The function of altering weathering factors and degradation mechanisms are essential for understanding the weathering process of materials. The goal of this work was to develop a method for the acceleration of natural weathering and to investigate the molecular, microstructure and macrostructure degradation of wood caused by the process. Tests were performed in the whole month of July, which, according to previous research, is considered as the most severe for weathering of wood micro-sections. Sample appearance was evaluated by colour measurement. Scanning electron microscopy was used for evaluation of the structural integrity and changes in the microstructure of wood morphological components. Changes on the molecular level were assessed by means of FT-IR spectroscopy. Observation of the effects of weathering allowed a better understanding of the degradation process. Typical structural damage, such as cracks on bordered pits and cross-field pits, and, as a consequence, their erosion, revealed the sequence of the degradation process. It was confirmed that earlywood was more susceptible to damage than latewood. Even if the weathering test was conducted for a relatively short time (28 days) the ultra-thin wood samples changed noticeably. The progress of alteration was similar as usually noticed for wood surfaces, but occurred at shorter exposure times. The estimated acceleration factor was ×3, compare to the natural weathering kinetics of wood. The research methodology presented can be used for the determination of the weather dose-response models essential to estimate the future service life performance of timber elements

What factors motivate our understanding of metaphoric statements about time? English exhibits two deictic space-time metaphors: the Moving Ego metaphor conceptualises the ego as moving forward through time, while the Moving Time metaphor conceptualises time as moving forward towards the ego (Clark, 1973). In addition to earlier research investigating spatial influences on temporal reasoning (e.g., Boroditsky & Ramscar, 2002), recent lines of research have provided evidence that a complex of factors, such as personality differences, event valence, lifestyle, and emotional experiences, may also influence people’s perspectives on the movement of events in time—providing new insights on metaphor and its ability to reflect thought and feeling (e.g., Duffy & Feist, 2014; Duffy, Feist & McCarthy, 2014; Margolies & Crawford, 2008; Richmond, Wilson & Zinken, 2012). Probing these findings further, two studies were conducted to investigate whether the interpretation of a temporally ambiguous question may arise from an interaction between the valence of the event and aspects of the personality (Experiment 1) and lifestyle (Experiment 2) of the comprehender. The findings we report on shed further light on the complex nature of temporal reasoning. While this involves conceptual metaphor, it also invokes more complex temporal frames of reference (t-FoRs) (Evans, 2013), which are only partially subserved by space-to-time conceptual metaphors.

This paper, originally presented at the global nurse education conference NETNEP 2016 (Williams and Roberts 2016) explores the potential of mobile technology as an aid for learning and teaching in clinical practice and the subsequent potential for closing the theory practice gap. Whilst some authors suggest that mobile technology has negative connotations, and there is a misconception of the platform such as mobile phones being a distraction or unprofessional if used by nurses in clinical practice; to balance this perspective we outline three potentially positive aspects to using mobile technology to support clinical learning. Such as:
1. The use of Apps to provide clinicians with better access to current evidence with the potential to reduce drug errors or adverse incidents and promote the uptake of research in practice. On average students use their mobile devices 11 times during the day (McCoy, 2013) so accessing Apps is one way to exploit and take advantage of social media.
2. The potential that the academic practice gap is closed as the mobile technology provides an Immediacy and less threatening connection; for example tweeting breaks down the academic/student barriers (Chinn, 2015).
3. Best practice and an evidence base may be generated in real time by using the wisdom of the crowd (Sinclair et al. 2015).
The use of mobile technology is being explored within the United Kingdom as highlighted by the Department of Health (2016), NHS England investigates the use of emerging tools with patients who have chronic conditions such as diabetes, cardiac and respiratory problems. Some NHS Trusts are using text messages as a method of patient self-management or automated healthcare through ‘virtual nurses’ on smartphone apps to better manage patient symptoms. Similarly, the use of Artificial intelligence (AI) is an area of rapid expansion, where computers have the potential to analyse reports and provide earlier detection of health problems such as cancers and other clinical decision making situations, often in real time. In addition, the use of Avatars and simulated worlds is familiar to many in the world of gaming. The use of technology is generational (Leung, 2013) suggesting the adoption of mobile technology within nurse education, the clinical environment, for healthcare professionals and patients will become more accepted as the net generation grows up. Therefore if technologies are being utilised by patients then it seems only fitting for such technology to be embraced by nurse education.

Background As part of the UK National Institute for Health and Care Excellence (NICE) single technology appraisal process, independent evidence review groups (ERGs) critically appraise a company's submission relating to a specific technology and indication. Objectives To explore the type of additional exploratory analyses conducted by ERGs and their impact on the recommendations made by NICE. Methods The 100 most recently completed single technology appraisals with published guidance were selected for inclusion. A content analysis of relevant documents was undertaken to identify and extract relevant data, and narrative synthesis was used to rationalize and present these data. Results The types of exploratory analysis conducted in relation to companies’ models were fixing errors, addressing violations, addressing matters of judgment, and the provision of a new, ERG-preferred base case. Ninety-three of the 100 ERG reports contained at least one of these analyses. The most frequently reported type of analysis in these 93 ERG reports related to the category “Matters of judgment,” which was reported in 83 reports (89%). At least one of the exploratory analyses conducted and reported by an ERG is mentioned in 97% of NICE appraisal consultation documents and 94% of NICE final appraisal determinations, and had a clear influence on recommendations in 72% of appraisal consultation documents and 47% of final appraisal determinations. Conclusions These results suggest that the additional analyses undertaken by ERGs in the appraisal of company submissions are highly influential in the policy-making and decision-making process.

BACKGROUND:
High-risk human papillomaviruses (HPVs) cause all cervical cancer and the majority of vulvar, vaginal, anal, penile and oropharyngeal cancers. Although HPV is the most common sexually transmitted infection, public awareness of this is poor. In addition, many clinicians lack adequate knowledge or confidence to discuss sexual transmission and related sensitive issues. Complex science needs to be communicated in a clear, digestible, honest and salient way. Therefore, the aim of this study was to coproduce with patients who have cancer appropriate resources to guide these highly sensitive and difficult consultations.
METHODS:
A matrix of evidence developed from a variety of sources, including a systematic review and telephone interviews with clinicians, supported the production of a draft list of approximately 100 potential educational messages. These were refined in face-to-face patient interviews using card-sorting techniques, and tested in cognitive debrief interviews to produce a ‘fast and frugal’ knowledge tool.
RESULTS:
We developed three versions of a consultation guide, each comprising a clinician guidance sheet and patient information leaflet for gynaecological (cervical, vaginal, vulvar), anal or oropharyngeal cancers. That cancer could be caused by a sexually transmitted virus acquired many years previously was surprising to many and shocking to a few patients. However, they found the information clear, helpful and reassuring. Clinicians acknowledged a lack of confidence in explaining HPV, welcomed the clinician guidance sheets and considered printed information for patients particularly useful.
CONCLUSION:
Because of the ‘shock factor’, clinicians will need to approach the discussion of HPV with sensitivity and take individual needs and preferences into account, but we provide a novel, rigorously developed and tested resource which should have broad applicability in the UK National Health Service and other health systems.