Epr Spectroscopy Of Ruby In The Undergraduate Physical Chemistry Teaching Laboratory

We describe an exercise for the undergraduate teaching lab that uses EPR spectroscopy to determine the g and D values for the chromium(III) ion in a ruby ball lens. Students use a polarized light stereomicroscope to identify the ruby c-axis; once found, ruby orientation is locked in place with a teflon screw at the end of a teflon post. The post can then be rotated in the magnetic field of an X-band EPR spectrometer using an inexpensive rotation platform. Spectra are obtained from 0 to 90 degrees in 5 degree increments; the result is a huge amount of data, which is more easily handled using Igor Pro software.$^{1}$ Resonance field positions are found and plotted as a function of angle, and the values of g and D are determined from the $0^{\circ}$ spectrum.$^{2}$ Using their experimental g and D values, students diagonalize the spin Hamiltonian using a procedure written in Igor Pro. Calculated resonance field positions at each angle can then be compared with experimental results. 1. WaveMetrics, Inc. 10200 SW Nimbus, G-7 Portland , OR 97223 2. L.A. Collins, M.A. Morrison, P.L. Donoho Am. J. Phys., 42 (1974) 560-571

Ileocecal Adenocarcinoma and Ureteral Transitional Cell Carcinoma with Multiple Sebaceous Tumors and Keratoacanthomas in a Case of Muir-Torre Syndrome

Cutaneous neoplasms including sebaceous tumors, keratoacanthomas, and basal cell carcinomas with sebaceous differentiation can be markers of internal malignancy associated with the Muir-Torre Syndrome (MTS). We report a 56-year-old man with a diagnosis of hereditary nonpolyposis colorectal cancer (HNPCC) and ureteral transitional cell carcinoma who subsequently developed two sebaceous gland neoplasms and several keratoacanthomas, leading to the diagnosis of MTS. Our case highlights the clinical advantages of immunohistochemistry (IHC) in identifying mutations in the mismatch repair (MMR) genes responsible for both HNPCC and MTS. The importance of continued clinical suspicion in the dermatological assessment of patients with sebaceous neoplasms is emphasized

Designing for inclusion in public playgrounds: a scoping review of definitions, and utilization of universal design

Purpose: Public playgrounds afford children and families important opportunities for outdoor play, social participation, and inclusion. Unfortunately, many children and families experience barriers to accessing, using, and being included in public playgrounds. Consequently, Universal Design (UD) is promoted for providing conceptual guidance for designing for inclusion in public playgrounds. However, a lack of research evidence means researchers have engaged in the ongoing interpretation of the UD concept and related non-discriminatory planning and design concepts. Therefore, the aim of this study was to examine how UD, and related concepts, are used in peer-reviewed articles concerning public playgrounds. Materials and methods: A scoping review was conducted in November 2019, which identified 15 peer-reviewed articles that met the inclusion criteria. Results: Analysis revealed that the terms UD, inclusive design, accessibility, and usability are all being used to describe non-discriminatory planning and design concepts arbitrarily and without regard for higher or lower order concepts. Two broad interpretations were evident: (a) UD is synonymous with accessibility for some, and (b) UD is a higher-order concept that goes beyond accessibility for others. Nevertheless, findings highlight the utility of UD in underpinning the design of public playgrounds in many developed countries; however, the concept requires further clarity and specificity as it pertains to playground design and more pertinently inclusion in outdoor play. Conclusions: We argue for further conceptual refinement to consolidate the importance and future application of UD for Play (UDP) in the design of public playgrounds that promote outdoor play, social participation, and inclusion. Implications for rehabilitation: Most peer-reviewed journal articles reviewed fail to define what is meant by the term Universal Design. Of those that do provide a definition, the outcome of inclusion in play, or the application of Universal Design to enable play in public playgrounds was unclear. Research to date has mostly focused on related concepts, including accessibility and usability, with less emphasis on Universal Design. Recommend a tailored perspective of Universal Design for Play (UDP

Can universal design support outdoor play, social participation, and inclusion in public playgrounds? A scoping review

Purpose: To synthesize evidence regarding the physical design features and non-physical aspects of public playgrounds that facilitate/hinder outdoor play, social participation, and inclusion; identify design recommendations; and explore the current discourses and concepts around designing for outdoor play, social participation, and inclusion in public playgrounds in the context of Universal Design (UD). Methods: Published studies addressing public playgrounds, inclusion, and design, were identified via a systematic search of eleven databases from health, science, education, and humanities. Results: Fifteen documents met the inclusion criteria. Three main themes were identified concerning physical design features and non-physical aspects of public playgrounds that facilitate/hinder outdoor play, social participation, and inclusion, with associated design recommendations. Although UD is recognized to have the potential to support the design of public playgrounds, no studies examined UD solutions for playgrounds or tested them for effectiveness. Conclusion: We cannot yet determine whether UD can support outdoor play, social participation, and inclusion in public playgrounds. Research to date has mostly focused on understanding usersâ perspectives; future research should continue to be informed by diverse usersâ perspectives to address gaps in knowledge concerning childrenâ s voice from migrants, lower socioeconomic communities, and intergenerational users with disabilities alongside researching design solutions for play. Implications for rehabilitation: Children, particularly children with disabilities and their families, continue to experience marginalization and exclusion in public playgrounds, despite a commitment to inclusion in international treaties. Universal design is recognized to have the potential to support the design of public playgrounds, however, the evidence is currently very sparse. While accessibility is an important consideration for playground design, it does not ensure that play occupations can take place. Extending knowledge on universal design as it applies explicitly to playgrounds and play occupation requires multi- and trans-disciplinary collaboration that includes a play-centered perspective

Designing public playgrounds for inclusion: a scoping review of grey literature guidelines for Universal Design

Universal Design (UD) is promoted internationally for the design of public playgrounds that support outdoor play, social participation, and inclusion. Despite this international recognition of UD, there is a lack of research evidence concerning the applicability of UD for playground design. Instead, municipalities need to rely on best practice guidelines to inform the design of public playgrounds for inclusion. Internationally, numerous grey literature guidelines have been produced for designing public playgrounds for inclusion, resulting in a lack of consensus on core principles for applying UD. Thus, this scoping review study aimed to synthesise findings from a review of international grey literature guidelines to strengthen the knowledgebase for designing public playgrounds for inclusion. Three themes were identified that characterise core considerations for good design: (1) design approaches, (2) design principles and (3) design recommendations. Although UD is recognised as having potential to support the design of public playgrounds, inconsistent design approaches, principles, and recommendations, were communicated within these guideline documents. Still, the core concept of inclusion underpinned all guideline documents and a tailored application of UD dominated. Consequently, to fully realise the design of public playgrounds for inclusion, UD may need to be tailored for play; however, further research is required

A national study of playground professionals universal design implementation practices

Globally, Universal Design (UD) is promoted as an evidence-informed approach for planning and designing accessible and inclusive public playgrounds, which are valuable sites for outdoor play in child-friendly cities. However, it remains unclear the extent to which UD has been implemented in public playgrounds. The purpose of this study was to explore the extent to which UD is implemented, from the perspectives of playground professionals in the Republic of Ireland. A descriptive, cross-sectional online survey was used to gather data. Data analysis revealed that playground professionals recognise the importance of UD for planning, designing, and providing public playgrounds for inclusion, and implement UD in various ways. Still, a lack of knowledge and good practice guides for embedding UD, constitute significant barriers. Numerous opportunities, initiatives and training prospects were identified to better support the implementation of UD. Moreover, further research with ‘professional experts’ and ‘user-experts’ is required to strengthen socio-spatial inclusion

A qualitative study of child participation in decision-making: Exploring rights-based approaches in pediatric occupational therapy

Background: According to Article 12 of the United Nations Convention on the Rights of the Child, therapists are duty-bound to include children in decisions that impact them. Although occupational therapists champion client-centred, collaborative practice, there remains a paucity of studies detailing children’s rights and experiences of decision-making in pediatric occupational therapy. Purpose: This qualitative study described the decision-making experiences of children, parents and therapists in occupational therapy. Methods: Semi-structured interviews were conducted with 17 participants (six children, five parents and six occupational therapists), and data analysed using thematic analysis. Findings: Three themes emerged: 1) Goal-setting experiences; 2) Adults: child-rights gatekeepers or defenders? and 3) Decision-making in context. Findings suggest that decision-making is mostly adult directed, and children’s voices are subsumed by adult-led services, priorities, and agendas. Implications: Children’s rights need to be embedded as an aspect of best practice in providing services that are child-centred in occupational therapy practices and education

Andrew Melville, sacred chronology and world history: the Carmina Danielis 9 and the Antichristus

The accepted view of the ecclesiastical reformer Andrew Melville (1545–1622) as the dynamic leader of the Presbyterian movement in Jacobean Scotland has been severely eroded in recent years, with particular criticism of the actual importance of his contribution to the Kirk and to Scottish higher education. While this reductionism has been necessary, it has resulted in an inversion of the overwhelmingly positive traditional image of Melville, and does not give us a rounded assessment of his life and works. This article attempts to partially redress this balance by looking at a neglected aspect of Melville's Latin writings, which showcase his talents as a humanist intellectual and biblical commentator. It focuses on two long poems that are both commentaries and paraphrases of Daniel and Revelation: the Carmina Danielis and the Antichristus. Through these poems, we see how Melville engaged with two problems exercising reformed theologians across Europe: the dating of key biblical events and the historicised meaning of prophecies within these texts. We also find evidence that Melville read widely among both contemporary and ancient commentators on both these issues

Evidence for implementing tiered approaches in elementary schools in school-based occupational therapy: a scoping review

Importance: Internationally, it is suggested that school-based occupational therapy (SBOT) has an important role in supporting inclusion in educational settings. In SBOT, multitiered service delivery models are identified as a way forward to maximize school inclusion. Therefore, identifying evidence for the implementation of tiered interventions in SBOT is vital. Objective: To identify and map evidence in the occupational therapy literature relating to SBOT interventions delivered in elementary schools for all children, for those at risk, and for those with identified diagnoses. Data Sources: Peer-reviewed literature published in 14 occupational therapy journals between 1990 and 2020, indexed in the EBSCOhost database. Study Selection and Data Collection: Included studies were those within the scope of SBOT that reported on school occupations and focused on elementary school–age children (excluding kindergarteners or preschoolers). Findings: Forty studies met the criteria. Individual-tier intervention studies (n = 22) primarily reported direct interventions with children at risk or with identified diagnoses (Tier 2 or Tier 3), focusing mostly on remedial approaches. None adopted a whole-school approach. Despite handwriting and self-regulation being dominant areas of concern, these studies were not explicitly related to inclusion outcomes. Evidence for implementing multitiered models primarily used indirect, collaborative consultation, embedded in the school context (n = 18). These studies identified positive school staff and child outcomes when collaboration was timely, consistent, and authentic. Conclusions and Relevance: More rigorous individual-tier intervention studies are required to inform the design and implementation of multitiered interventions in SBOT and to support participation and inclusion in schools. What This Article Adds: This scoping review provides evidence to support occupational therapists’ professional reasoning in developing evidence-based, contextual, educationally relevant multitiered models of intervention in SBOT