The Relationships between obesity, obstructive sleep apnea and commercial motor vehicle operator performance

Obesity and Obstructive Sleep Apnea will impair Commercial Motor Vehicle operator performance. Obesity will increase the risk of developing serious medical conditions that may cause harm to human health and wellbeing. One condition that can be associated with obesity is known as Obstructive Sleep Apnea. Various symptoms of obstructive sleep apnea will impair a commercial motor vehicle operator\u27s ability to safely maneuver a vehicle. Many commercial motor vehicle collisions have been caused by operator fatigue and have resulted in serious injury and death. Due to unhealthy lifestyles, commercial motor vehicle operators are at a high risk of being obese. Obesity will increase the risk of developing obstructive sleep apnea. Both obesity and obstructive sleep apnea have an impact on commercial operator performance. Recognizing these relationships and understanding this information can be used to prevent the effects of obesity and obstructive sleep apnea on commercial motor vehicle operator performance. Literature, statistical analysis, surveys, and interviews confirm the prevalence of obesity in commercial motor vehicle operators. Literature, statistical analysis, surveys, and interviews verify a relationship between obesity and obstructive sleep apnea. Literature, statistical analysis, surveys, interviews, and case studies discuss the relationship between obesity, obstructive sleep apnea and commercial motor vehicle operator performance. Finally all of this information is used to substantiate preventative methods that will minimize or eliminate the detrimental effects of obesity and obstructive sleep apnea on commercial motor vehicle operator performance; furthermore reduce the risk of serious injury and death

Mechanisms of TAL1 Induced Leukemia in Mice: A Dissertation

Activation of the basic helix-loop-helix (bHLH) gene TAL1 is the most common genetic event seen in both childhood and adult T cell acute lymphoblastic leukemia (T-ALL). Despite recent success in treating T-ALL patients, TAL1 patients do not respond well to current therapies. In hopes of leading the way to better therapies for these patients, we have sought to determine the mechanism(s) of Tal1 induced leukemia in mice. By generating a DNA-binding mutant Tal1 transgenic mouse we have determined that the DNA binding activity of Tal1 is not required to induce leukemia. We have also shown that Tal1 expression in the thymus affects thymocyte development and survival. We demonstrate that Tal1 heterodimerizes with the class I bHLH proteins E47 and HEB in our mouse models of TAL1 induced leukemia. Severe thymocyte differentiation arrest and disease acceleration in Tal1/E2A+/- and Tal1/HEB+/- mice provides genetic evidence that Tal1 causes leukemia by inhibiting the function of the transcriptional activators E47 and HEB which have been previously shown to be important in T cell development. In pre-leukemic Tal1 thymocytes, we find the co-repressor mSin3A/HDAC1 bound to the CD4 enhancer, whereas an E47/HEB/p300 complex is detected in wild type thymocytes. Furthermore, mouse Tal1 tumors are sensitive to pharmacologic inhibition of HDAC and undergo apoptosis. These data demonstrate that Tal1 induces T cell leukemia by repressing the transcriptional activity of E47/HEB and suggests that HDAC inhibitors may prove efficacious in T-ALL patients that express TAL1

Australian curriculum linked lessons

In providing a continued focus on tasks and activities that help to illustrate key ideas embedded in the new Australian Curriculum, this issue we focus, on Geometry in the Measurement and Geometry strand with strong links for an integrated focus on the Statistics and Probability strand

Acknowledge Us: An Exploration of the Lived Experiences of Female Army Veterans in Undergraduate Programs

The purpose of this dissertation is to explore the lived experiences of female United States Army veterans who have enrolled in an academic undergraduate program post discharge. As higher education continues to be an important transition point for female veterans, understanding the lived experiences of this population provides higher education administrators and faculty the opportunity to create and implement services and programs that will appropriately assist this population in their educational journey. Using a phenomenological methodology (Moustakas, 1994; Patton, 2015; van Manen,1990) thirteen female veterans across five different eras (Vietnam, 1980’s peacetime, Desert Storm, Iraq and Afghanistan) took part in two-semi-structured interviews. Each participant was asked to retrospectively discuss their time in the military; the transition to civilian life; and their transition to and experience in higher education. The interviews were coded, and themes were developed (Braun & Clark, 20107; Saldana, 2016; Seidman, 2013). Three major themes emerged: military culture, the transition experience, and navigating higher education. These themes were examined through the conceptual frameworks of Bronfenbrenner’s Ecological Systems theory (1979) and Schlossberg’s transition theory (1981) as well as adult learning theory (Knowles, 1968; Mezirow, 1981) and feminist theory (Belenky et al., 1986; Gilligan, 1982; Baker Miller, 1986). The findings from this study suggest that female veterans bring habits, skills, and knowledge from their military experience into higher education that facilitates their academic success. Additional findings reveal the importance of the female veteran having a sense of belonging while moving from military culture to the culture of higher education, the impact of their perceived lack of readiness in the transition out of the military, as well as the value placed by the female student veteran on their relationships with faculty. Dissertation findings underscore the need for more research into the experience of female veterans’ by centering their unique voices and by focusing on understanding the female student veteran transition between military and higher education cultures and identities. Having a deeper understanding of the under researched areas of transition and identity will allow higher education administrators and faculty to create and implement services and programs that will support female student veterans in higher education

Developing methodology for efficient eelgrass habitat mapping across lidar systems

Super Storm Sandy, the second costliest hurricane in U.S. history, made landfall on the east coast of the U.S. in October 2012. In an attempt to assess the impacts of the storm on coastal ecosystems, several U.S. mapping agencies such as the National Oceanic and Atmospheric Administration (NOAA), the U.S. Geological Survey (USGS), and the U.S. Army Corps of Engineers (USACE) commenced data collection efforts using a variety of remotely-sensed data types including aerial imagery and topobathymetric lidar. The objective of this study was to investigate the applicability of object-based image analysis techniques for benthic habitat mapping. Bathymetry and reflectance data collected by a Riegl VQ-820-G system and the AHAB Chiroptera system along with aerial imagery (Applanix DSS) were compared using an objectbased image analysis (OBIA) technique to classify dense eelgrass beds, mixed sand and macroalgae, and sand habitats. In order to determine the efficacy of this method for benthic habitat classification it was also compared to a manual method of classification from aerial imagery. The resulting habitat maps were compared between systems to determine the feasibility of using one OBIA classification rule set across lidar systems and aerial imagery. Our preliminary results using the Riegl system suggest our methodology correctly classified 85% of benthic habitats. Preliminary results using the Chiroptera also suggests similar accuracy of classification. This methodology will allow streamlined creation of habitat maps for coastal managers and researchers using large sets of data collected by multiple sensors. Testing of this OBIA methodology is ongoing as new data from various sensors becomes available

Academic Freedom and Electronic Communications

In November 2004, the Association’s Council adopted Academic Freedom and Electronic Communications, a report prepared by a subcommittee of Committee A on Academic Freedom and Tenure and approved by Committee A. That report affirmed one “overriding principle”: Academic freedom, free inquiry, and freedom of expression within the academic community may be limited to no greater extent in electronic format than they are in print, save for the most unusual situation where the very nature of the medium itself might warrant unusual restrictions—and even then only to the extent that such differences demand exceptions or variations. Such obvious differences between old and new media as the vastly greater speed of digital communication, and the far wider audiences that electronic messages may reach, would not, for example, warrant any relaxation of the rigorous precepts of academic freedom. This fundamental principle still applies, but developments since publication of the 2004 report suggest that a fresh review of issues raised by the continuing growth and transformation of electronic-communications technologies and the evolution of law in this area is appropriate. For instance, the 2004 report focused largely on issues associated with e-mail communications and the posting of materials on websites, online bulletin boards, learning-management systems, blogs, and listservs. Since then, new social media, such as Facebook, LinkedIn, Reddit, Tumblr, and Twitter, have emerged as important vehicles for electronic communication in the academy

Academic Freedom and Electronic Communications

In November 2004, the Association’s Council adopted Academic Freedom and Electronic Communications, a report prepared by a subcommittee of Committee A on Academic Freedom and Tenure and approved by Committee A. That report affirmed one “overriding principle”: Academic freedom, free inquiry, and freedom of expression within the academic community may be limited to no greater extent in electronic format than they are in print, save for the most unusual situation where the very nature of the medium itself might warrant unusual restrictions—and even then only to the extent that such differences demand exceptions or variations. Such obvious differences between old and new media as the vastly greater speed of digital communication, and the far wider audiences that electronic messages may reach, would not, for example, warrant any relaxation of the rigorous precepts of academic freedom. This fundamental principle still applies, but developments since publication of the 2004 report suggest that a fresh review of issues raised by the continuing growth and transformation of electronic-communications technologies and the evolution of law in this area is appropriate. For instance, the 2004 report focused largely on issues associated with e-mail communications and the posting of materials on websites, online bulletin boards, learning-management systems, blogs, and listservs. Since then, new social media, such as Facebook, LinkedIn, Reddit, Tumblr, and Twitter, have emerged as important vehicles for electronic communication in the academy

The Vehicle, Fall 2007

Table of Contents Is This Thing On?Nichole D\u27Antoniopage 1 Death Came KnockingJacob Dawsonpage 5 Awaiting DecemberRebecca Griffithpage 9 ginamarieElizabeth Hoodpage 11 She LongsJennifer O\u27Neilpage 12 ForgottenStephanie Drozdpage 13 Art House WomanGreg Harrellpage 14 Young Woman OlderAmanda Vealepage 15 FirstRebecca Griffithpage 17 FlowJacob Dawsonpage 19 Am Animal AwareDanielle Meyerpage 20 Geneva 04\u27Stephanie Guyerpage 21 Poland, 1942.Jennifer O\u27Neilpage 22 Witness to the Atrophy of ForestsDanielle Meyerpage 23 Helvellyn IJacob Fosterpage 24 Three Out of Five Ain\u27t BadThomas McElweepage 25 FarceAmanda Vealepage 31 Strength of EmotionJennifer O\u27Neilpage 32 About the Authors Art Submissions Prerequisite for a RequiemJenna Smithcover Girl 3Jenna Smithpage 14 ManJenna Smithpage 16 Give Peace a ChanceMegan Mathypage 16 GraceJennifer O\u27Neilpage 20 Oh, the Places You\u27ll Go!Megan Mathypage 23https://thekeep.eiu.edu/vehicle/1086/thumbnail.jp