Vacuum chamber translation/positioning mechanism and welding power supply controller

Welding in the vacuum of space represents an important and fundamental problem for space exploration. Repairs or connection of metal components on orbit or during travel to the moon or distant planets may be required. Cracks or holes in spacecraft skin or supporting structures external to the pressurized section will require some type of repair that must be permanently made to the skin or support by welding. The development of a translation/positioning system that will permit research into welding of metal samples in a small vacuum chamber located at Marshall Space Flight Center (MSFC) is addressed. The system and associated software was tested to the extent possible without the availability of the welder power supply or control computer that must be supplied by MSFC. Software has been developed for straight line welding. More extensive and varied translations are possible with simple alterations to the operating software to use the full capabilities of this three axes system. The source code 'VW.BAS' has been provided to serve as an example for further development of the vacuum welder translation system

Attention in Children with Hearing Loss during Telepractice and In-person Speech Language Therapy

How does the use of telepractice during speech-language therapy affect the attention of children with hearing loss who received cochlear implants (CI) in comparison to in-person intervention? The study examined the production and comprehension of clinician’s speech in children with CIs (n = 5, mean age = 61.6 months, range = 34 months) during one 30 minute in-person session and one sequential tele-session, order counterbalanced. Child verbal, tactile, and visual actions were coded as correct, incorrect, off-task, and silence responses to the clinician’s and maternal speech. In production, correct responses were defined as the correct reproduction of the clinician’s/maternal target utterances; incorrect child response was defined as any other utterance following the clinician’s/maternal target utterances within 3 seconds; off-task child response was defined as being distracted; silence response was defined as child being silent. In comprehension, the same codes were used but including a child’s gestures and looking at the target object. Child’s production and comprehension responses (correct, incorrect, off-task, and silence) in tele- vs. in-person sessions were analyzed using the Wilcoxon Signed Rank Test. During clinician-child interaction, there were more correct responses in in-person than tele-sessions in comprehension. During mother-child interaction, there were more correct responses in tele- than in-person sessions in both production and comprehension. These results suggest that the child’s attention in comprehension and production, as demonstrated by the occurrence of correct responses, is dependent on the type of therapy.https://ir.library.louisville.edu/uars/1037/thumbnail.jp

Oxidized dimeric Scapharca inaequivalvis. Co-driven perturbation of the redox equilibrium.

The dimeric hemoglobin isolated from Scapharca inaequivalvis, HbI, is notable for its highly cooperative oxygen binding and for the unusual proximity of its heme groups. We now report that the oxidized protein, an equilibrium mixture of a dimeric high spin aquomet form and a monomeric low spin hemichrome, binds ferrocyanide tightly which allows for internal electron transfer with the heme iron. Surprisingly, when ferricyanide-oxidized HbI is exposed to CO, its spectrum shifts to that of the ferrous CO derivative. Gasometric removal of CO leads to the oxidized species rather than to ferrous deoxy-HbI. At equilibrium, CO binds with an apparent affinity (p50) of about 10-25 mm of Hg and no cooperativity (20 degrees C, 10-50 mM buffers at pH 6.1). The kinetics of CO binding under pseudo-first order conditions are biphasic (t1/2 of 15-50 s at pH 6.1). The rates depend on protein, but not on CO concentration. The nitrite-oxidized protein is not reduced readily in the presence of CO unless one equivalent of ferrocyanide, but not of ferricyanide, is added. We infer that ferrocyanide, produced in the oxidation reaction, is tightly bound to the protein forming a redox couple with the heme iron. CO shifts the redox equilibrium by acting as a trap for the reduced heme. The equilibrium and kinetic aspects of the process have been accounted for in a reaction scheme where the internal electron transfer reaction is the rate-limiting step

Parent Encouragement & Infant\u27s Visual Attention

Attention to objects appears to be linked to the development of early motor skills and experience with objects. Looking is an important aspect of object exploration, especially sustained looking to objects (Rochat, 1989)

The Role of Parents’ Negative Emotional Symptoms, Time Homebound, and Parent-Infant Interactions during the COVID-19 Pandemic

Parent-child interaction plays a vital role in child development. Previous research has shown that parents’ negative emotional symptoms are related to the quality of parent-child interactions. Parents with depression have been found to be less engaged and spend less time playing with their babies at 3 months of age compared to parents without depression. While depression has been researched extensively, there is a scarcity in the literature on other negative emotions, such as anxiety and general stress and their relation to parent-child interaction. The COVID-19 pandemic has led to significant changes in the daily lives of caregivers and their infants (e.g., changes in childcare, employment, time spent at home, finances, etc.). The purpose of this study is to investigate whether parents’ emotional well-being is related to the amount of time parents interact with their infants and young children during the COVID-19 pandemic. I anticipate that greater number of negative symptoms reported by parents will be associated with less time spent engaging with their infants. I also predict that as the length of time parents have been homebound (e.g., 3 months) increases, the frequency of parent-child interaction will decrease

Parental Well-being, Technoference, and Parent-Child Interactions During the 2nd Year of the COVID-19 Pandemic

- Parent-child interactions during the first five years of life have been associated with the child’s social and cognitive development (Edwards, Sheridan, & Knoche, 2008). - The amount and quality of parent-child interactions may be associated with a parent’s mental health (Milkie et al., 2020). - Mothers with depression tend to show increased withdrawal and intrusion from their infants during interactions than non-depressed mothers (Field, 1995). - Increased distractions from technology during parentchild interactions may be associated with differences in infants’ social and cognitive development (Reed, Hirsch- Pasek, and Golinkoff, 2017). - Technoference refers to the, sometimes invasive and persuasive, interference of technology that may influence the way one interacts with others (McDaniel & Coyne, 2016). - Maternal depression has been associated with increased technoference in some studies, but it has not influenced technoference scores in others (Newsham, Drouin, & McDaniel, 2020), (McDaniel & Radesky, 2020). - Greater technology usage has been associated with parental anxiety (McDaniel & Radesky, 2020). - Increased parental stress has been associated with greater technoference (McDaniel & Radesky, 2020)

The Role of Socioeconomic Status on Infant\u27s Expression

Most language inequality for infants begins very early in their development. For most, this disparity develops prior to 36 months (Farkus & Baron, 2000). • Significant disparities in vocabulary size between socioeconomic status (SES) were evident by 18 months. By 24 months, there was a 6 month age gap (Fernald et al, 2011). • 65% of low SES preschoolers in head start programs had clinically significant language delays (Ramey and Ramey, 2004) • Maternal education is a known indicator of SES and is correlated with language input for infants (Dollaghan et al. 1999). • At 18 months, most infants experience “word spurts” and an increase in expressive vocabulary (Reznick & Goldfield, 1992). Research Question: Are SES (maternal education) and expressive vocabulary related in Kentucky families during the COVID pandemic

Reply to Baillargeon, Aslin and Munakata

Our thematic collection relates to the nature of young infants' representation in specific situations involving occluded objects. Piaget (1954) concluded that the infant has no representations at this age. Most now agree that conclusion was unwarranted, but researchers differ as to what, if any, representations exist of occluded objects (Baillargeon, 1993, 1995; Bogartz, Shinskey & Spencer, 1997; Haith, 1988; Leslie, Xu, Tremoulet, & Scholl, 1998; Meltzoff & Moore, 1998). Obviously, issues concerning the nature of infant representation must be decided experimentally. It is therefore important to know how much confidence can be placed in the existing studies, especially those supporting more extreme positions. This exchange regarding the larger theoretical issues takes place in the context of assessing the nature and importance of evidence from the drawbridge experiments in general and the frequently cited Baillargeon, Spelke, and Wasserman (1985) study in particular. Here, we respond to the remarks made by Baillargeon (this issue), Aslin (this issue, and Munakata (this issue)

Development of intuitive rules: Evaluating the application of the dual-system framework to understanding children's intuitive reasoning

This is an author-created version of this article. The original source of publication is Psychon Bull Rev. 2006 Dec;13(6):935-53 The final publication is available at www.springerlink.com Published version: http://dx.doi.org/10.3758/BF0321390