Efficacy of a topical herbal and mineral formulation (Dynamiclear) for the treatment of herpes simplex labialis in the community setting : study protocol for a randomised, double-blind placebo-controlled trial

Introduction Herpes simplex labialis (HSL) is a common infection that can cause painful lesions on the oral mucosa, commonly referred to as cold sores. Current biomedical treatments include topical aciclovir, which reduces the episode duration by an average of 0.5 days. This study will examine the efficacy and tolerability of an over-the- counter topical treatment, Dynamiclear in reducing duration and severity of HSL episodes. Methods and analysis This prospective, randomised, double-blind, placebo-controlled, multi-centre trial will recruit a minimum of 292 adult participants across Australia and New Zealand who present with a cold sore within 48 hours of onset. They will be randomly allocated in a 2:1 ratio to receive either topical Dynamiclear (active) or placebo. Dynamiclear’s active ingredients are Hypericum perforatum, Calendula Officinalis and copper sulfate. A single topical treatment of active or placebo will be applied by a pharmacy-based investigator, and participants will be provided with a viral swab kit to confirm presence of herpes virus 1 or 2 from ulcerated lesions. Participants will receive reminders by email and/ or SMS to complete an online daily diary assessing their cold sore lesion using a visual guide, and recording other symptoms on numeric scales until healed. The primary outcome variable is median duration of HSL episode in days (participant evaluated) from presentation to return to normal skin. Secondary outcomes include severity of lesion pain, itching, burning and tingling during the symptomatic phase and proportion of lesions progressing to ulceration

A gauge theoretic approach to elasticity with microrotations

We formulate elasticity theory with microrotations using the framework of gauge theories, which has been developed and successfully applied in various areas of gravitation and cosmology. Following this approach, we demonstrate the existence of particle-like solutions. Mathematically this is due to the fact that our equations of motion are of Sine-Gordon type and thus have soliton type solutions. Similar to Skyrmions and Kinks in classical field theory, we can show explicitly that these solutions have a topological origin.Comment: 15 pages, 1 figure; revised and extended version, one extra page; revised and extended versio

Phototrophic Fe(II)-oxidation in the chemocline of a ferruginous meromictic lake

© 2014 Walter, Picazo, Miracle, Vicente, Camacho, Aragno and Zopfi. Precambrian Banded Iron Formation (BIF) deposition was conventionally attributed to the precipitation of iron-oxides resulting from the abiotic reaction of ferrous iron (Fe(II)) with photosynthetically produced oxygen. Earliest traces of oxygen date from 2.7 Ga, thus raising questions as to what may have caused BIF precipitation before oxygenic photosynthesis evolved. The discovery of anoxygenic phototrophic bacteria thriving through the oxidation of Fe(II) has provided support for a biological origin for some BIFs, but despite reports suggesting that anoxygenic phototrophs may oxidize Fe(II) in the environment, a model ecosystem of an ancient ocean where they are demonstrably active was lacking. Here we show that anoxygenic phototrophic bacteria contribute to Fe(II) oxidation in the water column of the ferruginous sulfate-poor, meromictic lake La Cruz (Spain). We observed in-situ photoferrotrophic activity through stimulation of phototrophic carbon uptake in the presence of Fe(II), and determined light-dependent Fe(II)-oxidation by the natural chemocline microbiota. Moreover, a photoferrotrophic bacterium most closely related to Chlorobium ferrooxidans was enriched from the ferruginous water column. Our study for the first time demonstrates a direct link between anoxygenic photoferrotrophy and the anoxic precipitation of Fe(III)-oxides in a ferruginous water column, providing a plausible mechanism for the bacterial origin of BIFs before the advent of free oxygen. However, photoferrotrophs represent only a minor fraction of the anoxygenic phototrophic community with the majority apparently thriving by sulfur cycling, despite the very low sulfur content in the ferruginous chemocline of Lake La Cruz

Historical roots of gauge invariance

Gauge invariance is the basis of the modern theory of electroweak and strong interactions (the so called Standard Model). The roots of gauge invariance go back to the year 1820 when electromagnetism was discovered and the first electrodynamic theory was proposed. Subsequent developments led to the discovery that different forms of the vector potential result in the same observable forces. The partial arbitrariness of the vector potential A brought forth various restrictions on it. div A = 0 was proposed by J. C. Maxwell; 4-div A = 0 was proposed L. V. Lorenz in the middle of 1860's . In most of the modern texts the latter condition is attributed to H. A. Lorentz, who half a century later was one of the key figures in the final formulation of classical electrodynamics. In 1926 a relativistic quantum-mechanical equation for charged spinless particles was formulated by E. Schrodinger, O. Klein, and V. Fock. The latter discovered that this equation is invariant with respect to multiplication of the wave function by a phase factor exp(ieX/hc) with the accompanying additions to the scalar potential of -dX/cdt and to the vector potential of grad X. In 1929 H. Weyl proclaimed this invariance as a general principle and called it Eichinvarianz in German and gauge invariance in English. The present era of non-abelian gauge theories started in 1954 with the paper by C. N. Yang and R. L. Mills.Comment: final-final, 34 pages, 1 figure, 106 references (one added with footnote since v.2); to appear in July 2001 Rev. Mod. Phy

Senior Thesis Proposal

Senior Thesis Proposa

Don\u27t Hays Me Bro: A Brief History of the Hays Code and its Effects on Modern Film Through Comparative Analysis

This thesis briefly gives the history of the Motion Picture Production Code of 1930. It outlines the development process of the document, also referred to as the Hays Code, as well as the pressures that led to its creation. It discusses the legislation passed that made the Code necessary as a protective measure for Hollywood, and how the ratings system used today was developed as the Code was abandoned. This thesis also discusses three films as they were or would have been censored through the document. Scarface (1932), Rear Window (1954), and A Clockwork Orange (1971) are included as representatives of pre- Code, Code era, and post-Code films. Through comparative analysis, this thesis discusses the evolution of the presentations of “immoral” themes, such as sex, violence, and nudity

Strengths, challenges, and learning strategies of students with dyslexia at Australian universities: An online mixed-methods survey

Mode of access: World Wide WebTheoretical thesis.Bibliography: pages 66-77Chapter 1 : Introduction and context -- Chapter 2 : Research questions -- Chapter 3 : Literature review -- Chapter 4 : Methods -- Chapter 5 : Results -- Chapter 6 : Discussion -- Chapter 7 : ConclusionsDyslexia generally affects reading and spelling, but not intelligence (International Dyslexia Association, 2018). Students with dyslexia can succeed at university, but related challenges can affect wellbeing and attainment (Alexander-Passe, 2015; Mortimore & Crozier, 2006; Richardson, 2015). Research literature has described many potential strengths and learning strategies of students with dyslexia, which could help overcome challenges (MacCullagh et al., 2017; Pino & Mortari, 2014). However, few quantitative comparisons have been conducted between dyslexic and non-dyslexic groups, nor between different learning strategies. Thus, it is not known if university students with and without dyslexia differ significantly on academic strengths, challenges, or learning strategies. Nor is it known if students with dyslexia consider any specific strategies more helpful than other strategies. To begin resolving these uncertainties, an online mixed methods survey was conducted, recruiting 70 students with dyslexia formally assessed (D-A) and 58 non-dyslexic peers (ND) from Australian universities. Reported academic strengths were not found to differ significantly between groups. However, average difficulty ratings by the D-A group were significantly higher than for ND peers across all learning and assessment activities surveyed, except essay exams. The D-A and ND groups also differed significantly in usage proportions for some learning strategies, but not on average helpfulness ratings for any strategy. Ranking overall perceived helpfulness of learning strategies for D-A participants by combining usage proportions and average helpfulness ratings for this group indicated 'Reducing Contrast' as the highest ranked strategy, and 'Special Font' the lowest. These quantitative findings were supported by qualitative comments. University students with dyslexia can use evidence from this study when considering which learning strategies to implement. University staff, researchers, and policymakers can also use findings of this study to inform their decisions. Such applications of the study findings could ultimately improve wellbeing and success of university students with dyslexia.Mode of access: Internet.1 online resource (104 pages) illustration

Participation and experiences of students with dyslexia in higher education : a literature review with an Australian focus

People with dyslexia are currently under-represented in higher education throughout the world, though the extent of the shortfall in Australia is not known. Students with dyslexia face particular challenges in higher education due to the heavy reading loads required for most courses. All Australian universities offer services for students with dyslexia through a generic 'equity' or 'disability' unit. However, it is unclear from the current literature whether these services are appropriate for students with dyslexia, or what proportion of students with dyslexia are accessing such services. This literature review summarises and critiques the Australian and international literature regarding participation and experiences of students with dyslexia in higher education,luding representation, strengths, challenges, current support practices and potential strategies to promote more equitable access in the future. It provides a foundation for discussion and action on this important issue among members of the Australian higher education community.19 page(s