Therapeutic alternatives with CPAP in obstructive sleep apnea

Obstructive Sleep Apnea (OSA), characterized by airflow cessation (apnea) or reduction (hypopnea) due to repeated pharyngeal obstructions during sleep, causes frequent disruption of sleep and hypoxic events. The condition is linked to many adverse health related consequences, such as neurocognitive and cardiovascular disorders, and metabolic syndrome. OSA is a chronic condition requiring long-term treatment, so treatment using continuous positive airway pressure (CPAP) has become the gold standard in cases of moderate or severe OSA. However, its effectiveness is influenced by patients’ adherence. Surgery for OSA or treatment with oral appliances can be successful in selected patients, but for the majority, lifestyle changes such as exercise and dietary control may prove useful. However, exercise training remains under-utilized by many clinicians as an alternative treatment for OSA. Other interventions such as oral appliance (OA), upper way stimulation, and oropharyngeal exercises are used in OSA. Because the benefit of all these techniques is heterogeneous, the major challenge is to associate specific OSA therapies with the maximum efficacy and the best patient compliance

Iwasawa N=8 Attractors

Starting from the symplectic construction of the Lie algebra e_7(7) due to Adams, we consider an Iwasawa parametrization of the coset E_7(7)/SU(8), which is the scalar manifold of N=8, d=4 supergravity. Our approach, and the manifest off-shell symmetry of the resulting symplectic frame, is determined by a non-compact Cartan subalgebra of the maximal subgroup SL(8,R) of E_7(7). In absence of gauging, we utilize the explicit expression of the Lie algebra to study the origin of E_7(7)/SU(8) as scalar configuration of a 1/8-BPS extremal black hole attractor. In such a framework, we highlight the action of a U(1) symmetry spanning the dyonic 1/8-BPS attractors. Within a suitable supersymmetry truncation allowing for the embedding of the Reissner-Nordstrom black hole, this U(1) is interpreted as nothing but the global R-symmetry of pure N=2 supergravity. Moreover, we find that the above mentioned U(1) symmetry is broken down to a discrete subgroup Z_4, implying that all 1/8-BPS Iwasawa attractors are non-dyonic near the origin of the scalar manifold. We can trace this phenomenon back to the fact that the Cartan subalgebra of SL(8,R) used in our construction endows the symplectic frame with a manifest off-shell covariance which is smaller than SL(8,R) itself. Thus, the consistence of the Adams-Iwasawa symplectic basis with the action of the U(1) symmetry gives rise to the observed Z_4 residual non-dyonic symmetry.Comment: 1+26 page

A case study exploring facilitators’ experiences of implementing a student-led Power Hour of Progress initiative within an undergraduate psychology community

This case study explores the perceptions of three student-facilitators who aimed to implement an initiative delivering regular, short and structured writing sessions (Power Hour of Progress; PHoP) within the undergraduate student body. Power Hours were already established as a practice amongst staff and post-graduate students. However, Power Hour practices have not been implemented in undergraduates. Based on the previously observed benefits with staff, we anticipated Power Hour sessions would help develop study- and time-management skills and build a sense of community within the student body. A staff-student collaboration was initiated wherein three students were trained to facilitate sessions. Fifteen PHoP sessions were run, and semi-structured interviews were conducted to explore student-facilitator views on the attempts to embed PHoP within the student body. Question-based thematic analysis identified key challenges to implementation including poor attendance and general research challenges. However, Power Hour encourages intentional learning practices, and promotes engagement in multiple academic communities. Based on these findings, we provide best practice recommendations for anybody who wishes to encourage Power Hour practices within their academic body. We conclude with a summative staff reflection on the advantages of trusting students to take ownership over staff-student partnerships