Absolute continuity and spectral concentration for slowly decaying potentials

We consider the spectral function $\rho(\mu)$ $(\mu \geq 0)$ for the Sturm-Liouville equation $y^{''}+(\lambda-q)y =0$ on $[0,\infty)$ with the boundary condition $y(0)=0$ and where $q$ has slow decay $O(x^{-\alpha})$ $(a>0)$ as $x\to \infty$. We develop our previous methods of locating spectral concentration for $q$ with rapid exponential decay (JCAM 81 (1997) 333-348) to deal with the new theoretical and computational complexities which arise for slow decay

Extensions of a New Algorithm for the Numerical Solution of Linear Differential Systems on an Infinite Interval

This paper is part of a series of papers in which the asymptotic theory and appropriate symbolic computer code are developed to compute the asymptotic expansion of the solution of an n-th order ordinary differential equation. The paper examines the situation when the matrix that appears in the Levinson expansion has a double eigenvalue. Application is made to a fourth-order ODE with known special function solution

Interactive Methods for Teaching Action Potentials, an Example of Teaching Innovation from Neuroscience Postdoctoral Fellows in the Fellowships in Research and Science Teaching (FIRST) Program

Acquiring a faculty position in academia is extremely competitive and now typically requires more than just solid research skills and knowledge of one’s field. Recruiting institutions currently desire new faculty that can teach effectively, but few postdoctoral positions provide any training in teaching methods. Fellowships in Research and Science Teaching (FIRST) is a successful postdoctoral training program funded by the National Institutes of Health (NIH) providing training in both research and teaching methodology. The FIRST program provides fellows with outstanding interdisciplinary biomedical research training in fields such as neuroscience. The postdoctoral research experience is integrated with a teaching program which includes a How to Teach course, instruction in classroom technology and course development and mentored teaching. During their mentored teaching experiences, fellows are encouraged to explore innovative teaching methodologies and to perform science teaching research to improve classroom learning. FIRST fellows teaching neuroscience to undergraduates have observed that many of these students have difficulty with the topic of neuroscience. Therefore, we investigated the effects of interactive teaching methods for this topic. We tested two interactive teaching methodologies to determine if they would improve learning and retention of this information when compared with standard lectures. The interactive methods for teaching action potentials increased understanding and retention. Therefore, FIRST provides excellent teaching training, partly by enhancing the ability of fellows to integrate innovative teaching methods into their instruction. This training in turn provides fellows that matriculate from this program more of the characteristics that hiring institutions desire in their new faculty

“It’s Important, but it’s Not Everything”: Practitioners’ Use, Analysis and Perceptions of Fitness Testing in Academy Rugby League

A plethora of research exists examining the physical qualities of rugby league players. However, no research has investigated practitioners’ insights into the use, analysis and perceptions of such fitness testing data that is vital for applying research into practice. Therefore, this study aimed to examine practitioners’ (coaches and strength & conditioning [S&C] coaches) perceptions and challenges of using fitness testing and the development of physical qualities. Twenty-four rugby league practitioners were purposefully sampled and completed a semi-structured interview. Interviews were transcribed and thematically analysed identifying five themes (it’s important, but it’s not everything; monitoring; evaluation and decision making; motivation; and other external challenges). The theme of “it’s important, but it’s not everything” emerged as a fundamental issue with regard fitness testing and the use of such data and that physical data alone does not inform coaches decisions. There appears conflicts between coaches and S&C coaches’ perceptions and use of fitness data, identifying complexities of supporting players in multidisciplinary teams. Collectively, the findings highlight the multifaceted nature of academy rugby league and suggest that practitioners should utilise fitness testing to inform player evaluations, positively influence training and assist with decision making. Moreover, practitioners should understand the combination of factors that influence fitness testing and work collaboratively to enhance talent development strategies

Ecological Effects of Fear: How Spatiotemporal Heterogeneity in Predation Risk Influences Mule Deer Access to Forage in a Sky‐Island System

Forage availability and predation risk interact to affect habitat use of ungulates across many biomes. Within sky‐island habitats of the Mojave Desert, increased availability of diverse forage and cover may provide ungulates with unique opportunities to extend nutrient uptake and/or to mitigate predation risk. We addressed whether habitat use and foraging patterns of female mule deer (Odocoileus hemionus) responded to normalized difference vegetation index (NDVI), NDVI rate of change (green‐up), or the occurrence of cougars (Puma concolor). Female mule deer used available green‐up primarily in spring, although growing vegetation was available during other seasons. Mule deer and cougar shared similar habitat all year, and our models indicated cougars had a consistent, negative effect on mule deer access to growing vegetation, particularly in summer when cougar occurrence became concentrated at higher elevations. A seemingly late parturition date coincided with diminishing NDVI during the lactation period. Sky‐island populations, rarely studied, provide the opportunity to determine how mule deer respond to growing foliage along steep elevation and vegetation gradients when trapped with their predators and seasonally limited by aridity. Our findings indicate that fear of predation may restrict access to the forage resources found in sky islands

What do we know about transgender parenting?: Findings from a systematic review

Transgender issues are under‐explored and marginalised within mainstream social work and social care professional practice. The experience of gender transition has a profound impact on the individuals who have diverse gender identities and their family members. We present findings from a systematic review of studies concerning the experiences of transgender parenting conducted during January–September 2017. We took a life course approach, examining the research studies that investigated the experience of people identifying as transgender, who were already parents at the time of their transition or who wished to be parents following transition. The review evaluated existing findings from empirical research on transgender parenting and grandparenting to establish how trans people negotiate their relationships with children following transition, and sought to consider the implications for professional practice with trans people in relation to how best to support them with their family caring roles. We used the Preferred Reporting Items for Systematic Review and Meta‐Analyses (PRISMA) method. Empirical studies published from 1 January 1990 to 31 April 2017 in the English language, and which had transgender parenting as a significant focus, were included in the review. Twenty‐six studies met the criteria. Key themes reported are: how trans people negotiate their relationships with children following disclosure and transition; the impact of parental transitioning on children; relationships with wider families; trans people's desires to be parents; and the role of professional practice to support trans families. We discuss how the material from the review can inform social work education and practice, including to help identify future research, education and practice priorities in this area

Comparison of Cell Sediment and Surface Grown Test Plaque Using Scanning Electron Microscopy

Scanning electron microscopy was used to compare the morphology, integrity and distribution of bacterial cells in a test plaque grown on the surface of enamel with that of the cell sediment plaque routinely used in a short-term intraoral caries model. Cultures of S. mutans IB-1600 or S. sobrinus 6715-13 were grown in complex media supplemented with either 2.0% sucrose (glucan plaque) or 0.2 % glucose (non-glucan plaque). Cell sediment (CS) plaque was prepared by centrifuging the cultures after incubation, recovering the cell sediment, and spreading it on Metricel membrane filter paper. Surface grown (SG) plaque was prepared by suspending saliva-coated bovine enamel in the culture inedium, incubating, and recovering the enamel assembly with bacterial accumulations. Cell morphology and integrity, as well as the appearance of glucan-like material produced by the cells, was similar in both CS and SG test plaques. The cell distribution however, varied in the SG plaque from extremes of all cells to all glucan, whereas the cell sediment plaque was more uniform in cell distribution. A highly standardized test plaque minimizes variability in the intraoral caries model. These findings support the contention that the bacterial cells in a cell sediment plaque are similar in morphology, integrity and glucan production to surface grown plaque, and have the added advantage of uniform distribution, which makes the cell sediment plaque more appropriate for intraoral caries model studies