In this phase 2 study of anemia therapy in patients with end-stage renal disease on maintenance hemodialysis therapy, roxadustat was well tolerated and effectively maintained Hb levels.

This article reports an experimental investigation into the effect of solid suspension on the viscosity of molten slags. Up to about 20 vol pct of spinel (MgAl 2 O 4 ) particles of three size ranges (fine: 0.10 to 0.21 mm; medium: 0.21 to 0.44 mm; and coarse: 0.44 to 0.99 mm) were added to a CaO-MgOAl 2 O 3 -SiO 2 melt at 1646 (Ϯ10) K. A Brookfield DVIIϩ viscometer was used. The viscosity determined for the solid-free melts was in good agreement with the results of published work. The viscosity for the solid-containing melt was found to increase with the addition of the particles. With more than 10 vol pct solid particles, particularly the fine and the coarse ones, the melt showed an apparent "Bingham" behavior, i.e., the shear stress increased linearly with the shear rate but had a residual shear stress (up to 3 Pa depending on the amount and size of solid added) at zero shear rate. The viscosity of the solid-containing slag, , was found to fit an Einstein-Roscoe type equation, ϭ 0 (1 Ϫ af ) Ϫn , where 0 is the viscosity of the solid-free melt, f is the volume fraction of solid particles in the melt, and a and n are parameters taking the value of 4.24, 3.29, and 3.56 and 1.28, 2.36, and 2.24 for the fine, medium, and coarse particles, respectively, for best fit.

The thermal stability of a molten LiNaK carbonate salt, potentially suitable for thermal energy storage, was studied up to a temperature of 1000 °C. The salt investigated was the eutectic Li2CO3–Na2CO3–K2CO3 in the proportions 32.1–33.4–34.5 wt. % and the study was done by simultaneous differential scanning calorimetry (DSC)/thermogravimetric–mass spectrometric (TG–MS) analysis in gas atmospheres of argon, air, and CO2. It was found that (i) under a blanket gas atmosphere of CO2 the LiNaK carbonate salt is stable up to at least 1000 °C. (ii) In an inert atmosphere of argon, the salt evolves gaseous CO2 soon after melting and begins to decompose at between 710 °C and 715 °C with acceleration in the CO2 evolution rate from the melt. An increase in the rate of weight loss is also observed after 707 °C. (iii) Under a blanket atmosphere of air, the gaseous CO2 evolution from the salt is observed to commence at 530 °C, the onset of decomposition detected by DSC analysis at 601 °C and the rapid rate of weight loss determined by TG analysis at 673 °C. The melting point of the LiNaK carbonate studied was between 400 °C and 405 °C. Thermodynamic modeling with Multi-Phase-Equilibrium (MPE) software developed in CSIRO Process Science and Engineering indicated that additives such as NaNO3, KCl, and NaOH lower the melting point of the LiNaK carbonate eutectic, and this was experimentally verified.

To assess the effectiveness of propranolol in the prevention of initial variceal hemorrhage, a double-blind, randomized trial was carried out in three centers. Patients with cirrhosis (78% alcoholic), hepatic venous pressure gradients greater than 12 mm Hg and endoscopically proven esophageal varices were randomly assigned to propranolol (51 patients) or placebo (51 patients). Of the 102 patients, 58% were Child's class A, 34% were Child's class B and 8% were Child's class C. Daily dosage was determined by the administration of progressively increasing doses of propranolol with the hepatic vein catheter in place to achieve a 25% decrease in hepatic venous pressure gradient, a decrease in hepatic venous pressure gradient to less than 12 mm Hg or a decrease in resting heart rate to less than 55 beats/min. During a mean follow-up period of 16.3 mo, 11 patients in the placebo group (22%) bled from esophageal varices compared with 2 in the propranolol group (4%) during a mean period of 17.1 mo (p less than 0.01). Three additional patients (6%) in the placebo group bled from portal hypertensive gastropathy compared with none in the propranolol group. Propranolol appeared effective in preventing bleeding from large varices. Eleven deaths (22%) occurred in the placebo group compared with eight deaths (16%) in the propranolol group (NS). The mean dose of propranolol was 132 mg/day, and the median dose was 80 mg/day. Using a compliance index (pill count, clinic attendance, alcohol and propranolol levels and alcohol history), 81% of the propranolol patients and 77% of the placebo patients were considered compliant. Complications severe enough to require cessation of therapy occurred in eight patients (16%) in the propranolol group and four in the placebo group (8%) (NS). We conclude that propranolol effectively prevents the first variceal hemorrhage in patients with alcoholic cirrhosis and large esophageal varices but does not improve survival.

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Background: A paradigm shift in educational policy to create problem solvers and critical thinkers produced the games concept approach (GCA) in Singapore's Revised Syllabus for Physical Education (1999). A pilot study (2001) conducted on 11 primary school student teachers (STs) using this approach identified time management and questioning as two of the major challenges faced by novice teachers. Purpose: To examine the GCA from three perspectives: structure-lesson form in terms of teachertime and pupil-time; product-how STs used those time fractions; and process-the nature of their questioning (type, timing, and target). Participants and setting: Forty-nine STs from three different PETE cohorts (two-year diploma, fouryear degree, two-year post-graduate diploma) volunteered to participate in the study conducted during the penultimate week of their final practicum in public primary and secondary schools. Intervention: Based on the findings of the pilot study, PETE increased the emphasis on GCA content specific knowledge and pedagogical procedures. To further support STs learning to actualise the GCA, authentic micro-teaching experiences that were closely monitored by faculty were provided in schools nearby. Research design: This is a descriptive study of time-management and questioning strategies implemented by STs on practicum. Each lesson was segmented into a number of sub-categories of teacher-time (organisation, demonstration and closure) and pupil-time (practice time and game time). Questions were categorised as knowledge, technical, tactical or affective. Data collection: Each ST was video-taped teaching a GCA lesson towards the end of their final practicum. The STs individually determined the timing of the data collection and the lesson to be observed. Data analysis: Each lesson was segmented into a number of sub-categories of both teacher-and pupil-time. Duration recording using Noldus software (Observer 4.0) segmented the time management of different lesson components. Questioning was coded in terms of type, timing and target. Separate MANOVAs were used to measure the difference between programmes and levels (primary and secondary) in relation to time-management procedures and questioning strategies. Findings: No differences emerged between the programmes or levels in their time-management or questioning strategies. Using the GCA, STs generated more pupil time (53%) than teacher time (47%). STs at the primary level provided more technical practice, and those in secondary schools more small-sided game play. Most questions (58%) were asked during play or practice but were substantially low-order involving knowledge or recall (76%) and only 6.7% were open-ended or divergent and capable of developing tactical awareness. Conclusions: Although STs are delivering more pupil time (practice and game) than teacher-time, the lesson structure requires further fine-tuning to extend the practice task beyond technical drills. Many questions are being asked to generate knowledge about games but lack sufficient quality to ...

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