Gamble mode: Resonance contact mode in atomic force microscopy

Active noise reduction has been accomplished in atomic force microscopy by applying a high frequency, low amplitude vibration to the cantilever while it is in contact with a surface. The applied excitation (>~ 200 kHz; ~ 1 nm) is acoustically coupled to the tip and dampens the resonance Q factors of the system. The applied frequency is well above the bandwidth of the acquisition system (50 kHz). We call this mode "gamble mode" or "resonance contact.

Noise reduction in atomic force microscopy: Resonance contact mode

Noise reduction has been accomplished in atomic force microscopy by applying a high frequency, low amplitude vibration to the cantilever while it is in contact with a surface. The applied excitation (>~200 kHz; ~1 nm) is acoustically coupled to the tip and dampens the resonance Q factors of the system. The applied frequency is well above the bandwidth of the acquisition system (50 kHz). We call this mode "resonance contact" mode. The nonlinear behavior of the tip–sample interaction allows the high frequency excitation to effectively broaden the frequency response of the system resonances

Use of recombinant factor VIIa for hip surgery in a patient with factor-VII deficiency: A case report

patient with factor-VII deficiency: A case repor

Detection of Bosenovae with Quantum Sensors on Earth and in Space

In a broad class of theories, the accumulation of ultralight dark matter (ULDM) with particles of mass $10^{-22}~\textrm{eV} < m_{\phi} < 1~\textrm{eV}$ leads the to formation of long-lived bound states known as boson stars. When the ULDM exhibits self-interactions, prodigious bursts of energy carried by relativistic bosons are released from collapsing boson stars in bosenova explosions. We extensively explore the potential reach of terrestrial and space-based experiments for detecting transient signatures of emitted relativistic bursts of scalar particles, including ULDM coupled to photons, electrons, and gluons, capturing a wide range of motivated theories. For the scenario of relaxion ULDM, we demonstrate that upcoming experiments and technology such as nuclear clocks as well as space-based interferometers will be able to sensitively probe orders of magnitude in the ULDM coupling-mass parameter space, challenging to study otherwise, by detecting signatures of transient bosenova events. Our analysis can be readily extended to different scenarios of relativistic scalar particle emission.Comment: 16 pages, 9 figure

Electron and Muon g−2g-2 Contributions from the T′T' Higgs Sector

We study the experimental constraints from electron and muon $g-2$ factors on the Higgs masses and Yukawa couplings in the $T'$ model, and thereby show that the discrepancy between the standard model prediction and experimental value of muon anomalous $g-2$ factor can be easily accommodated.Comment: 7 pages, slightly modified and new references adde

New calculations and measurements of the Coulomb cross-section for the production of direct electron pairs by high energy nuclei

Recently, new calculations were made of the direct Coulomb pair cross section that rely less in arbitrary parameters. More accurate calculations of the cross section down to low pair energies were made. New measurements of the total direct electron pair yield, and the energy and angular distribution of the electron pairs in emulsion were made for O-16 at 60 and 200 GeV/amu at S-32 at 200 GeV/amu which give satisfactory agreement with the new calculations. These calculations and measurements are presented along with previous accelerator measurements made of this effect during the last 40 years. The microscope scanning criteria used to identify the direct electron pairs is described. Prospects for application of the pair method to cosmic ray energy measurements in the region 10 (exp 13) to 10 (exp 15) eV/amu are discussed

Stronger but Not Faster : Flipped Classroom Teaching Significantly Improves Resident\u27s Skills but Not Speed

Objective: Flipped classroom teaching is a nontraditional education model where instructional content is delivered outside the classroom. This constructivist approach emphasizes self-direction, active inquiry; the instructor’s role is to foster critical reflection and facilitate the application and understanding of concepts. Our objective was to study the difference in time taken and quality of patch graft angioplasty performed by residents with and without flipped teaching. Methods: The study was set in a skills simulation teaching session overseen by attending surgeons. The intervention consisted of introducing a video outlining the technical aspects of patch graft angioplasty, watched before the session. The first group (2018 postgraduate year [PGY] 1 and 2 residents) was given instructions at the time of the class without a prior educational video or resources (Figs 1 and 2). The second group (2019, 2020 PGY 1 and 2 residents) was asked to watch a 20-minute video on the technical aspects of the procedure before the class. Participants then performed a standardized patch graft closure of a 1 cm arteriotomy using a polytetrafluoroethylene patch. The groups were timed. The quality of the closure was tested by assessing the number of leaks and the quantity of leak of the patch (Fig 3). Bivariate analysis sample t-tests were used for statistical analysis. P value \u3c.05 was considered significant. Pre- and post-session surveys were conducted to assess residents’ experience. Results: Forty-two residents (PGY 1 and 2) were enrolled in the study, 15 in nonintervention group 1 and 27 in intervention group 2, compared with 7 staff vascular surgeons. The mean completion time was 26 minutes (group 1) vs 27 minutes (group 2), P ¼ .6. The staff completion time was 12 minutes, P ¼ .001. The number of major leaks (not needle holes) was 2.0 (group 1) vs 1.6 (group 2), P ¼ .007, none for staff. The total quantity of leak was 42 mL (group 1) vs 15 mL (group 2), P ¼ .0001 (Table I). There was perceived improvement in skill on analyzing pre- and post-session surveys (Table II). Conclusions: A structured educational intervention, watching a video of a procedure before the skills session, did not change the time needed to complete the skill. There was improvement in the technical outcome of the procedure defined by a decrease in the total quantity of leak. Reversed classroom teaching significantly improves resident’s skill, not speed. There was also a perceived improvement in skill by participants. This is a pilot study and further instructional outcomes are being studied