A comprehensive review on facemask manufacturing, testing, and its environmental impacts.

The coronavirus pandemic (COVID-19) is currently the biggest threat to human lives due to its rapid transmission rate causing severe damage to human health and economy. The transmission of viral diseases can be minimized at its early stages with proper planning and preventive practices. The use of facemask has proved to be most effective measure to curb the spread of virus along with social distancing and good hygiene practices. This necessitates more research on facemask technology to increase its filtration efficiencies and proper disposal, which can be accelerated with knowledge of the current manufacturing process and recent research in this field. This review article provides an overview of the importance of facemask, fundamentals of nonwoven fabrics, and its manufacturing process. It also covers topics related to recent research reported for improved facemask efficiencies and testing methods to evaluate the performance of facemask. The plastic waste associated with the facemask and measures to minimize its effect are also briefly described. A systematic understanding is given in order to trigger future research in this field to ensure that we are well equipped for any future pandemic.

Somatosensory and Gustatory Profiling in the Orofacial Region.

Quantitative sensory testing (QST) is a standard procedure in medicine to describe sensory patterns in various pathologies. The aim of this prospective clinical study was to define reference values of the trigeminal nerve (V3), including taste qualities, to create a compatibility for sensory loss or gain in pathologies. Fifty-one patients were included, and a standardized testing battery with 11 QST parameters according to the German Research Network on Neuropathic Pain (DFNS) was applied complemented by quantitative gustatory assessments. Significant somatosensory differences were found between the test sites (MDT at the chin, WDT at the lower lip) but no effect was detected for gender, age, and between body types. Taste sensitivity was dependent on concentration, gender (females being more sensitive) and increasing age (for bitter and sour taste). We provide reference values for somatosensory and gustatory testing of the facial area. Our data facilitate the detection of neurosensory abnormalities in the orofacial region. This might also serve as a control setting for COVID-19.

School accountability: Yesterday, today, and tomorrow

Results-based school accountability has been the linchpin of education reform in the United States for at least two decades. But the COVID-19 pandemic led many schools, states, and districts to put their testing and accountability programs on hold. Chester E. Finn, Jr., argues that it is time for the accountability holiday to end and makes recommendations for how to ensure the accountability programs are effective. Requirements for effective accountability include rigorous standards;assessments and other metrics;consequences for failing to meet, meeting, and exceeding standards;and the capacity to make changes needed to improve.

The Third Path: A New Approach to Industry-based Undergraduate Engineering and Technical Education in the United States

The driving forces changing how we work and the jobs that we do are impacting organizations of all sizes across all sectors. The global pandemic has accelerated the pace of change and disruption to a level not experienced before. The combination of Industry 4.0, the Fourth Industrial Revolution and COVID-19 are creating a new sense of urgency to drive collaboration between industry and education. In 2022, academic institutions offer three paths to prospective engineering students, which students qualify for via standardized testing;Path 1) 4-year bachelor degrees with “R1” research focus: typically following on to postgraduate degrees and careers in research or academia. Path 2) 2-year associate degree (community college): typically leading to a career based on a technical skill or trade. Path 3) 4-year bachelor degree with industry focus: typically leading to careers in technical-based industries This paper presents a new approach to the “third path,” the industry-based bachelor degrees. The new approach is an alternative to the traditional programs currently offered by the majority of engineering schools in the United States. The traditional academic approach is failing to fill the talent pipeline. Academic policies and practices are unable to keep pace with the exponential growth of technology, the evolving motivations of a four-generation workforce (soon to be 5 generation) and the unpredictable development of new engineering business models [1-4]. The global competitiveness of the United States is at risk, the stakes are too high to stay on the traditional course. The authors contend that paths 1 and 2, despite shortcomings of their own, are in far better shape than the third path, so they are not addressed in this paper. This paper, written more like a position paper, proposes a new model for the third path;it is based on extensive research that was discussed in prior publications by the same authors [10,11,24-26]. The Third Path model proposes revised roles for the four key stakeholders involved in undergraduate engineering and technical education. The stakeholders are: 1) Industry (United States), 2) Academic institutions, 3) Federal and State Governments, and most importantly 4) next-generation student-engineers and technicians. © American Society for Engineering Education, 2022.

Testing of pandemic ventilators under early and agile development.

Aiming to address clinical requirements subsequent to SARS-CoV-2-related pulmonary disease, multiple research groups and industry groups carried out intensive studies to develop pandemic ventilators (PDVs). In vitro testing to critically evaluate the specific performance of the developed apparatuses is an essential requirement. This study presents a test protocol which promotes a test-oriented, iterative, and agile assessment and consecutive development of such PDVs. It allows for fast identification of specific characteristics of each PDV in the individual test features. The test protocol includes an evaluation of the accuracy of control systems and instruments at changing parameters, the oxygen dynamics, and the response to trigger signals. The test environment is a mechanical lung, which allows reproducing various lung mechanics and to simulate active breathing cycles. A total of three PDVs that are under development were iteratively tested, with a Hamilton T1 as a reference. Continuous testing of the PDVs under development enables quick identification of critical application aspects that deserve further improved. Based on the present test protocol, the ventilators demonstrate a promising performance justifying continued development.

Policy Dialogue: Twenty Years of Test-Based Accountability

Since No Child Left Behind was signed into law, test-based accountability has become a core feature of the K-12 public education system in the United States. The approach, it would seem, is here to stay. Yet that is not to say that anything resembling a consensus has emerged. Over the past twenty years, critics have continued to raise questions about the theory of change underlying test-based accountability, and scholars have detailed a variety of unintended consequences associated with it.If test-based accountability is both likely to persist and imperfect in its design, then it is critical to consider how its shortcomings might be addressed. In service of that aim, and in keeping with the mission of this feature, this Policy Dialogue explores future possibilities by starting, first, with a look at the past. In this particular case, participants were asked to address one simple question: “What have we learned from two decades of high-stakes testing?”As regular readers of HEQ are aware, these dialogues usually feature a historian in conversation with a scholar or practitioner from the world of policy. In this case, the choice of Diane Ravitch was a natural one, particularly given the fact that she is a member of HEQ's editorial board. A research professor at New York University, she is also a former assistant US secretary of education and the author of several books about measurement and accountability.Rather than select a single interlocutor, however, the editors chose to pair her with three leaders who represent the broad range of viewpoints in the field: Denise Forte, Princess Moss, and Paul Reville. Denise Forte is the interim CEO of The Education Trust. She brings to our conversation twenty years of experience in congressional staff roles, including as the staff director for the House Committee on Education and the Workforce. Princess Moss is vice president of the National Education Association and cochair of the NEA's task force on measurement and accountability. In prior work with the NEA's Executive Committee, she helped develop the group's position on reauthorization of the Elementary and Secondary Education Act—from NCLB to the Every Student Succeeds Act. Paul Reville is the Francis Keppel Professor of Practice of Educational Policy and Administration at the Harvard Graduate School of Education and former secretary of education for the Commonwealth of Massachusetts. Nearly a decade before the passage of NCLB, he played a key role in the development of the Massachusetts Education Reform Act of 1993, which instituted standards-based accountability across the state.HEQ Policy Dialogues are, by design, intended to promote an informal, free exchange of ideas between scholars. At the end of the exchange, we offer a list of references for readers who wish to follow up on sources relevant to the discussion.