Reply on `comment on our paper `Single two-level ion in an anharmonic-oscillator trap: Time evolution of the Q function and population inversion ''

We show here that the model Hamiltonian used in our paper for ion vibrating in a q-analog harmonic oscillator trap and interacting with a classical single-mode light field is indeed obtained by replacing the usual bosonic creation and annihilation operators of the harmonic trap model by their q-deformed counterparts. The approximations made in our paper amount to using for the ion-laser interaction in a q-analog harmonic oscillator trap, the operator F_{q}=exp{-(|\epsilon|^2}/2)}exp{i\epsilon A^{\dagger}}exp{i\epsilon A}, which is analogous to the corresponding operator for ion in a harmonic oscillator trap that is $F=exp{-(|\epsilon|^2 /2)}exp{i\epsilon a^{\dagger }}exp{i\epsilon a}$. In our article we do not claim to have diagonalized the operator, $F_q = exp{i \epsilon (A^{\dagger}+A)}$, for which the basis states |g,m> and |e,m> are not analytic vectors.Comment: Revtex, 4pages. To be Published in Physical Review A59, NO.4(April 99

Reply to ``Comment on `Majoron emitting neutrinoless double beta decay in the electroweak chiral gauge extensions' ''

We demonstrate that in the process of deducing the constraint on the electroweak mixing angle $\theta_{W}$ in our paper, we have indeed been working with three mass scales while implementing (331) model.Comment: Revtex, 3pages, Reply to hep-ph/9902448, Submitted to Phys. Rev.

Examining the neuroscience evidence for sensory-driven neuroplasticity: implications for sensory-based occupational therapy for children and adolescents.

When Ayres first presented the theory of sensory integration (SI), she grounded it in the neuroscience literature. Neuroplasticity was then, and is today, considered to be at the heart of this theory. This evidence-based review sought to critically examine the basic science literature to specifically identify evidence for the assumptions and tenets of Ayres\u27 theory of SI. We reviewed literature between 1964 and 2005, within psychological, physiological, and biomedical areas, addressing neuroplasticity. The review focused on sensorimotor-based neuroplasticity; explored the data that addressed the links among sensory input, brain function, and behavior; and evaluated its relevance in terms of supporting or refuting the theoretical premise of occupational therapy using an SI framework (OT/SI) to treatment. Although direct application from basic science to OT/SI is not feasible, we concluded that there was a basis for the assumptions of Ayes\u27 SI theory

The BCS theory of q-deformed nucleon pairs - qBCS

We construct a coherent state of q-deformed zero coupled nucleon pairs distributed in several single-particle orbits. Using a variational approach, the set of equations of qBCS theory, to be solved self consistently for occupation probabilities, gap parameter Delta, and the chemical potential lambda, is obtained. Results for valence nucleons in nuclear degenerate sdg major shell show that the strongly coupled zero angular momentum nucleon pairs can be substituted by weakly coupled q-deformed zero angular momentum nucleon pairs. A study of Sn isotopes reveals a well defined universe of (G, q) values, for which qBCS converges. While the qBCS and BCS show similar results for Gap parameter Delta in Sn isotopes, the ground state energies are lower in qBCS. The pairing correlations in N nucleon system, increase with increasing q (for q real).Comment: 8 pages, REVTEX, 3 eps figure

If Reasoning, Reflection, and Evidence-Based Practice are Essential to Practice, We Must Define Them

Reasoning, reflection, and evidence-based practice are considered essential to the delivery of high-quality occupational therapy services. These skills are highlighted in occupational therapy practice acts and educational standards. Unfortunately, although clearly integral to practice, reasoning, reflection, and evidence-based practice are rarely and inconsistently defined in the profession of occupational therapy. Because the terms reasoning, reflection, and evidence-based practice are used so frequently, and so often their definitions are assumed, occupational therapy students may be unclear on how they will be evaluated and, ultimately, what they will be expected to do in practice in relation to these skills. Through a review of literature, this paper identifies the need for clear conceptualizations of professional skills in occupational therapy and synthesizes the significance of reasoning, reflection, and evidence-based practice to both the education of occupational therapy students and the practice of occupational therapy. This Opinions in the Profession paper seeks to begin a discussion around actions required to advance occupational therapy as a profession through the process of clarifying how these skills are conceptualized, taught, and implemented to promote clear language in literature, education, and practice with the hope of positively impacting therapy services

Defining Reasoning, Reflective Practice, and Evidence-Based Practice in Occupational Therapy Education: A Delphi Study

Reasoning, reflective practice, and evidence-based practice are essential skills for occupational therapy practitioners, but it is unclear how these skills are defined in occupational therapy education. We used Delphi methodology to explore educator conceptualizations of clinical reasoning, professional reasoning, reflective practice, and evidence-based practice. Eligible participants on the Delphi expert panel were required to have been an educator in an occupational therapy program for at least three years at the master’s level or higher, to be a current occupational therapy educator, based in the United States, and available across multiple survey rounds. Nine participants completed all three survey rounds. Among members of the expert panel there was continued moderate disagreement about terminology related to reasoning and there were some discrepancies between expert perspectives and the occupational therapy literature. However, these educators largely agreed on key features of the complex constructs. Consistency about the use of these terms will support both education and research related to essential professional skills

Relationships Between Reasoning, Reflective Practice, and Evidence-Based Practice: Educators’ Perspectives

Many models of professional thinking exist within occupational therapy, but the relationships among reasoning, reflective practice, and evidence-based practice as essential skills for practice are not clear. Because occupational therapy educators impart these skills to students, understanding how educators conceptualize relationships among skills is necessary. We used Delphi methodology to explore educator conceptualizations of the relationships among clinical reasoning, professional reasoning, reflective practice, and evidence-based practice. Inclusion criteria were: an educator in an occupational therapy program for at least three years at the master’s level or higher, currently an occupational therapy educator based in the United States, and available across multiple survey rounds. Nine participants completed all three survey rounds. Participants agreed that the four skills are reciprocally related to one another, with some discrepancies surrounding differing conceptualizations of clinical and professional reasoning. Additionally, relationships were understood to be non-linear and complex. Continued exploration of how these essential skills are related to one another is needed to support future exploration of how they are integrated in occupational therapy education and how this influences practice