Nanoscale spectroscopic studies of two different physical origins of the tip-enhanced force: dipole and thermal

When light illuminates the junction formed between a sharp metal tip and a sample, different mechanisms can con-tribute to the measured photo-induced force simultaneously. Of particular interest are the instantaneous force be-tween the induced dipoles in the tip and in the sample and the force related to thermal heating of the junction. A key difference between these two force mechanisms is their spectral behaviors. The magnitude of the thermal response follows a dissipative Lorentzian lineshape, which measures the heat exchange between light and matter, while the induced dipole response exhibits a dispersive spectrum and relates to the real part of the material polarizability. Be-cause the two interactions are sometimes comparable in magnitude, the origin of the nanoscale chemical selectivity in the recently developed photo-induced force microscopy (PiFM) is often unclear. Here, we demonstrate theoretically and experimentally how light absorption followed by nanoscale thermal expansion generates a photo-induced force in PiFM. Furthermore, we explain how this thermal force can be distinguished from the induced dipole force by tuning the relaxation time of samples. Our analysis presented here helps the interpretation of nanoscale chemical measure-ments of heterogeneous materials and sheds light on the nature of light-matter coupling in van der Waals materials.Comment: 17 pages, 10 figure

Towards flexible personalized learning and the future educational system in the fourth industrial revolution in the wake of Covid-19

This is an Accepted Manuscript of an article published by Taylor & Francis in Higher Education Pedagogies on 25/02/2021, available online: https://doi.org/10.1080/23752696.2021.1883458The concept of the Fourth Industrial Revolution is examined and related to a ubiquitously connected and pervasively proximate (UCaPP) world, Volatility, Uncertainty, Complexity, Ambiguity (VUCA) as well as Barnett's concept of 'supercomplexity' in Higher Education and its response to Covid-19. Pedagogies need to be aligned with institutional and views about 'quality education' but with respect to the likely changes in the nature of undergraduate student intake in the formulation of a Future Educational System. Considerations include students from 'nontraditional' sources adapting to existing university structures and how adaptive structures might accommodate these students on top of changes and disruptions resulting from Covid-19. We consider that mobile devices (phones and tablets) allow Personal Learning Environments (PLEs) to be developed in accordance with individual students' needs. PLEs allow ubiquitous, flexible educational structures to be developed to improve personalised and quality education. Educational policies should be associated with connectivist approaches involving active learning via broad curriculum development and the core values of 'hybrid-flexible' learning and appreciate the importance of individual student needs and capabilities, socio-economic as well as academic. We stress the importance of broadening access to higher education, in particular, those who have been 'neglected' by current procedures

The iPad six years on: progress and problems for enhancing mobile learning with special reference to fieldwork education

This paper summarises findings from 2010 involving mobile technologies in the Enhancing Fieldwork Learning project. We show, through practical involvement with students and higher education teaching practitioners, that iPads can be used to facilitate innovative pedagogies and promote active learning in various field and outofclass situations. We also note that iPads and similar smart devices can be useful in Higher Education in general. The acceptance of Bring Your Own Device (BYOD) is far less common in the HE system in the UK than at secondary level despite the range of apps and development of students’ individual Personal Learning Environments

ETH-XGaze: A Large Scale Dataset for Gaze Estimation under Extreme Head Pose and Gaze Variation

Gaze estimation is a fundamental task in many applications of computer vision, human computer interaction and robotics. Many state-of-the-art methods are trained and tested on custom datasets, making comparison across methods challenging. Furthermore, existing gaze estimation datasets have limited head pose and gaze variations, and the evaluations are conducted using different protocols and metrics. In this paper, we propose a new gaze estimation dataset called ETH-XGaze, consisting of over one million high-resolution images of varying gaze under extreme head poses. We collect this dataset from 110 participants with a custom hardware setup including 18 digital SLR cameras and adjustable illumination conditions, and a calibrated system to record ground truth gaze targets. We show that our dataset can significantly improve the robustness of gaze estimation methods across different head poses and gaze angles. Additionally, we define a standardized experimental protocol and evaluation metric on ETH-XGaze, to better unify gaze estimation research going forward. The dataset and benchmark website are available at https://ait.ethz.ch/projects/2020/ETH-XGazeComment: Accepted at ECCV 2020 (Spotlight

iPad use in Fieldwork: Formal and informal use to enhance pedagogic practice in a Bring Your Own Technology world.

We report on use of iPads (and other IOS devices) for student fieldwork use and as electronic field notebooks. We have used questionnaires and interviews of tutors and students to elicit their views on technology and iPad use for fieldwork. There is some reluctance for academic staff to relinquish paper notebooks for iPad use, whether in the classroom or on fieldwork. Students too are largely unaware of the potential of iPads for enhancing fieldwork. Apps can be configured for a wide variety of specific uses that make iPads useful for educational as well as social uses. Such abilities should be used to enhance existing practice as well as make new functionality. For example, for disabled students who find it difficult to use conventional note taking iPads can be used to develop student self-directed learning and for group contributions. The technology becomes part of the students’ personal learning environments as well as at the heart of their knowledge spaces – academic and social. This blurring of boundaries is due to iPads’ usability to cultivate field use, instruction, assessment and feedback processes. iPads can become field microscopes and entries to citizen science, and we see the iPad as the main ‘computing’ device for students in the near future. As part of Bring Your Own Technology/Device the iPad has much to offer, although both staff and students need to be guided in the most effective use for self-directed education via development of personal learning Environments

Outcomes following oesophagectomy in patients with oesophageal cancer: a secondary analysis of the ICNARC Case Mix Programme Database

Introduction: This report describes the case mix and outcomes of patients with oesophageal cancer admitted to adult critical care units following elective oesophageal surgery in England, Wales and Northern Ireland. Methods: Admissions to critical care following elective oesophageal surgery for malignancy were identified using data from the Intensive Care National Audit and Research Centre (ICNARC) Case Mix Programme Database. Information on admissions between December 1995 and September 2007 were extracted and the association between in-hospital mortality and patient characteristics on admission to critical care was assessed using multiple logistic regression analysis. The performance of three prognostic models (Simplified Acute Physiology Score (SAPS) II, Acute Physiology and Chronic Health Evaluation (APACHE) II and the ICNARC physiology score) was also evaluated. Results: Between 1995 and 2007, there were 7227 admissions to 181 critical care units following oesophageal surgery for malignancy. Overall mortality in critical care was 4.4% and in-hospital mortality was 11%, although both declined steadily over time. Eight hundred and seventy-three (12.2%) patients were readmitted to critical care, most commonly for respiratory complications (49%) and surgical complications (25%). Readmitted patients had a critical care unit mortality of 24.7% and in-hospital mortality of 33.9%. Overall in-hospital mortality was associated with patient age, and various physiological measurements on admission to critical care (partial pressure of arterial oxygen (PaO2):fraction of inspired oxygen (FiO2) ratio, lowest arterial pH, mechanical ventilation, serum albumin, urea and creatinine). The three prognostic models evaluated performed poorly in measures of discrimination, calibration and goodness of fit. Conclusions: Surgery for oesophageal malignancy continues to be associated with significant morbidity and mortality. Age and organ dysfunction in the early postoperative period are associated with an increased risk of death. Postoperative serum albumin is confirmed as an additional prognostic factor. More work is required to determine how this knowledge may improve clinical management

Would Bring Your Own Device (BYOD) be welcomed by undergraduate students to support their learning during fieldwork?

This paper reports student perceptions of the benefits and challenges of Bring Your Own Device (BYOD) in a fieldwork context. Student perceptions from six field courses across two institutions have been gathered using questionnaires and focus groups. Whilst a number of studies have focused on BYOD in a classroom context, little research has been undertaken about BYOD in a fieldwork context. The key findings suggest that around one fifth of students were not willing to use their own device during fieldwork citing loss or damage as the main reason. This key challenge is different to that which are found in a classroom which generally focus on network security, connectivity etc. The findings also suggest that some students believe that BYOD can have a negative impact on group work. There is a misalignment here between student and practitioner thinking with previous literature which suggests that practitioners believe BYOD and smart devices can enhance group work. The one key challenge which is found regardless of learning environment is inequality between those who have a device and those who do not

Recognition of Transmembrane Protein 39A as a Tumor-Specific Marker in Brain Tumor

Transmembrane protein 39A (TMEM39A) belongs to the TMEM39 family. TMEM39A gene is a susceptibility locus for multiple sclerosis. In addition, TMEM39A seems to be implicated in systemic lupus erythematosus. However, any possible involvement of TMEM39A in cancer remains largely unknown. In the present report, we provide evidence that TMEM39A may play a role in brain tumors. Western blotting using an anti-TMEM39A antibody indicated that TMEM39A was overexpressed in glioblastoma cell lines, including U87-MG and U251-MG. Deep-sequencing transcriptomic profiling of U87-MG and U251-MG cells revealed that TMEM39A transcripts were upregulated in such cells compared with those of the cerebral cortex. Confocal microscopic analysis of U251-MG cells stained with anti-TMEM39A antibody showed that TMEM39A was located in dot-like structures lying close to the nucleus. TMEM39A probably located to mitochondria or to endosomes. Immunohistochemical analysis of glioma tissue specimens indicated that TMEM39A was markedly upregulated in such samples. Bioinformatic analysis of the Rembrandt knowledge base also supported upregulation of TMEM39A mRNA levels in glioma patients. Together, the results afford strong evidence that TMEM39A is upregulated in glioma cell lines and glioma tissue specimens. Therefore, TMEM39A may serve as a novel diagnostic marker of, and a therapeutic target for, gliomas and other cancers