The Future U.S. Military Presence in Asia: Landpower and the Geostrategy of American Commitment

The United States strategic framework in the Pacific has three parts: peacetime engagement, as described above, which includes a forward presence; crisis response, which builds on forward-stationed forces, the boots-on-the ground and, if necessary, fighting and winning any conflict that might develop. The mechanisms to carry out this strategic framework are embedded in the regular contacts and engagement activities that the United States carries out with friends and allies in the region. What the future will look like in Asia will be determined largely on what happens on the Korean Peninsula. It could be changed by such eventualities as a resurgent, expansionist, or nationalistic Russia. But the dialogue that is taking place among strategists in Seoul and Tokyo needs to be broadened to include the United States. It also must become a public debate. The tyranny of distance requires a United States military presence, and the governments of Korea and Japan must involve their own voters in a civil debate, setting forth the case for a new security structure. This is important not only for domestic political reasons in Asia, but because the American people need to know that there is a civil debate about the subject among their allies, and that the alliances that have kept Asia safe, peaceful and prosperous for 55 years are still useful, welcome, and healthy.https://press.armywarcollege.edu/monographs/1847/thumbnail.jp

First modulation of high-frequency polar mesospheric summer echoes by radio heating of the ionosphere

The first high-frequency (HF, 8 MHz) observations of the modulation of polar mesospheric summer echoes (PMSE) by artificial radio heating of the ionosphere are presented and compared to observations at 224 MHz and model predictions. The experiments were performed at the European Incoherent Scatter facility in northern Norway. It is shown that model results are in qualitative and partial quantitative agreement with the observations, supporting the prediction that with certain ranges of ice particle radii and concentration, PMSE at HF radar wavelengths can be enhanced by heating due to the dominance of dust charging over plasma diffusion

Accuracy of the discharge destination field in administrative data for identifying transfer to a long-term acute care hospital

<p>Abstract</p> <p>Background</p> <p>Long-term acute care hospitals (LTACs) provide specialized care for patients recovering from severe acute illness. In order to facilitate research into LTAC utilization and outcomes, we studied whether or not the discharge destination field in administrative data accurately identifies patients transferred to an LTAC following acute care hospitalization.</p> <p>Findings</p> <p>We used the 2006 hospitalization claims for United States Medicare beneficiaries to examine the performance characteristics of the discharge destination field in the administrative record, compared to the reference standard of directly observing LTAC transfers in the claims. We found that the discharge destination field was highly specific (99.7%, 95 percent CI: 99.7% - 99.8%) but modestly sensitive (77.3%, 95 percent CI: 77.0% - 77.6%), with corresponding low positive predictive value (72.6%, 95 percent CI: 72.3% - 72.9%) and high negative predictive value (99.8%, 95 percent CI: 99.8% - 99.8%). Sensitivity and specificity were similar when limiting the analysis to only intensive care unit patients and mechanically ventilated patients, two groups with higher rates of LTAC utilization. Performance characteristics were slightly better when limiting the analysis to Pennsylvania, a state with relatively high LTAC penetration.</p> <p>Conclusions</p> <p>The discharge destination field in administrative data can result in misclassification when used to identify patients transferred to long-term acute care hospitals. Directly observing transfers in the claims is the preferable method, although this approach is only feasible in identified data.</p

Mental health first aid training for high school teachers: a cluster randomized trial

Extent: 12p.BACKGROUND: Mental disorders often have their first onset during adolescence. For this reason, high school teachers are in a good position to provide initial assistance to students who are developing mental health problems. To improve the skills of teachers in this area, a Mental Health First Aid training course was modified to be suitable for high school teachers and evaluated in a cluster randomized trial. METHODS: The trial was carried out with teachers in South Australian high schools. Teachers at 7 schools received training and those at another 7 were wait-listed for future training. The effects of the training on teachers we reevaluated using questionnaires pre- and post-training and at 6 months follow-up. The questionnaires assessed mental health knowledge, stigmatizing attitudes, confidence in providing help to others, help actually provided, school policy and procedures, and teacher mental health. The indirect effects on students were evaluated using questionnaires at pre-training and at follow-up which assessed any mental health help and information received from school staff, and also the mental health of the student. RESULTS: The training increased teachers’ knowledge, changed beliefs about treatment to be more like those of mental health professionals, reduced some aspects of stigma, and increased confidence in providing help to students and colleagues. There was an indirect effect on students, who reported receiving more mental health information from school staff. Most of the changes found were sustained 6 months after training. However, no effects were found on teachers’ individual support towards students with mental health problems or on student mental health. CONCLUSIONS: Mental Health First Aid training has positive effects on teachers’ mental health knowledge, attitudes, confidence and some aspects of their behaviour.Anthony F. Jorm, Betty A Kitchener, Michael G. Sawyer, Helen Scales and Stefan Cvetkovsk

Rapid tyrosine phosphorylation of neuronal proteins including tau and focal adhesion kinase in response to amyloid-beta peptide exposure: Involvement of src family protein kinases

The increased production of amyloid beta -peptide (A beta) in Alzheimer's disease is acknowledged to be a key pathogenic event. In this study, we examined the response of primary human and rat brain cortical cultures to A beta administration and found a marked increase in the tyrosine phosphorylation content of numerous neuronal proteins, including tau and putative microtubule-associated protein 2c (MAP2c). We also found that paired helical filaments of aggregated and hyperphosphorylated tau are tyrosine phosphorylated, indicating that changes in the phosphotyrosine content of cytoplasmic proteins in response to A beta are potentially an important process. Increased tyrosine phosphorylation of cytoskeletal and other neuronal proteins was specific to fibrillar A beta (25-35) and A beta (1-42). The tyrosine phosphorylation was blocked by addition of the Src family tyrosine kinase inhibitor 4-amino-5-( 4-chlorophenyl)- 7(t-butyl) pyrazol(3,4-D) pyramide (PP2) and the phosphatidylinositol 3-kinase inhibitor LY 294002. Tyrosine phosphorylation of tau and MAP2c was concomitant with an increase in the tyrosine phosphorylation and subsequent putative activation of the non-receptor kinase, focal adhesion kinase (FAK). Immunoprecipitation of Fyn, a member of the Src family, from A beta (25-35)-treated neurons showed an increased association of Fyn with FAK. A beta treatment of cells also stimulated the sustained activation of extracellular regulated kinase-2, which was blocked by addition of PP2 and LY 294002, suggesting that FAK/Fyn/PI3-kinase association is upstream of mitogen-activated protein (MAP) kinase signaling in A beta -treated neurons. This cascade of signaling events contains the earliest biochemical changes in neurons to be described in response to A beta exposure and may be critical for subsequent neurodegenerative changes

“I Think Writing is…” A Multi-State Study of Teacher Candidates’ Changing Beliefs about Writing

While writing scholarship framed by sociocultural theory illuminates the complexity of writing, writing in schools is frequently presented in simplistic ways. For this to change, teacher educators must support future teachers to develop complex understandings of writing. The purpose of this multi-state study was to investigate teacher candidates’ changing beliefs about writing and to consider the implications for teacher preparation. Data sources were written responses from 113 teacher candidates to questions about good writing and the purposes of writing that were collected at the beginning and end of semester-long literacy courses in six institutions across the United States. The responses were examined using thematic and discourse analysis. Findings indicate that, almost all teacher candidates changed their beliefs related to writing as a social, personal, and/or school practice, although changes were minor. Responses centering writing as a school activity were pervasive, and certain key sociocultural understandings, such as the connections between writing, context, culture, and power, were absent. Implications highlight ways that teacher educators might work to disrupt and broaden teacher candidates’ beliefs about writing, so teacher candidates might expand how writing is taught in their future classrooms

Differential Response of Bacterial Microdiversity to Simulated Global Change

ACKNOWLEDGMENTS UC Irvine and the LRGCE are located on the ancestral homelands of the Indigenous Kizh and Acjachemen nations. We thank Alejandra Rodriguez Verdugo, Katrine Whiteson, Kendra Walters, Cynthia Rodriguez, Kristin Barbour, Alberto Barron Sandoval, Joanna Wang, Joia Kai Capocchi, Pauline Uyen Phuong Nguyen, Khanh Thuy Huynh, and Clara Barnosky for their input on analyses and previous drafts and for laboratory help. This work was supported by the U.S. Department of Energy, Office of Science, Office of Biological and Environmental Research grants DE-SC0016410 and DE-SC0020382.Peer reviewedPublisher PD

The Teacher’s Role in Writing: A Study of Teacher Candidates’ Perceptions

A team of teacher education researchers conducted a qualitative study to explore how teacher candidates viewed the teacher’s role in teaching students to write. Participants (N = 107) enrolled in writing-focused methods courses across four universities completed a reflective quick write near the end of the course. Since writing is a complex and multidimensional activity, these responses were analyzed through the theoretical framework of social cognitive theory. When describing the role of the teacher, the data indicated candidates across all institutions primarily focused on the affective aspects of teaching writing, specifically supporting and developing students’ confidence in writing. Some mentioned the need for explicit instruction such as developing students’ writing skills and use of strategies. A smaller percentage included both the importance of affective and explicit instruction. Many candidates indicated the significance of the role that teachers play in students learning to write. Implications for writing pedagogy support within and beyond teacher preparation are discussed