New Approaches for Air-Sea Fluxes in the Southern Ocean

Air-Sea Fluxes for the Southern Ocean: Strategies and Requirements for Detecting Physical and Biogeochemical Exchanges; Frascati, Italy, 21–23 September 201

Faculty Status for Librarians: Retrospect and Prospect

The article examines the history of faculty status for academic librarians and the attempts to relieve them of this status

The Positives of the Pandemic

My narrative is about challenges of the pandemic and how they turned into positives

A pilot heat and momentum flux study for the North Atlantic - base climatology

A base set of climatological heat and momentum flux fields has been calculated for the North Atlantic as part of a pilot study for a global climatology. The fields are qualitatively reasonable. Comparison with the fields of lsemer and Hasse (1987), which have been adjusted to match oceanographic constraints, indicates that the net heat loss in the base climatology is too low by between 10-30 Wfm2 over most of the North Atlantic basin if the constraints are representative of the long-term mean ocean heat transport. The deficit arises mainly as a result of differences between the latent heat flux fields, the shortwave fields are in very good agreement. The implied ocean heat transport at 24°N is 0.29 PW less that the lower limit on the hydrographic estimate (Bryden, 1993). Possible reasons for this discrepancy are discussed and at present it is not clear whether the problem lies in the calculation of the fluxes or inappropriate use of the hydrographic estimates as constraints

Decoding Pauli-Z Errors on the 3-Dimensional Tetrahedral Color Code with Boundaries

In quantum computers, each logical qubit must be encoded in several physical qubits to protect against noise in physical qubits. The tetrahedral color code is such an encoding. In the primal lattice, the three-dimensional tetrahedral color code is a bitruncated octahedral lattice, and in the dual lattice, the tetrahedral color code is a four-colorable body-centered cubic lattice. This color code can be utilized for measurement-based quantum computing, for which all entanglement is present in a cluster state at the beginning of the computation and gate operations are performed by local measurements and classical operations. Moreover, this color code admits a gate set that is both transversal, i.e., realized by qubit-wise operations, and universal when supplemented by measurement and classical computing. During cluster state preparation and computation, errors may occur on the physical qubits. Therefore, it is necessary to have a decoder that, using the syndrome of these errors, finds a set of qubits to correct and performs the operations needed to correct those qubits. The decoder is considered successful if and only if the correction does not cause a logical error on the logical qubit. In this thesis, I present a decoder for Pauli Z, or phase-flip, errors on the three-dimensional tetrahedral color code with nonperiodic boundaries. This decoder for Z-errors includes as a subroutine a decoder for Pauli X errors. The decoder uses a restriction procedure to map the tetrahedral color code to a toric code. The toric code is another quantum error correcting code. Then, an existing toric code decoder interprets the error syndrome. This research on the bounded color code builds upon previous work on the unbounded color code and the two-dimensional color code. Under independently identically distributed noise, evidence indicates an error probability threshold for Z-errors between 0.01% and 0.02% and for X-errors between 2.5% and 3.3%. I also present example errors and illustrate how the decoder attempts to correct those errors.Physic

The Effects of Cochlear Implantation and Educational Audiology Services on Language Skills: A Case Study

Purpose Hearing loss can affect many aspects of a child’s life, particularly their language abilities and academic performance. Literature shows that children with hearing loss are more likely to have language deficits compared to their hearing peers (Tomblin et al., 2015). The degree to which language skills are affected has been shown to correlate with various factors, such as age of identification, hearing levels, and amount of speech and language intervention (Delage & Tuller, 2020; Shojaei et al., 2016). The aim of this research study was to assess how cochlear implantation and speech-language intervention affects the language skills and academic grades of one child with hearing loss. Method A case study method was utilized in order to gather detailed information on the language development of the child as treatment measures were implemented. Using a pre-and post-test research design, researchers gathered data on the child’s narrative skills and classroom grades before and after her cochlear implantation and continuous modifications and accommodations at school. Language abilities were determined using the story re-tell method in both language samples. The participant’s narrative was transcribed and analyzed using microstructure and macrostructure analysis. Results between the pre- and post-test language samples and the child’s grades in language arts, reading, and mathematics were compared and interpreted. Results Regarding microstructure, the child displayed reduction in five out of six microstructural errors and improvement in lexical and morphosyntactic diversity. In regards to macrostructure, the child improved in four out of seven elements, maintained status in two elements, and decreased in one element. The child’s grades increased in language arts from the pre- to post-test period, however decreased in reading and mathematics. Conclusion The results of the research show that the child’s language skills improved with cochlear implantation and educational audiology services. Overall, the participant showed improvement in both micro- and macrostructural language abilities as the treatment measures were implemented. While the participant’s grades in reading and mathematics decreased, academic growth was seen by both clinicians and researchers

The Acute Effects Of Alpha-Gpc On Hand Grip Strength, Jump Height, Power Output, Mood, And Reaction-Time In Recreationally Trained, College-Aged Individuals

Introduction: While alpha-GPC has received recent praise as a mental and physical performance enhancement supplement, very limited research on this topic exist, and no current studies examine alpha-GPC in collegiate-aged trained individuals. This study hopes to bridge the gap in the current research literature on the topic of alpha-GPC ingestion in young healthy adults in the cognitive and anaerobic paradigms, potentially shedding new light on the theoretical synergistic effect of caffeine and alpha-GPC. Purpose: To investigate and identify the acute effects of alpha-GPC ingestion on performance testing (hand-grip strength, jump height, force kinetics, rate of force development) & reaction time of a college-aged recreationally trained athlete. Methods: This study utilized a random, double-blinded, cross over design in which 27 participants (m=15; f=12) ingested either the placebo (dextrose, Group 1) alpha-GPC (6 mg ̭kgˉ̯ body mass, Group 2). Baseline measurements were obtained on the initial visit. On supplemental visits, immediately following ingestion, subjects were required to sit in a rested state for 25-minutes. Subjects first completed the 4-item mood questionnaire to assess subjective feelings of energy, fatigue, alertness and focus for tasking, followed by the pre reaction-time (RT) test. Body composition was then measured via the Bod Pod, followed by a standardized questionnaire indicating age and training experience. Each test consisted of four stations assessing physical task performance, specifically measuring hand-grip strength, jump height, rate of force development, and reaction-time. Following each test, participants completed the 4-item mood test questionnaire and the post-RT test. Subjects participated on three different occasions separated by 2-14 days. Hypotheses: The author of this investigation predicted alpha-GPC would have a positive impact on the performance variables, improving power output and neurological stimulation. Furthermore, this study aimed to support preliminary evidence of the ergogenic properties in alpha-GPC Results: Twenty-seven total subjects participated in this study (Age: mean 21.66 ±SD 1.88 years; Height: mean 68.4 ±SD 4.1 inches; Weight: mean 169. 02 ±SD 32.2 lbs.; Body fat: mean 19.2 ±SD 8.8%; Heart rate: mean 67.96 ±SD 8.2 beats/minute; SBP: 120.59±SD12.39 mmHg; DBP 74.74±SD 9.12 mmHg). There were no significant differences between any of the variables pre to post testing. There were also no differences between males and females for any test variable. Repeated measures ANOVA: Multiple comparisons, LSD reveal statistical significances were found for the following the dependent variables (fatigue, plyometric push-up, mood change, and reaction-time test). Participants reported lower levels of fatigue following alpha-GPC ingestion, yielding a significance of (p=0.019) when compared to baseline. The alpha-GPC group showed increased levels of peak force production during the plyometric push-up when compared to placebo with significance of (p=0.014). Mood change increased with alpha-GPC ingestion compared to placebo with significance of (p=0.023); and subjects scored more accurate (less incorrect answers) during the reaction-time test post alpha-GPC ingestion compared to placebo (p=0.014). Discussion: A-GPC supplementation showed a 12% increase in upper body power output, and 12% improvement in accuracy during the reaction-time test. This investigation supports A-GPC as an ergogenic aid for physical or cognitive stimulation

Technology-Enriched Universal Design for Learning Strategies in Postsecondary Education

While studies on technology professional development (PD) report the need for faculty to remain current in their knowledge of instructional technologies, relatively few promote the capabilities of such technologies to assist faculty in implementing Universal Design for Learning (UDL) principles (Higbee, 2008; Levy, 2009; Wilson & Wright, 2011). Likewise, very few studies have highlighted the perceptions of faculty about UDL and how these perceptions influence practice and the implementation of such principles. The purpose of this study was to examine the perceptions of faculty who had participated in an online module on technology-enriched UDL strategies, and how this participation impacted perceptions about the needs of students with disabilities (SWDs), the application of technology to meet the needs of SWDs, and the application of technology-enriched UDL strategies to meet the needs of SWDs. A case study was conducted with five faculty members who taught lower-division undergraduate language courses. This study revealed faculty perceptions related to the following three themes: awareness of learner variability and challenges faced by SWDs, benefits and barriers of applying technology-enriched UDL strategies, and the impact of UDL-focused PD on perception and practice. Findings suggested, after participating in an online module on technology-enriched UDL strategies, participants perceived: (a) SWDs need to be accommodated, but may not always disclose learning needs, (b) SWDs and all learners need materials in multiple, accessible formats, (c) technology reduces barriers to learning, (d) technology enables customization and self-regulation of learning, and (e) technology-enriched UDL strategies are beneficial. Findings also indicated the online module may have had an impact on these perceptions