Effects of Postlayup Borate Treatment on Appearance and Flexural Properties of Douglas-Fir Glued Laminated Beams
Abstract Preservative treatments are required whenever glued laminated beams are exposed outdoors. Treatments can be either water-based systems applied to individual laminations prior to layup or o...
Effect of Polyborate Pre-treatment on the Shear Strength Development of Phenolic Resin to Sitka Spruce Bonds
Pre-treating the constituents of wood-based composite panels with fungitoxic chemicals prior to lay-up and pressing offers some advantage over post-pressing treatment. Boron is a strong candidate pretreatment chemical for this application but it influences the bonding mechanisms that must occur during hot pressing. In the present study, the effects of boron loading level (A to 15% boric acid equivalent, BAE) on the strength development rates of small phenol formaldehyde-to-wood (sitka spruce) test bonds was investigated. Each bond (15 mm x 15 mm overlap) was formed under pre-selected time (20 to 240s) and temperature (70, 80 or 95 °C) conditions and immediately thereafter tested in shear mode, this enabled three approximately isothermal bond strength development curves to be constructed for each boron loading level investigated. All levels of boron pretreatment hastened initial strength development rates, although levels above 7.5% BAE had diminishing effects on isothermal rates - with possible decreases at very high (15% BAE) levels. Though not exactly reproducing conditions that occur around bonding sites in panels during pressing, the techniques described may aid in our basic Understanding of the mechanisms affected by chemical pretreatment. © Copyright 1993 by Walter de Gruyter
Child psychiatry curricula in undergraduate medical education.
OBJECTIVE
To review the literature describing the content and time allocated to undergraduate medical education curricula in child and adolescent psychiatry and make recommendations about child and adolescent psychiatry teaching goals and curricula content.


METHOD
A literature search from 1970 to February 2007 using the key words undergraduate, curriculum, teaching, education, psychiatry, child, adolescent, and medical school, was conducted using PubMed, PsycINFO, and Web of Science.


RESULTS
There is limited agreement about curricula content for undergraduate child and adolescent psychiatry teaching programs in medical schools, with a wide range of objectives identified by different programs. On average, the time allowed for teaching child and adolescent psychiatry is small. There is also great variation in the time allocated by different medical schools. In many countries, the number of child and adolescent psychiatrists with academic appointments is limited, and child and adolescent psychiatry programs are developed and taught by a small number of teaching staff at each medical school.


CONCLUSIONS
Medical schools should reconsider the relatively low priority given to teaching child and adolescent psychiatry to medical students. The child and adolescent psychiatry profession must identify clear learning goals for a longitudinal developmentally appropriate model of child and adolescent psychiatry education commencing at an undergraduate level in medical schools and continuing through residency and fellowships. There is a need to promote national and international standards for teaching in this area and to encourage stronger collaborations between teaching staff across different medical schools.