Physical properties of V1−x_{1-x}Tix_{x}O2_{2} (0 << x << 0.187) single crystals

Free standing, low strain, single crystals of pure and titanium doped VO$_{2}$ were grown out of an excess of V$_{2}$O$_{5}$ using high temperature solution growth techniques. At $T_{MI} \sim$ 340 K, pure VO$_{2}$ exhibits a clear first-order phase transition from a high-temperature paramagnetic tetragonal phase (R) to a low-temperature non-magnetic monoclinic phase (M1). With Ti doping, another monoclinic phase (M2) emerges between the R and M1 phases. The phase transition temperature between R and M2 increases with increasing Ti doping while the transition temperature between M2 and M1 decreases.Comment: 11 pages, 8 figure

Re-examining the effects of verbal instructional type on early stage motor learning

The present study investigated the differential effects of analogy and explicit instructions on early stage motor learning and movement in a modified high jump task. Participants were randomly assigned to one of three experimental conditions: analogy, explicit light (reduced informational load), or traditional explicit (large informational load). During the two-day learning phase, participants learned a novel high jump technique based on the ‘scissors’ style using the instructions for their respective conditions. For the single-day testing phase, participants completed both a retention test and task-relevant pressure test, the latter of which featured a rising high-jump-bar pressure manipulation. Although analogy learners demonstrated slightly more efficient technique and reported fewer technical rules on average, the differences between the conditions were not statistically significant. There were, however, significant differences in joint variability with respect to instructional type, as variability was lowest for the analogy condition during both the learning and testing phases, and as a function of block, as joint variability decreased for all conditions during the learning phase. Findings suggest that reducing the informational volume of explicit instructions may mitigate the deleterious effects on performance previously associated with explicit learning in the literature

State of Nebraska Digital Equity Plan: Understanding the Digital Equity Needs of Covered Populations in Nebraska

According to 2021 estimates from the U.S. Census Bureau’s American Community Survey, 7% of Nebraska households do not have access to a computer and 6% of Nebraska households have access to a computer but no internet. Although recent efforts suggest there is momentum and government action at both the federal and state levels to address lack of broadband (Hammel, 2023; Newman, 2023), this still leaves a considerable number of Nebraskans without access to reliable broadband in the meantime. Furthermore, broadband access is moot if Nebraskans do not have access or cannot afford technology and the cost of internet in the first place. The purpose of this report is to take a deeper look at specific covered populations in Nebraska who are more likely to be without affordable, reliable technology access and, therefore, are disproportionally impacted by the digital divide. The research team, representing the University of Nebraska at Omaha Center for Public Affairs Research and Department of Gerontology, was approached by the Nebraska Information Technology Commission to conduct focus groups with covered populations. Key findings from focus groups are shared. Findings indicate that access to technology and internet is not only vital for all Nebraskans but is also costprohibitive for already marginalized populations. Moving forward, these findings will inform the creation of a state digital equity plan for Nebraska

Service user involvement in giving mental health students feedback on placement: a participatory action research study

Background Although the drive to engage service users in service delivery, research and education has mainstream acceptance, it is not easy to achieve meaningful involvement. The contribution that could potentially be made by users whilst accessing services is often overlooked. Objectives and Participants This study involved stakeholders (mentors, service users and a lecturer) working together to design, evaluate and refine a system enabling students to seek feedback from service users. The feedback concerned mental health students’ interpersonal skills and occurred whilst on practice placement. This research aimed to explore the experiences of those concerned when nine students attempted to learn from rather than about service users. Design A 2-year study, encompassing five cycles of participatory action research (PAR). Setting A small island community in the British Isles, adopting UK standards for pre-registration nurse education. Methods Data came from interviews with service users and mentors and a series of reflective group discussions with students who volunteered to try out the feedback mechanism. The deliberations of the PAR stakeholder group informed the research cycles and added to the data, which were subject to thematic analysis. Findings Findings indicated that service users volunteering to give feedback had unanimously positive experiences. Students’ experience lay on a continuum: those with a stronger sense of self were more willing and able to ask for feedback than less confident students. Cultural adjustment to the role change needed was challenging, requiring self-awareness and courage. Over time, all students achieved deep learning and, for some, learning appeared transformative. Conclusion Although contextual, the study concluded that the feedback initiative encouraged the development of more equitable relationships, in which mental health nurses respected the expertise of service users. This potentially benefits student development, recovery-orientated practice, service users and HEIs searching for meaningful ways to involve service users in learning and formative assessment

Discovery of ferromagnetism with large magnetic anisotropy in ZrMnP and HfMnP

ZrMnP and HfMnP single crystals are grown by a self-flux growth technique, and structural as well as temperature dependent magnetic and transport properties are studied. Both compounds have an orthorhombic crystal structure. ZrMnP and HfMnP are ferromagnetic with Curie temperatures around 370 K and 320 K, respectively. The spontaneous magnetizations of ZrMnP and HfMnP are determined to be 1.9 μB/f.u. and 2.1 μB/f.u., respectively, at 50 K. The magnetocaloric effect of ZrMnP in terms of entropy change (ΔS) is estimated to be −6.7 kJ m−3 K−1 around 369 K. The easy axis of magnetization is [100] for both compounds, with a small anisotropy relative to the [010] axis. At 50 K, the anisotropy field along the [001] axis is ∼4.6 T for ZrMnP and ∼10 T for HfMnP. Such large magnetic anisotropy is remarkable considering the absence of rare-earth elements in these compounds. The first principle calculation correctly predicts the magnetization and hard axis orientation for both compounds, and predicts the experimental HfMnP anisotropy field within 25%. More importantly, our calculations suggest that the large magnetic anisotropy comes primarily from the Mn atoms, suggesting that similarly large anisotropies may be found in other 3d transition metal compounds