e.g., allowing partial credit for phonetically correct responses) on a measure of standard spelling.
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Weiss, Marc Franchot. "Children's Attitudes toward the Mentally Ill: An Eight-Year Longitudinal Follow-up". Psychological Reports 74, n.º 1 (febrero de 1994): 51–56. http://dx.doi.org/10.2466/pr0.1994.74.1.51.
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In 1986, Weiss reported the measurement of the attitudes of 577 children of elementary school age toward mental illness and mentally ill persons relative to other stigmatized groups on a projective measure of social distance. It was concluded that attitudes toward deviant groups were evidenced by Kindergarten and did not change appreciably with increasing age or grade. Eight years later, 35 of the previously examined 65 Kindergarten students were still enrolled in the district. Parental permission to repeat the evaluation was received for 34 of those students. The results of this longitudinal research were remarkably similar to the results in the original cross-sectional research, again leading to the conclusion that attitudes toward the mentally ill become quite stable and enduring by the time a child enters Kindergarten. Only one stigmatized group, mentally retarded persons, significantly changed in terms of social distance and interpersonal attraction toward being more acceptable.
Tesis sobre el tema "Grade:min:Kindergarten and up"
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Gillern, Michael William. ""Cool rules" a curriculum for kindergarten through grade two for teaching children how to stick up for themselves /". Theological Research Exchange Network (TREN), 1996. http://www.tren.com.
Texto completoLibros sobre el tema "Grade:min:Kindergarten and up"
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Solomon, Chuck. Moving up from kindergarten to first grade. New York: Crown, 1989.
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Roundtable, Canada-Aboriginal Peoples. Lifelong learning (1) sectoral follow-up session: Early childhood development and kindergarten to grade twelve : facilitators' report, November 13-14, 2004, Radisson Hotel, Winnipeg, Manitoba. [Ottawa]: Canada-Aboriginal Peoples Roundtable, 2005.
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Canada-Aboriginal Peoples Roundtable (2004-2005 Ottawa, Ont.). Lifelong learning (1) sectoral follow-up session: Early childhood development and kindergarten to grade twelve : facilitators' report : November 13 - 14, 2004, Radisson Hotel, Winnipeg, Manitoba. [Winnipeg, Man.]: Canada-Aboriginal Peoples Roundtable, 2004.
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Little, Jean. Jamie O'Rourke and the big potato: An Irish folktale. New York: Putnam, 1992.
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Prelutsky, Jack y Marc Tolon Brown. Read-aloud rhymes for the very young. New York: A. Knopf, 1986.
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Little, Jean. Kitten Kids and the Haunted House. New York, NY: Golden Book, 1988.
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[Translator], Juan González Álvaro, ed. La clase de dibujo. Madrid: Everest Publishing, 1993.
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The art lesson. New York, N.Y: Trumpet Club, 1989.
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Little, Jean. The art lesson. New York, N.Y: Trumpet Club, 1989.
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Little, Jean. La Clase de Dibujo. Madrid: Everest Publishing, 1998.
Buscar texto completoCapítulos de libros sobre el tema "Grade:min:Kindergarten and up"
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Sullivan, Amanda. "Supporting Girls' Computational Thinking Skillsets". En Teaching Computational Thinking and Coding to Young Children, 216–35. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7308-2.ch011.
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The representation of women in technical fields such as computer science and engineering continues to be an issue in the United States, despite decades of research and interventions. According to the most recent Bureau of Labor Statistics reports, only 21.1% of computer programmers are women, and only 16.5% of engineering and architecture positions are filled by women. This chapter discusses the long-term importance of exposing girls to computational thinking during their formative early childhood years (Kindergarten through second grade) in order to set them up for equal opportunities in technical fields throughout their later educational and career years. This chapter presents a case example of a K-2nd grade robotics and coding curriculum in order to highlight examples of developmentally appropriate technologies, activities, and strategies that educators can implement to foster young girls' computational thinking skills. Best practices and instructional strategies to support girls—as well as young children of any gender identity—are discussed.
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Bartlett, Leslee y Carolyn Goodman Turkanis. "The Classroom Community "in Control"". En Learning Together. Oxford University Press, 2001. http://dx.doi.org/10.1093/oso/9780195097535.003.0012.
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Many people think a well-functioning classroom needs a teacher to be in control. In the OC, the structure of the classroom is not based on a teacher or other adult controlling the children. A key aim of the OC is for children and adults to collaborate, with responsibility to the group, so that the classroom community is in control, not the teacher. If adults controlled the children, it would impede the children’s opportunities to learn how to become responsible for their own learning and their collaboration with the group. Building the skills and expectations for responsible participation in a group is an important part of the curriculum from kindergarten through sixth grade. On a daily basis in Leslee’s kindergarten classroom, time is spent helping children take responsibility for their own behavior. Five- and six-year-olds are capable of discussing, following, and reflecting on classroom guidelines that allow productive and co-operative learning to occur. The guidelines come from the class constitution that children help develop at the beginning of the year, which sets up expectations for behavior. A daily opportunity for the kindergarten classroom to learn to manage itself occurs during a challenging transition time between snack and story circle. Although this transition may last for only five minutes, it is easy for these young children to forget appropriate behavior—when children finish their snack, they can either choose a book to read or visit quietly in circle while waiting for the rest of the class to join them. The challenge of this transition often provides a learning experience through a conversation that takes place once the whole group is assembled in circle. With guidance from Leslee, the children evaluate their own behavior and that of the classroom as a whole. The goal is a classroom in control, not a teacher in control. To evaluate how the group is progressing in learning to manage the classroom structure, Leslee purposely leaves the classroom at times and asks a co-oper to keep an eye on things in case there are any issues.
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Eichhorn, Katie, Kathy Millian Gilbert, Myra Hall, Gretchen Lawyer y Jill Nunez. "Johnson STEAM Academy Magnet School, Cedar Rapids, Iowa, USA". En Systematic synthetic phonics: case studies from Sounds-Write practitioners, 55–62. Research-publishing.net, 2022. http://dx.doi.org/10.14705/rpnet.2022.55.1359.
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Johnson Science, Technology, Engineering, Art, and Mathematics (STEAM) Academy Magnet School (JSA) is a Magnet Schools of America Certified with Distinction Demonstration School located in Cedar Rapids, Iowa, in the USA. Embedding STEAM themes across content areas creates an engaging and innovative learning experience for JSA students that positively impacts their future and ignites their passion for learning. As of June 2021, 379 students are enrolled in grades Kindergarten (five years of age) through Grade 5 (ten years of age). The school population is 42% white and 58% non-white, with subgroups of 39% African American, 12% Mixed Race, and 7% Hispanic/Latino. It does not house a program for English language learners, who are served by other schools in the District. JSA has a 20% homelessness rate and a transiency rate of 25%. Prior to the global pandemic, 77% of JSA students were eligible for Free and Reduced Lunch. However, through the US Government Community Eligibility Program, the entire school population currently receives free breakfast and lunch at school. The school building and grounds occupy one city block in an older, residential neighborhood known as Wellington Heights. Most students walk or get rides to and from school. Ten percent of the students enroll as lottery students (they apply and are randomly selected) and come from other areas around the city, and bus transportation is provided. In the last five years, schoolwide reading scores have fluctuated between 44% and 55% of students scoring proficient (at grade level) on state accountability measures. The building that houses JSA has been a neighborhood school for over a century. American poet and novelist Paul Engle grew up in the area and the Paul Engle Association for Community Arts exists today to further his passion for the arts. JSA has an extensive extracurricular after school program as well as before and after school care, and JSA families see the school as a vital stakeholder in their community.
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American Association for the Advancement of Science. "Increasing Curriculum Coherence". En Designs for Science Literacy: with companion CD-ROM, 237–64. Oxford University PressNew York, 2001. http://dx.doi.org/10.1093/oso/9780195132786.003.0018.
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Abstract In many school districts, the subjects making up a curriculum in any one year rarely have much to do with one another in practice, even if they do in some abstract description of the curriculum. The treatment of a subject in a given year has little to do with its treatment the prior year or with what its treatment will be the following year. Some topics appear year after year at about the same cognitive level and in the same context, whereas some important topics may never show up in any year at all. Perhaps this lack of intellectual and developmental coherence is not surprising since few K-12 curricula have been designed on the basis of a comprehensive, interconnected set of learning goals—not even within subject areas and certainly not across the entire array of subjects. This chapter begins by looking at the idea of curriculum coherence and then goes on to discuss ways in which developmental and intellectual coherence of existing K-12 curricula can be improved. Throughout, the context is science literacy and the examples are mostly taken from the work of Project 2061, but there is no reason to believe that the ideas and procedures would not apply more generally. In the context of this chapter, a coherent curriculum is one that focuses on the relatedness of particular knowledge and skills needed for science literacy, takes developmental considerations into account in deciding on the grade placement of specific learning goals in science, mathematics, and technology, and provides occasions for exploring thematic connections between science-related subjects and other fields. These three aspects of curriculum coherence—literacy goals, developmental sequence, and thematic connections—are discussed below. It is probably true that in every field there is more we would like students to learn than there is time for them to learn—even in the thirteen years from the start of kindergarten to the completion of high school. Surely this is the case with regard to science, mathematics, and technology. Hence great care must be taken to identify a limited set of essential, mutually supportive science-literacy goals to serve as the basis for making curriculum-content decisions.
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Berk, Laura E. "A New View of Child Development". En 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.
Actas de conferencias sobre el tema "Grade:min:Kindergarten and up"
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Horm, Diane. "Kindergarten Through Grade 3 Outcomes: Randomized Control Trial Follow-Up Study of High-Quality Early Childhood Programming From Infancy". En 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2015817.
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Pandit, Vikram. "Pressurfect™ CNG-Advanced Material Grade for High Pressure CNG Fuel Line Applications". En 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 y Naveen Kumawat. "Role of interstitial brachytherpy using template (mupit) in locally advanced carcinoma cervix". En 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 y Sang-Joon John Lee. "In-Plane Hydraulic Resistance Through Paper-Thin Porous Media". En 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.