Bases of quasisimple linear groups

Let $V$ be a vector space of dimension $d$ over $F_q$, a finite field of $q$ elements, and let $G \le GL(V) \cong GL_d(q)$ be a linear group. A base of $G$ is a set of vectors whose pointwise stabiliser in $G$ is trivial. We prove that if $G$ is a quasisimple group (i.e. $G$ is perfect and $G/Z(G)$ is simple) acting irreducibly on $V$, then excluding two natural families, $G$ has a base of size at most 6. The two families consist of alternating groups ${\rm Alt}_m$ acting on the natural module of dimension $d = m-1$ or $m-2$, and classical groups with natural module of dimension $d$ over subfields of $F_q$

Optimal management of post-traumatic radioulnar synostosis

Post-traumatic radioulnar synostosis is a rare complication after forearm or elbow injury that can result in loss of motion and significant disability. Risk factors include aspects of the initial trauma and of the surgical treatment of that trauma. Surgical intervention for synostosis is the standard of care and is determined based on the location of the bony bridge. Surgical timing is recommended between 6 months and 2 years with recent advocacy for the 6- to 12-month period after radiographs demonstrate bony maturation but early enough to prevent further stiffness and contractures. For most types of synostosis, surgical resection with interposition graft is recommended. The types of materials used include synthetic, allograft, and vascularized and non-vascularized materials, but currently there is no consensus on which is the most preferable. Adjuvant therapy is not considered necessary for all cases but can be beneficial in patients with high risk factors such as recurrence or traumatic brain injury. Postoperative rehabilitation should be performed early to maintain range of motion. © 2017 Osterman and Arief

Enhancing SRNA Confidence: Integrating Simulation-Based CRM Training with Didactic Education to Improve Intraoperative Recognition, Communication, and Management of Intraoperative Cardiac Arrest

Within the operating room (OR), the ability to identify deteriorating patient conditions and effectively communicate, is essential to delivering safe and efficient care. Although rare, the critical nature of emergent events necessitates early recognition and prompt intervention by an experienced anesthesia provider. The complexity of emergency management is often related to diagnostic ambiguity, individual provider experience, and disruptions of the fast-paced OR environment, requiring appropriate training methods for proficient execution. However, student registered nurse anesthetists (SRNAs) often lack sufficient exposure to emergent clinical scenarios, leading to delayed intervention and diminished confidence during crisis management. An evidence-based simulation education guideline for intraoperative emergency management was developed following a comprehensive literature review. The goal of this project is to implement evidence-based practice guidelines for crisis resource management education using simulation for nurse anesthesia students in central, Ohio. The evidence suggests that simulation learning is effective in improving recognition of deteriorating patient conditions, critical decision making, interdisciplinary teamwork, and student confidence

Pathophysiology of Aortic Stenosis

Pathophysiology of Aortic Stenosis Melissa J. Lee Department of Nursing, Otterbein University NURS 6810: Advanced Pathophysiology for the Advanced Practice Nurse Dr. Deana Batross & Dr. Shivani Bhatnagar July 29, 2022 Pathophysiology of Aortic Stenosis Proper evaluation of co-morbidities is imperative for patient safety and successful outcomes for patients undergoing anesthesia. Aortic stenosis (AS) is one of the most complex diseases encountered in anesthesia, affecting five percent of older adults and ten percent of the 80-89-year-old-cohort (Joseph et al., 2017). The pathophysiological development of AS is the end result of an inflammatory process caused by endothelial damage from mechanical stress, accumulation of lipid and calcium deposits, and the subsequent leaflet thickening and valvular narrowing (Joseph et al., 2017). Additionally, myocardial thickening is seen in AS, requiring a compensatory increase in afterload to maintain coronary perfusion (Zheng et al., 2020). Optimization of perioperative risk factors is required to avoid serious intraoperative hemodynamic complications. Understanding the signs and symptoms of disease as well as pathological processes of aortic stenosis is paramount to providing safe and effective anesthetic care based on well-defined hemodynamic goals. The goal of this poster presentation on aortic stenosis is to describe the pathophysiology, symptoms, treatment modalities and considerations for healthcare providers as it relates to the management of these patients. References Joseph, J., Naqvi, S. Y., Giri, J., & Goldberg, S. (2017). Aortic stenosis: pathophysiology, diagnosis, and therapy. The American Journal of Medicine, 130(3), 253–263. https://doi.org/10.1016/j.amjmed.2016.10.005 Zheng, K. H., Tzolos, E., & Dweck, M. R. (2020). Pathophysiology of aortic stenosis and future perspectives for medical therapy. Cardiology Clinics, 38(1), 1–12. https://doi.org/10.1016/j.ccl.2019.09.01

The Many Pedagogies Of Memoir: A Study Of The Promise Of Teaching Memoir In College Composition

This thesis examines the promise and problems of memoir in the pedagogy and practices of teaching memoir in college composition. I interviewed three University of Central Florida instructors who value memoir in composition, and who at the time of this study, were mandated to teach memoir in their composition courses. The interviews focus on three main points of interest: (1) the instructors’ motivations behind their teaching of memoir, (2) how these instructors see memoir functioning in their classes, and (3) what these instructors hope their students will gain in the process of writing the memoir essay. By analyzing these interviews, I was better able to understand the three instructors’ pedagogical choices and rationales for teaching memoir in their classes. I have also collected data and research from scholarly journal articles, books, and from my experiences teaching memoir in the composition classroom. This thesis challenges the widely accepted notion that memoir and the personal in composition scholarship, pedagogy, and teaching practices are “‘touchy-feely,’ ‘soft,’ ‘unrigorous,’ ‘mystical,’ ‘therapeutic,’ and ‘Mickey Mouse’” ways of meaning-making and teaching writing (Tompkins 214). My findings show that memoir in the classroom is richer and far more complex than it might appear at first, and that the teaching of memoir in composition can, in fact, be greater than the memoir essay itself. Even though each instructor I interviewed values the personal and believes memoir belongs in composition curriculum, it turns out that none of these instructors’ core reasons for teaching memoir was so his or her students could master writing the memoir essay, although this was important; rather the memoir essay ultimately served in the instructors’ classrooms as a conduit through which they ultimately could teach more diverse writing skills and techniques as well as intellectual concepts that truly inspired them. Since the teaching of memoir seems to be even iv more dynamic and versatile in process and pedagogy than many of the other essay genres traditionally taught in college composition, this thesis makes recommendations for how memoir needs to be viewed, written about, and taught in order to harness the promise of this essay genre more consistently in the discussion of composition pedagogy and in the teaching of memoir to our students in the composition classroom