Pose, posture, formation and contortion in kinematic systems

The concepts of pose, posture, formation and contortion are defined for serial, parallel and hybrid kinematic systems. Workspace and jointspace structure is examined in terms of these concepts. The inter-relationships of pose, posture, formation and contortion are explored for a range of robot workspace and jointspace types

Ukrainian and Syrian cultures

Syria is a traditional society with a long cultural history Importance is placed on family, religion, education and self-discipline and respect. The Syrian's taste for the traditional arts is expressed in dances such as the al-Samah, the Dabkeh in all their variations and the sword dance. Marriage ceremonies are occasions for the lively demonstration of folk customs. The scribes of the city of Ugarit (modern Ras Shamra) created a cuneiform alphabet in the 14th century BC

Genes Required for Wallerian Degeneration Also Govern Dendrite Degeneration: A Dissertation

Neurons comprise the main information processing cells of the nervous system. To integrate and transmit information, neurons elaborate dendritic structures to receive input and axons to relay that information to other cells. Due to their intricate structures, dendrites and axons are susceptible to damage whether by physical means or via disease mechanisms. Studying responses to axon injury, called Wallerian degeneration, in the neuronal processes of Drosophila melanogaster has allowed the identification of genes that are required for injury responses. Screens in Drosophila have identified dsarm and highwire as two genes required for axon degeneration; when these genes are mutated axons fail to degenerate after injury, even when completely cut off from the neuronal cell body. We found that these genes are also required for dendrite degeneration after injury in vivo. Further, we reveal differences between axon and dendrite injury responses using in vivo timelapse recordings and GCaMP indicators of intracellular and mitochondrial calcium transients. These data provide insights into the neuronal responses to injury, and better define novel targets for the treatment of neurodegenerative diseases

Transition-Age Youth with Intellectual Disabilities: Providers\u27 Perspectives on Improving Postschool Outcomes

The transition from high school to adulthood is challenging for all youth, but especially for youth with disabilities. Youth with disabilities face a number of barriers to experiencing postschool success. Youth with intellectual disabilities (ID) in particular struggle to access employment and postsecondary education (PSE) after exiting high school. Recent research has focused on identifying means of improving postschool outcomes through transition services; however, much of this research examines the experiences of youth with learning disabilities, even though youth with ID appear to struggle the most with the transition to adulthood. The present qualitative study examined the perspectives of four transition service providers (i.e., teachers, a work coordinator, and a school social worker) in order to identify the barriers preventing transition-age youth with ID from accessing employment and PSE and to explore means of improving transition services to promote greater postschool success. A content analysis of participants\u27 interviews revealed a number of critical factors contributing to postschool success (e.g., work-related experiences, collaborative service delivery), barriers to postschool success (e.g., unrealistic expectations, inadequate work opportunities, lack of PSE options), and ways to improve transition services (i.e., build more community partnerships, develop more PSE options, change transition program structure). The findings of this study emphasize the need to further explore ways in which to establish and maintain a variety of community partnerships in order to better prepare youth with ID for adulthood, as well as the need to evaluate and further develop PSE options designed for individuals with ID. Implications for social work practice, policy, and research are discussed

Links Between Social Support, Thwarted Belongingness, and Suicide Ideation among Lesbian, Gay, and Bisexual College Students

Emerging adults with a lesbian, gay, or bisexual (LGB) identity are at greater risk for engaging in suicide-related behaviors. This disparity highlights a need to elucidate specific risk and protective factors associated with suicide-related behaviors among LGB youth, which could be utilized as targets for suicide prevention efforts in this population. Informed by the interpersonal-psychological theory of suicide, the present study hypothesized that social support would be indirectly associated with decreased suicide ideation via lower thwarted belongingness. A sample of 50 emerging adults (62.0% male, 70.0% Hispanic) who identified as gay, lesbian, bisexual, questioning, or “other” orientation, with a mean age of 20.84 years (SD = 3.30 years), completed self-report assessments. Results indicated that support from both family and the LGB community were associated with lower thwarted belongingness over and above the effects of age, sex, and depressive symptoms. Indirect effects models also indicated that both family and LGB community support were associated with suicide ideation via thwarted belongingness. The results of the present study suggest that family and LGB community support may represent specific targets for reducing thwarted belongingness that could be leveraged in suicide prevention efforts for LGB emerging adults