Reading List Research Articles

Technology Focus: Coiled Tubing (June 2022)

As I write the introduction to this year’s Coiled Tubing feature, I am reflecting on a couple of recent events in my SPE life. The first was the announcement that the Society of Petroleum Engineers (SPE) and the American Association of Petroleum Geologists are no longer pursuing a merger. It wasn’t the merger notification that caught my eye but the drop in SPE membership from 99,175 in 2015 to the current total of 66,020. In addition, a point was raised in the announcement about attracting and retaining young members. The second event was being fortunate enough to attend the SPE/Intervention and Coiled Tubing Association (ICoTA) Conference in The Woodlands, Texas, in person following a 2-year in-person hiatus. There was an energy about the conference, where people were glad to be spending time with one another and simply networking, sharing ideas, and catching up and not through a computer screen. The Intervention Technology Award, presented by ICoTA each year, had 22 submissions with four finalists. I will leave the reader to research the winner. This is the largest number of submissions in the history of the award. Engineers enjoy solving problems and developing solutions. These submissions reflect 22 problems, or challenges, addressed and solved by bringing new solutions to bear. So, my reflection on these two events raises the question: does one of these provide insight about the other? In this year’s feature are two case histories and an equipment-development paper, all of which are, by accident rather than design, from operations undertaken in the Gulf States. Each, in its own way, exemplifies the engineering decisions and balances that must be weighed to provide the best solution within limiting parameters and the considerable effort this may take. These are not compromises, as is often talked about. Compromise implies that something has been given up or sacrificed, but, to me at least, that is not the case when a solution is found that achieves the objective while working within limitations. The case histories are for different types of operations, but the engineering similarities are clear. Much in line with previous years, papers in the recommended additional reading list are on coiled tubing material performance. Please all continue to stay well and safe. Recommended additional reading at OnePetro: www.onepetro.org. SPE/ICoTA 208996 - Coiled Tubing Premature Failure—The Effects of Pressure and Strain by Jorge Martin Bunge, Tenaris, et al. SPE/ICoTA 209019 - Wellbore Abrasion Comparison With High-Strength Coiled Tubing—A Case Study by Garry McClelland, Global Tubing, et al.

Key Concepts in Advertising: Technological Determinism

Abstract: Key Concepts in Advertising articles provide short lectures on an important concept to help understand advertising’s place in society, culture, history, and the economy. This article focuses on the highly debated concept and theory of technological determinism. A series of short videos discuss background information about technological determinism, the questions raised by the theory, the S-curve of adoption, and the ways in which the concept helps us understand advertising technologies, especially the implications of using advertising in social media. A recommended reading list provides other sources to learn more about technological determinism as well as its important place in studying advertising and society.

Key Concepts in Advertising: Objectification

Abstract: Key Concepts in Advertising articles provide short lectures on an important concept to help understand advertising’s place in society, culture, history, and the economy. This article focuses on the concept of objectification. This term is addressed within the disciplines of women’s studies, sociology, philosophy, visual culture, and advertising; in the latter field, feminist Jean Kilbourne has used the term for decades in her critique of modern advertising and its use of sexuality. Other scholars have also used the work of sociologist Erving Goffman, especially Gender Advertisements (1979), to discuss the ways that objectification works within ads through gendered and racialized depictions of models. A series of short videos define objectification and provide background information about Kilbourne’s and Goffman’s work, among other theorists. After several ads are deconstructed, viewers are encouraged to analyze an ad, using these terms to unpack the meaning within advertising in the ways it treats women, people of color, and members of the LGBTQ+ community. Two media scholars join the authors to help with these analyses. The last video in the series looks ahead at challenges for the industry, in terms of self-objectification, depictions of transgender people, and the use of Big Data. A recommended reading list provides other sources for learning more about objectification, self-objectification in the age of selfies, and sexuality in advertising.

Checklist Method in Evaluation of Collection Development

This study aims to identify and analyze the availability of a collection of compulsory subject teaching materials in the Library Science study program at UIN Imam Bonjol Padang. This quantitative research uses the checklist method. The research data was obtained from the RPKS/Syllabus reading list for compulsory subjects and interviews. The results of this study include an explanation of the collection based on the type of subject of the collection, the language of the collection, and the percentage of the availability of the collection to the needs of Lecturers at the Faculty of Adab and Humanities UIN Imam Bonjol. The results of this study indicate that the types of collections used in the 2018/2021 Academic Year are 75% of English Language Textbooks and Special Guidelines related to Library Science, especially in Processing Collections both Internationally and from the National Library. Data analysis shows that the number of reading lists of 20 compulsory subjects in the study program is 172 titles, with an average of 1-2 copies originating from purchases and gifts if more than 10 copies. Document data analysis resulted in the number of available reading lists in 20 courses, with the number of available collections being 37.2% and not available as much as 62.7%.

A bibliometric analysis informed reading list for physical educators

A bibliometric analysis informed reading list for physical educators

Fatphobia in Healthcare: A Fat Studies Perspective and Reading List

Fatphobia in Healthcare: A Fat Studies Perspective and Reading List

Whose Voices are Prioritised in Criminology, and Why Does it Matter?

This paper presents in-depth research into the reading lists used by a new criminology Bachelor of Arts degree programme at a post-92 English University. Previous research into structural inequalities in relation to race, ethnicity, and gender that exist within academia in relation to scholarly outlets, and that have focussed on scholarly influence, have charted the most cited or most significant texts in the field or explored gender and race discrepancies within elements of the publication process. In this paper we explore how scholarly work is included in our teaching practice and the impact reading lists have on the student experience of criminology. We highlight a distinct lack of representation and diversity within the authorship of texts in the context of both core and recommended reading for students. We found reading lists to be overwhelmingly white and male. Work by women and people of colour only tended to feature on distinct modules which focussed on gender or ethnicity, race, and crime. Voices from the global majority are excluded from fundamental concepts and criminological theory modules. This paper will discuss our research findings in depth, highlighting where Black and female voices are neglected, marginalised, and excluded in the criminology curriculum.

What exactly is it that technical services does?: Promoting and advocating for technical services work to the academic community

The article suggests ways of advocating Technical Services to library users and the wider academic community. It starts with the reasons behind advocacy and then focuses on modern tools, such as social media, Canva, and word clouds. Finally, it provides a list of further reading for those interested in advocating without using visual aids.

Open Developmental Science: An Overview and Annotated Reading List.

The increasing adoption of open science practices in the last decade has been changing the scientific landscape across fields. However, developmental science has been relatively slow in adopting open science practices. To address this issue, we followed the format of Crüwell et al., (2019) and created summaries and an annotated list of informative and actionable resources discussing ten topics in developmental science: Open science; Reproducibility and replication; Open data, materials and code; Open access; Preregistration; Registered reports; Replication; Incentives; Collaborative developmental science. This article offers researchers and students in developmental science a starting point for understanding how open science intersects with developmental science. After getting familiarized with this article, the developmental scientist should understand the core tenets of open and reproducible developmental science, and feel motivated to start applying open science practices in their workflow.

Modern Muses: A Reading List

Modern MusesA Reading List Michelle Johnson (bio) Ai Weiwei 1000 Years of Joys and Sorrows: A Memoir Trans. Allan H. Barr Crown Barbara Bloemink Florine Stettheimer: A Biography Hirmer Verlag GmbH Diane Burko Diane Burko: Seeing Climate Change American University Museum Sophie Calle & Jean-Paul Demoule The Elevator Resides in 501 Illus. Philippe Millot Actes Sud Alex Danchev (with Sarah Whitfield) Magritte: A Life Pantheon Books Anaïs Duplan I Need Music Action Books Ibrahim El-Salahi At Home in the World: A Memoir Skira Ernest Farrés Edward Hopper: Poems Trans. Lawrence Venuti Graywolf Press María Gainza Portrait of an Unknown Lady Trans. Thomas Bunstead Catapult María Gainza Optic Nerve Trans. Thomas Bunstead Catapult Ferren Gipson The Ultimate Art Museum Phaidon Press Carla Guelfenbein One in Me I Never Loved Trans. Neil Davidson Other Press Agnes Martin: Independence of Mind Ed. Chelsea Weathers Radius Books Stephanie McKenzie Saviours in This Little Space for Now: Poems for Emily Carr and Vincent van Gogh Salmon Poetry Ahmed Morsi Ahmed Morsi: A Dialogic Imagination Ed. Hoor Al Qasimi & Salah M. Hassan Skira Takeshi Murakami: Stepping on the Tail of a Rainbow Ed. Ed Schad DelMonico Books André Leon Talley The Chiffon Trenches: A Memoir Penguin Random House Women Painting Women Ed. Andrea Karnes DelMonico Books Adam Zagajewski "Vermeer's Little Girl" and "Degas: The Milliner's Shop" Trans. Clare Cavanagh Without End: New and Selected Poems Farrar, Straus and Giroux [End Page 48] Michelle Johnson Michelle Johnson is WLT's managing and culture editor. Copyright © 2022 World Literature Today and the Board of Regents of the University of Oklahoma

Academic Orthodontic Opportunities

This listing of academic opportunities is provided as a free service to the profession and the community.Boston University Henry M. Goldman School of Dental MedicineDepartment of Orthodontics & Dentofacial Orthopedics635 Albany Street, Suite 754Boston, MA 02118Email applications to: willa@bu.eduRank: Clinical Assistant/Clinical Associate ProfessorRequirements: DMD/DDS degree or equivalent. Certificate of training in Orthodontics & Dentofacial Orthopedics from an accredited postodoctoral program. 1-3 years teaching experience in academic setting. Eligibility for licensure in the Commonwealth of MA.Must submit: CV, letter of interest, statement of career goals and academic interest, and leadership goals, and a statement of diversity, equity, and inclusion; 3 references with full contact information, including emails (contact pending permission).Harvard School of Dental MedicineDepartment of Developmental Biology, Division of Orthodontics188 Longwood AveBoston, MA 02115For more info contact: Linda_Ross@hsdm.harvard.eduPosition # 10035Apply online: https://academicpositions.harvard.edu/postings/10035Rank: Assistant or Associate Professor/Program Head, Advanced Graduate OrthodonticsRequirements: Candidates must possess a DMD or DDS degree from a CODA accredited dental school or equivalent, current or eligible for ABO certification, eligible for dental licensure in Massachusetts. Must be able to demonstrate background of clinical innovation and/or research in the field of Orthodontics. Must also demonstrate experience in teaching and clinical instruction and in related areas at advanced graduate level. Qualifications should include documented scholarly activity and/or clinical skills.Include Cover Letter, CV, 2 publications, names of 3 references.Position # 10016Apply online: https://academicpositions.harvard.edu/postings/10016Include Cover Letter, CV, 2 publications, names of 3 references.Rank: Assistant or Associate ProfessorRequirements: Dental Degree (DMD or DDS) from CODA accredited dental school or equivalent and be eligible for dental licensure in Massachusetts. Advanced Graduate Training/Full ABO Certification preferred. 3 years academic experience a plus.Rutgers, The State University of New JerseyRutgers School of Dental Medicine110 Bergen St.Newark, NJ 07101Apply online: https://jobs.rutgers.edu/postings/150461Posting Number: 21FA1514For more info email Mr. Christian Cardenas at: cardenca@sdm.rutgers.eduRank: Clinical Assistant Professor (Part-Time, 2-days per week).Requirements: DDS/DMD from an accredited institution. Completion of an advanced education program in orthodontics at an institution accredited by the Commission on Dental Accreditation, and eligibility for licensure in New Jersey. American Board of Orthodontics certification and previous teaching and research activity are highly desirable. Must apply online and upload CV.Medical University of South CarolinaJames B. Edwards College of Dental MedicineDepartment of Orthodontics173 Ashley Avenue, MSC 507Contact: Shelley Garvin, Faculty Coordinator843-793-3184 or garvins@musc.eduApply: http://academicdepartments.musc.edu/hr/Rank: Full Time, Academic Rank based on qualifications & commensurate with experience level.Requirements: DMD, DDS, advanced Orthodontic training with ABO eligibility. Expertise in didactic & clinical teaching, patient care, scholarship & program administration. Opportunities available for Intramural faculty practice.The University of WashingtonDepartment of Orthodontics, School, of Dentistry1959 NE Pacific StreetSeattle, WA 98195Apply Online: http://apply.interfolio.com/99231For more info: email: ellenal@uaw.eduPosition #99231Rank: Full-time Tenure-track Assistant Professor in OrthodonticsRequirements: DDS, DMD, or foreign equivalent in dentistry, and completion of a CODA-accredited advanced education program in Orthodontics. Diplomate status of the ABO preferred. Must show evidence of accomplishments demonstrating ability to innovate and create new effective models of learning and teaching in orthodontics, dentistry, and/or related sciences. Experience related to diversity, equity and inclusion, ability to integrate clinical knowledge and research, current and developing technology, and information from a broad range of fields is desired. Must demonstrate personal and professional skills needed to create collaborative implementation environment with the UW School of Dentistry faculty.Include: Letter of interest, CV, any published or unpublished research, evidence of teaching experience (if any), statement of past and planned contributions to diversity, equity and inclusion, three letters of reference.The Written Examination consists of multiple-choice questions related to the basic sciences, applied biomedical sciences, orthodontic theory, orthodontic practice, related dental disciplines and the orthodontic literature. Questions are developed from various sources by the ABO's Written Examination Committee. The committee formulates questions using the recommended reading list and referencing journals, textbooks and actual clinical case reports.In order to keep the examination relevant to orthodontics as it is practiced today, the ABO solicits questions from educators and residents across the country. These questions are reviewed and refined by the examination committee and then added to the bank of questions. The goal is to have thousands of questions in order to write multiple examinations for the computerization process. We invite you to submit potential examination questions by following the path below:www.americanboardortho.com >Orthodontic Professionals > Advocates and Educators > Submit Written Exam QuestionsThe ABO would like to thank you in advance for taking the time to help increase the relevance and validity of the ABO Written Examination.The ABO Written Examination Committee 401 North Lindbergh Blvd., Suite 300, St. Louis, MO 63141P: 314.432.6130 F: 314.432.8170Written@AmericanBoardOrtho.com

Seeing MAD: Essays on MAD Magazine’s Humor and Legacy

Seeing <i>MAD:</i> Essays on <i>MAD</i> Magazine’s Humor and Legacy

JIM Reading List.

JIM Reading List.

Gomes Casseres Y Su Banana Series (1907–1920): Imaginación Fotográfica en Postales de Costa Rica [Gomes Casseres and his Banana Series (1907–1920): The Photographic Imaginary of Costa Rica Postcards

Gomes Casseres Y Su Banana Series (1907–1920): Imaginación Fotográfica en Postales de Costa Rica [Gomes Casseres and his Banana Series (1907–1920): The Photographic Imaginary of Costa Rica Postcards

From Pathognomicha and Passiologia to Pathologia: concise history of a neologism (1486-1598).

SummaryThe etymology of the term pathology refers to one to the various ancient (Hippocratic, Galenic and Pseudo-Galenic) suggestions for subdividing the medical arts (medicinae artis partes), suggestions that came into print during the late fifteenth century. Multiple variants of the term initially served to denote “pathology”. Jacques Dubois’s reading list for medical students, first published circa 1535, ultimately popularized neo-Latin pathologia; it entered the English language, via the French, in 1597.

Teaching Social Theory as Cartography: Toward a Pedagogy of Radical Accessibility

There has been a growing number of calls to improve theory instruction in sociology. These conversations have focused on what instructors should teach (with a renewed emphasis on racism and sexism) and whom to teach (with calls to diversify the reading list), but comparatively little attention has been placed on how social theory should be taught. Building on recent findings from the literature on reading comprehension and on a popular description of theories as maps, we suggest that teaching theory can be treated as a form of cartography, a student-centered method that advocates for radical accessibility. We describe three different ways students can use theory maps—as tourists, navigators, and mapmakers—each adapted for a different stage in the learning process. We believe that adding accessibility to current calls for critique and representation brings our conversations about how to reimagine theory courses full circle.

"Vigour to sustain": The Experience of Imprisonment and Stoic Principles in Lord Byron's The Lament of Tasso

Tasso as an exemplary Stoic figure begins in his motivations. Whereas the biblical figures typically devote themselves entirely to God, Tasso concentrates on his own mental state, and the ways by which he does so leads straight to Byron's interest in Stoicism that surfaces in his letters, journals, and reading lists, composed since adolescence. This interest led Byron to adopt some of their key notions about, Thomas Rolleston writes, one's "highest spiritual faculty and deepest sense of reason" by which a suffering protagonist is able to maintain dignity (252). In one of his accounts composing "Detached Thoughts," penned between 15 October 1821 and 18 May 1822, Byron is, Rolleston continues, interested in the "Stoic vision" of "the supremacy of the human soul over the human body" (23) referenced in both Epictetus and Marcus Aurelius (BLJ 9: 45). In the same journal, Byron reveals a firm belief in the perpetual nature of internal human working: "Of the immortality of the Soul—it appears to me that there can be little doubt—if we attend for a moment to the action of Mind.—It is in perpetual activity" (BLJ 9: 45). Byron perceives an intimate relationship between the constant "action" of the human mind and insoluble burdens of physical ordeals when understanding the two thinkers: "the Stoics Epictetus & Marcus Aurelius call the present state 'a Soul which drags a Carcase'—a heavy chain to be sure, but all chains being material may be shaken off … that the Mind is eternal—seems as possible as that the body is not so" (45).

Critical Approaches to Sustainability in the Business Communication Classroom: A Developmental Perspective

Business communication faculty who invite students to critically engage with issues of sustainability must consider students’ developmental readiness to do so, as these invitations can often seem uninvited. To promote students’ readiness for critical inquiry, faculty should adopt a developmental approach that attends to both cognitive and emotional aspects of learning. This article outlines three ways to frame critical discussions of sustainability: as a new conception of wealth, as a cultural way of knowing, and as an intergenerational social contract. To help faculty develop students’ capacity to engage critically, this article includes guided questions to support critical inquiry and a supplemental reading list.

The pandemic as a trigger for decolonizing classroom teaching in qualitative health research?

Teaching qualitative methods for health science students, we have previously focused on the importance of physical presence in data collection and interaction between researcher and study participants. Such presence has also been vital in our pedagogy where we have urged students to be present at lectures and doing practical assignments for qualitative methods in order to be able to reflect upon interaction and construction of knowledge that happens within qualitative research. Due to the pandemic, our teaching had to move to digital platforms. The change in teaching format has shown promise for decolonizing classrooms through providing an opportunity for students at satellite campuses or those living in remote areas. In a country like Norway with scattered population this is an important contribution when we know that especially boys growing up in rural areas to a lesser degree graduate from universities, while girls go to the cities and graduates and never return to the rural areas. Digital teaching also promote knowledge on qualitative health research in these areas. Prior to the pandemic, our on-campus teaching was streamed to two other campuses across Norway. During the pandemic, all students were given the opportunity to follow digital teaching from their home, and we started to record lectures so they could be seen independent of time and space, which was of particular importance for students working in health services during the pandemic. Students who had previously followed streamed lectures at the satellite campuses increased their satisfaction due to a more equal offer where all students could ask questions through the chat or microphone, which tells us they might have felt marginalized before the pandemic. Moreover, international students attending global health programs has not been able to move physically to Norway, and by offering digital teaching we avoid delay in their study-progress but missed out the possibility to meet them and observe non-verbal communication. When teaching qualitative health research, we aim to make students reflect upon diverse knowledge and perspectives. In our course, we are gathering students from different health professions, which provides experiences from different fields of knowledge. Our course reading list includes articles with empirical examples from different professional fields. However, during the sudden need to convert our teaching to digital platforms, we have left out the attention to more diverse ways of knowing/doing qualitative research. Rather, we have focused on a multitude of technological solutions – which may allow for diverse ways of knowing (YouTube videos with international colleagues, including interactive activities as Mentimeter, Kahoote, or Padlet). The new practices we have developed will impact our future teaching through new evaluations on which subjects that are suitable for flipped-classroom or fully developed e-learning, and which subjects gain the best learning outcomes through physical meetings with technology assisted activities. However, at present, we have lost some of the spontaneity and the creative process when interacting physically. This specifically concerns losing the informal interaction with students during a break, including questions students ask that they feel too shy to ask within the larger group. One important challenge lies in the teaching staff’s working conditions since there is not much time for creative pedagogy through new technologies. The competencies in technology seem to be inversely proportional to age/year of research which may make us loose important research experience and critical thinking.

Is the intervention as good as (or not substantially worse than) a comparator?

In the present issue, Mazzolari et al. (2022) present a persuasive case for the wider use of frequentist interval testing (for equivalence and non-inferiority) for interventional studies in exercise physiology and sport science. A persistent issue in the field is small, noisy, underpowered studies. With conventional null hypothesis significance tests for superiority, claims of no (zero) effect abound when P > 0.05. However, the confidence interval for the estimated effect would often show that biologically or clinically meaningful effects (both ‘positive’ and ‘negative’, benefit and harm) were compatible with the data and model and may not be ruled out statistically. If we fully embrace and discuss uncertainty in the estimation of intervention effects, then a more robust conclusion in such situations would be ‘get more data – more evidence needed’. The famous phrase ‘absence of evidence is not evidence of absence’ (Altman & Bland, 1995) articulates this problem elegantly and succinctly. Here, ‘absence of evidence’ means, conventionally, P > 0.05 for the mean intervention effect (intervention minus comparator). Since Altman and Bland's note, this issue has been revisited in many journal editorials in an attempt to improve the reporting of trial results (e.g., Alderson, 2004). Mazzolari et al. (2022) note that frequentist interval testing is applicable if the research question focuses on whether two interventions have similar efficacy (equivalence) or whether one intervention is not substantially worse than another (non-inferiority). These approaches are used frequently in biomedical research. For example, a new treatment might be developed that might cost less, be less burdensome encouraging greater compliance, or be associated with fewer adverse events than the accepted standard treatment. In such cases we might want to know whether the proposed new treatment worked as well as, or at least not substantially worse than, the standard treatment. The authors identify a range of potential applications of these approaches in the physiology and sport science research field. Frequentist interval testing provides the desired error control and may often be a better match to the research questions that researchers are really interested in answering – questions that conventional null hypothesis significance testing for superiority cannot address. So, how do physiology and sport science researchers apply these methods in their work? The article by Mazzolari et al. (2022) is a tour de force that covers all of the key issues, such as how to establish the equivalence or non-inferiority margins, and sample size planning for these designs. The article references provide an excellent reading list for those wishing to delve deeper and increase their understanding. At the very least, this contribution will increase awareness and facilitate improved critical reading of published research. Those wishing to apply the methods in the analysis of their own data will benefit from the worked examples, including the accompanying workbook with code for two popular statistics software packages. Anyone considering an equivalence or non-inferiority study should seek expert statistics input from the outset. This is sage advice for any study, but perhaps especially for these designs wherein there are many pitfalls for the unwary. Many, if not all, readers will be familiar with the Consolidated Standards of Reporting Trials (CONSORT) statement, providing a checklist for the complete and transparent reporting of parallel-arm (independent groups) randomized trials. An extension to this statement is available for equivalence and non-inferiority studies (Piaggio et al., 2012). In summary, this article is essential reading for consumers and doers of research in physiology and sport science, and I commend it to the journal readership. None.