Methodological and terminological issues in animal-assisted interventions: An umbrella review of systematic reviews

Recently, animal-assisted interventions (AAIs), which are defined as psychological, educational, and rehabilitation support activities, have become widespread in different contexts. For many years, they have been a subject of interest in the international scientific community and are at the center of an important discussion regarding their effectiveness and the most appropriate practices for their realization. We carried out an umbrella review (UR) of systematic reviews (SRs), created for the purpose of exploring the literature and aimed at deepening the terminological and methodological aspects of AAIs. It is created by exploring the online databases PubMed, Google Scholar, and Cochrane Library. The SRs present in the high-impact indexed search engines Web of Sciences and Scopus are selected. After screening, we selected 15 SRs that met the inclusion criteria. All papers complained of the poor quality of AAIs; some considered articles containing interventions that did not always correspond to the terminology they have explored and whose operating practices were not always comparable. This stresses the need for the development and consequent diffusion of not only operational protocols, but also research protocols which provide for the homogeneous use of universally recognized terminologies, thus facilitating the study, deepening, and comparison between the numerous experiences described

Human Services Students Preferences for Master\u27s Level Training

Human Services students close to graduation are seeking employment in the field, but many are also considering their future career paths and the training needed to reach their long-term career goals. Knowing if bachelor\u27s level students desire graduate degrees, which focus they prefer, and how they would like to pursue the degrees may contribute to the decision-making of educators, employers, and students. This exploratory study, therefore, examined human services students\u27 preferences for master\u27s level training. Students\u27 responses reflected preferences for several types of master\u27s programs, direct acceptance, and online delivery. These themes and their implications for educators, employers, and students are discussed

Students’ Perspectives of Experiential Learning in an Addictions Course

Substance use disorder practitioners may identify as individuals in recovery, while others may have never experienced the challenge of abstinence. Without this lived experience, it may be difficult to accurately empathize with clients in recovery. Experiential learning is a way for students to live through an exercise in abstinence. The value of utilizing experiential learning for skill development and application of theory is established. However, there is no empirical research examining the use of experiential learning with undergraduate substance use disorder practitioner trainees not in recovery from addiction as a means to increase their ability to empathize with clients’ experiences. This article explored the impact of an experiential learning assignment in an undergraduate addictions course. A qualitative analysis of students’ written reflections revealed four primary themes. Authors offer suggestions for substance use disorder educators and recommendations for future research

Students\u27 Experiences with Different Course Delivery Modalities: On Campus, Online, and Satellite

In an effort to adapt to the technological advances of this century, the training of human services professionals has grown from traditional classrooms and satellite programs to online education. Many human services programs are under pressure from their universities and students to expand into online education. This study examined 252 students’ experiences and perceptions of their Bachelors of Science program as it transitioned to offering courses online in addition to on campus and satellite sites. Students’ narrative responses reflected 4 themes: convenience, interactions, learning preference, and technology. These themes and their implications for educators and students are discussed

Progressive Transactional Memory in Time and Space

Transactional memory (TM) allows concurrent processes to organize sequences of operations on shared \emph{data items} into atomic transactions. A transaction may commit, in which case it appears to have executed sequentially or it may \emph{abort}, in which case no data item is updated. The TM programming paradigm emerged as an alternative to conventional fine-grained locking techniques, offering ease of programming and compositionality. Though typically themselves implemented using locks, TMs hide the inherent issues of lock-based synchronization behind a nice transactional programming interface. In this paper, we explore inherent time and space complexity of lock-based TMs, with a focus of the most popular class of \emph{progressive} lock-based TMs. We derive that a progressive TM might enforce a read-only transaction to perform a quadratic (in the number of the data items it reads) number of steps and access a linear number of distinct memory locations, closing the question of inherent cost of \emph{read validation} in TMs. We then show that the total number of \emph{remote memory references} (RMRs) that take place in an execution of a progressive TM in which $n$ concurrent processes perform transactions on a single data item might reach $\Omega(n \log n)$, which appears to be the first RMR complexity lower bound for transactional memory.Comment: Model of Transactional Memory identical with arXiv:1407.6876, arXiv:1502.0272

Regulation of lamp2a levels in the lysosomal membrane

The selective degradation of cytosolic proteins in lysosomes by chaperone-mediated autophagy depends, at least in part, on the levels of a substrate receptor at the lysosomal membrane. We have previously identified this receptor as the lysosome-associated membrane protein type 2a (lamp2a) and showed that levels of lamp2a at the lysosomal membrane directly correlate with the activity of the proteolytic pathway. Here we show that levels of lamp2a at the lysosomal membrane are mainly controlled by changes in its half-life and its distribution between the lysosomal membrane and the matrix. The lysosomal degradation of lamp2a requires the combined action of at least two different proteolytic activities at the lysosomal membrane. Lamp2a is released from the membrane by the action of these proteases, and then the truncated lamp2a is rapidly degraded within the lysosomal matrix. Membrane degradation of lamp2a is a regulated process that is inhibited in the presence of substrates for chaperone-mediated autophagy and under conditions that activate that type of autophagy. Uptake of substrate proteins also results in transport of some intact lamp2a from the lysosomal membrane into the matrix. This fraction of lamp2a can be reinserted back into the lysosomal membrane. The traffic of lamp2a through the lysosomal matrix is not mediated by vesicles, and lamp2a reinsertion requires the lysosomal membrane potential and protein components of the lysosomal membrane. The distribution of lamp2a between the lysosomal membrane and matrix is a dynamic process that contributes to the regulation of lysosomal membrane levels of lamp2a and consequently to the activity of the chaperone-mediated autophagic pathway

Brief of Feminists for Life of America, Professional Women\u27s Network, Birthright, Inc., Legal Action for Women, as Amici Curiae in Support of Respondents and Cross Petitioners - Planned Parenthood of Southeastern Pennsylvania v. Casey, 112 S. Ct. 2791 (1992)

Amici, representing women from all walks of life, are compelled by experience and conviction to advocate strongly that this Court reverse the vulnerable position of women caused by the lack of information given to women contemplating abortion. Amici respectfully urged this Court to affirm the ruling of the Court below, supporting the efforts of the women citizens of the Commonwealth of Pennsylvania to cause that government to exercise its police power to protect their health and safety by compelling the dissemination of the information necessary to make a fully informed decision

Multidataset Incremental Training for Optic Disc Segmentation

When convolutional neural networks are applied to image segmentation results depend greatly on the data sets used to train the networks. Cloud providers support multi GPU and TPU virtual machines making the idea of cloud-based segmentation as service attractive. In this paper we study the problem of building a segmentation service, where images would come from different acquisition instruments, by training a generalized U-Net with images from a single or several datasets. We also study the possibility of training with a single instrument and perform quick retrains when more data is available. As our example we perform segmentation of Optic Disc in fundus images which is useful for glau coma diagnosis. We use two publicly available data sets (RIM-One V3, DRISHTI) for individual, mixed or incremental training. We show that multidataset or incremental training can produce results that are simi lar to those published by researchers who use the same dataset for both training and validation