Ultrapure glass optical waveguide: Development in microgravity by the sol gel process

The sol-gel process for the preparation of homogeneous gels in three binary oxide systems was investigated. The glass forming ability of certain compositions in the selected oxide systems (SiO-GeO2, GeO2-PbO, and SiO2-TiO2) were studied based on their potential importance in the design of optical waveguide at longer wavelengths

Effects of lattice distortion and Jahn–Teller coupling on the magnetoresistance of La0.7Ca0.3MnO3 and La0.5Ca0.5CoO3 epitaxial films

Studies of La0.7Ca0.3MnO3 epitaxial films on substrates with a range of lattice constants reveal two dominant contributions to the occurrence of colossal negative magnetoresistance (CMR) in these manganites: at high temperatures (T → TC, TC being the Curie temperature), the magnetotransport properties are predominantly determined by the conduction of lattice polarons, while at low temperatures (T ≪ TC/, the residual negative magnetoresistance is correlated with the substrate-induced lattice distortion which incurs excess magnetic domain wall scattering. The importance of lattice polaron conduction associated with the presence of Jahn–Teller coupling in the manganites is further verified by comparing the manganites with epitaxial films of another ferromagnetic perovskite, La0.5Ca0.5CoO3. Regardless of the differences in the substrate-induced lattice distortion, the cobaltite films exhibit much smaller negative magnetoresistance, which may be attributed to the absence of Jahn–Teller coupling and the high electron mobility that prevents the formation of lattice polarons. We therefore suggest that lattice polaron conduction associated with the Jahn–Teller coupling is essential for the occurrence of CMR, and that lattice distortion further enhances the CMR effects in the manganites

Is Brain Gym an Effective Educational Intervention?

Brain Gym® (BG) (BGI, 2008) is a popular commercial program sold by Brain Gym® International (BGI). Making extravagant claims for improved intellectual and physical development, it used in more than 80 countries. While BGI’s claims are persuasive, to date there is little empirical evidence validating the approach. We examine some theoretical assumptions from which BGI was developed, review the efficacy literature, and provide suggestions for making informed decisions about the judiciousness of investing time and resources in this program

Outpatient treatment of low-risk venous thromboembolism with monotherapy oral anticoagulation: patient quality of life outcomes and clinician acceptance

BACKGROUND: Oral monotherapy anticoagulation has facilitated home treatment of venous thromboembolism (VTE) in outpatients. OBJECTIVES: The aim of this study was to measure efficacy, safety, as well as patient and physician perceptions produced by a protocol that selected VTE patients as low-risk patients by the Hestia criteria, and initiated home anticoagulation with an oral factor Xa antagonist. METHODS: Patients were administered the Venous Insufficiency Epidemiological and Economic Study Quality of life/Symptoms questionnaire [VEINEs QoL/Sym] and the physical component summary [PCS] from the Rand 36-Item Short Form Health Survey [SF36]). The primary outcomes were VTE recurrence and hemorrhage at 30 days. Secondary outcomes compared psychometric test scores between patients with deep vein thrombosis (DVT) to those with pulmonary embolism (PE). Patient perceptions were abstracted from written comments and physician perceptions specific to PE outpatient treatment obtained from structured survey. RESULTS: From April 2013 to September 2015, 253 patients were treated, including 67 with PE. Within 30 days, 2/253 patients had recurrent DVT and 2/253 had major hemorrhage; all four had DVT at enrollment. The initial PCS scores did not differ between DVT and PE patients (37.2±13.9 and 38.0±12.1, respectively) and both DVT and PE patients had similar improvement over the treatment period (42.2±12.9 and 43.4±12.7, respectively), consistent with prior literature. The most common adverse event was menorrhagia, present in 15% of women. Themes from patient-written responses reflected satisfaction with increased autonomy. Physicians' (N=116) before-to-after protocol comfort level with home treatment of PE increased 48% on visual analog scale. CONCLUSION: Hestia-negative VTE patients treated with oral monotherapy at home had low rates of VTE recurrence and bleeding, as well as quality of life measurements similar to prior reports

A Time to Define: Making the Specific Learning Disability Definition Prescribe Specific Learning Disability

Unlike other special education categories defined in U.S. law (Individuals with Disabilities Education Act), the definition of specific learning disability (SLD) has not changed since first proposed in 1968. Thus, although the operational definition of SLD has responded to new knowledge and understanding about the construct, the formal definition has remained static for 40 years, creating a schism between theory and practice. Using concepts gleaned from the scientific study of formal and operational definitions as well as the history of another special education category (i.e., mental retardation), in this article we demonstrate why change in the SLD definition is necessary. Finally, we propose a change in the SLD definition in federal regulations to redress the disconnect between theory and practice and restore integrity to the SLD field

Perspectives of Pre-Service Teachers on Students with Emotional Disabilities

Perceptions of working with students of emotional disabilities or who are considered Emotionally/Behaviorally Disturbed (E/BD) is varied across the spectrum. However, one constant that does hold true is that all pre-service teachers have some hesitation in working with such students, especially if they lack any previous exposure to students with E/BD. This study compared pre- and post-test Likert-scale type surveys about pre-service teachers’ (n = 35) perceptions regarding students with E/BD. In between the pre- and post-test, the pre-service teachers were given classroom instruction and were assigned a practicum field experience to observe and work alongside students with emotionally charged behaviors housed in an alternative educational facility. The scores were analyzed via a paired t-test and findings revealed that practical observation experience at an alternative school setting for E/BD students and instruction on behavior management strategies had a significantly positive effect on survey respondents’ perceptions regarding E/BD students

Stac Proteins Suppress Ca2+-Dependent Inactivation of Neuronal L-type Ca2+ Channels

Stac protein (named for its SH3-and cysteine-rich domains) was first identified in brain 20 years ago and is currently known to have three isoforms. Stac2, Stac1, and Stac3 transcripts are found at high, modest, and very low levels, respectively, in the cerebellum and forebrain, but their neuronal functions have been little investigated. Here, we tested the effects of Stac proteins on neuronal, high-voltage-activated Ca2+ channels. Overexpression of the three Stac isoforms eliminated Ca2+-dependent inactivation (CDI) ofL-type current in rat neonatal hippocampal neurons (sex unknown), but not CDI of non-L-type current. Using heterologous expression in tsA201 cells (together with β and α2-δ1 auxiliary subunits), we found that CDI for CaV1.2 and CaV1.3 (the predominant, neuronalL-type Ca2+ channels) was suppressed by all three Stac isoforms, whereas CDI for the P/Q channel, CaV2.1, was not. For CaV1.2, the inhibition of CDI by the Stac proteins appeared to involve their direct interaction with the channel’s C terminus. Within the Stac proteins, a weakly conserved segment containing ~100 residues and linking the structurally conserved PKC C1 and SH3_1 domains was sufficient to fully suppress CDI. The presence of CDI forL-type current in control neonatal neurons raised the possibility that endogenous Stac levels are low in these neurons and Western blotting indicated that the expression of Stac2 was substantially increased in adult forebrain and cerebellum compared with neonate. Together, our results indicate that one likely function of neuronal Stac proteins is to tune Ca2+ entry via neuronal L-type channels. © 2018 the authors

Peer Feedback on Teaching for Health Professions Lectures

The Peer Feedback on Teaching Rubric was developed to support health professions educators in assessing their teaching. It provides a rubric of meaningful feedback to individuals to make improvements in learning and engagement. The rubric can be used to evaluate both in-person and online lectures. Educators can use the rubric in three ways: For self-reflection to assess their own teaching To observe a master teacher to identify important teaching techniques and see how they are effectively implemented To receive peer feedback by having a fellow educator evaluate a live teaching sessionhttps://digitalcommons.unmc.edu/iae_tools/1000/thumbnail.jp

Composite absorbing potentials

The multiple scattering interferences due to the addition of several contiguous potential units are used to construct composite absorbing potentials that absorb at an arbitrary set of incident momenta or for a broad momentum interval.Comment: 9 pages, Revtex, 2 postscript figures. Accepted in Phys. Rev. Let