On (2,3)-agreeable Box Societies

The notion of $(k,m)$-agreeable society was introduced by Deborah Berg et al.: a family of convex subsets of $\R^d$ is called $(k,m)$-agreeable if any subfamily of size $m$ contains at least one non-empty $k$-fold intersection. In that paper, the $(k,m)$-agreeability of a convex family was shown to imply the existence of a subfamily of size $\beta n$ with non-empty intersection, where $n$ is the size of the original family and $\beta\in[0,1]$ is an explicit constant depending only on $k,m$ and $d$. The quantity $\beta(k,m,d)$ is called the minimal \emph{agreement proportion} for a $(k,m)$-agreeable family in $\R^d$. If we only assume that the sets are convex, simple examples show that $\beta=0$ for $(k,m)$-agreeable families in $\R^d$ where $k<d$. In this paper, we introduce new techniques to find positive lower bounds when restricting our attention to families of $d$-boxes, i.e. cuboids with sides parallel to the coordinates hyperplanes. We derive explicit formulas for the first non-trivial case: the case of $(2,3)$-agreeable families of $d$-boxes with $d\geq 2$.Comment: 15 pages, 10 figure

College is For You!

Did you know students with intellectual disability can go to college? This plain language resource shows what students can do in college, like join clubs and organizations, live on campus, and take classes. There is also information on how students can learn more about going to college

Transition to College: Educators Can Make it Happen!

Educators play a vital role in setting expectations and sharing resources with students and families who are interested in college. This resource includes steps educators and transition professionals can take to help students with intellectual disability (ID) and their families to explore college options

Exploring College for Students with Intellectual Disability: Families Make it Happen!

Families play an important role in making college possible for students with intellectual disability (ID)! This resource provides information on college options for students with ID and steps families can take to learn more and support students in exploring the option of college

Higher Education Leaders Make College Possible for Students with Intellectual Disability

Administrators in higher education play an important role in making college possible for students with intellectual disability (ID). This resource is designed for higher education professionals and contains the perspectives of experienced leaders in higher education who have developed college programs for students with ID. There are also resources for professionals to explore developing an inclusive postsecondary education (IPSE) program and welcoming students with ID on college campuses

Are we asking the right questions? Working with the LGBTQ+ community to prioritise healthcare research themes.

BackgroundConversations about research priorities with members of the public are rarely designed specifically to include people who identify as Lesbian, Gay, Bisexual, Transgender and Queer (LGBTQ+) and are not researchers.MethodsGenerally, to address this gap, and specifically, to inform future research for CLS, we carried out a rapid review of published research priority sets covering LGBTQ+ topics, and an online workshop to prioritise identified themes.ResultsRapid review: results. The rapid review identified 18 LGBTQ+ research priority sets. Some focussed on specific populations such as women or men, younger or older people or people living within families. Five addressed transgender and gender non- conforming populations. All of the research priority sets originated from English-speaking, high and middle-income countries (UK, US, Canada, and Australia), and date from 2016 onwards. Prioritization approaches were wide-ranging from personal commentary to expert workshops and surveys. Participants involved in setting priorities mostly included research academics, health practitioners and advocacy organisations, two studies involved LGBTQ+ public in their process. Research priorities identified in this review were then grouped into themes which were prioritised during the workshop. Workshop: results. For the workshop, participants were recruited using local (Cambridge, UK) LGBTQ+ networks and a national advert to a public involvement in research matching website to take part in an online discussion workshop. Those that took part were offered payment for their time in preparing for the workshop and taking part. Participants personal priorities and experiences contributed to a consensus development process and a final ranked list of seven research themes and participants' experiences of healthcare, mental health advocacy, care homes, caring responsibilities, schools and family units added additional context.ConclusionsFrom the workshop the three research themes prioritised were: healthcare services delivery, prevention, and particular challenges / intersectionality of multiple challenges for people identifying as LGBTQ+. Research themes interconnected in many ways and this was demonstrated by the comments from workshop participants. This paper offers insights into why these priorities were important from participants' perspectives and detail about how to run an inclusive and respectful public involvement research exercise. On a practical level these themes will directly inform future research direction for CLS

Discovering Barriers to Diversity in Physical Therapy

Introduction APTA defines diversity: “the racial and ethnic populations that are underrepresented in physical therapy education relative to their numbers in the general population, as well as individuals from geographically underrepresented areas, lower economic strata, and educationally disadvantaged backgrounds” 9.7 percent of DPT students identified as URM nationally. In Minnesota, 96.75 percent of persons with PT licenses self identify as White. This study is the directive of the MNPTA Methods Participants were PT/PTA professionals or students from Minnesota. Average Age: 34.17 STD 12.47 Four 120 minute focus groups moderated by a PI. Discussed successes, barriers, and experiences encountered throughout their professional, educational, and personal life. Audio was de identified, transcribed, cleaned, and coded line by line into NVIVO 12 (QSR International Pty Ltd, Victoria, Australia) software. Conclusions Primary Themes from the focus groups were: Barriers, Diversity, Grit, Divine Intervention, and Suggestions to Improve Diversity. Subthemes were: Societal Challenges, Academic Experiences/Challenges, Financial Challenges, Diversity Challenges/Struggles, Awareness of Diversity, Need for Diversity in PT, Outreach, Mentorship, and Exposure. Focus group research provided more in depth perspectives regarding diversity within the physical therapy profession. Implications Recommend early and ongoing mentorship and outreach initiatives beginning in primary school to increase awareness of the profession. Sub themes within this study will hopefully assist the MNPTA to create effective programs for URM individuals pursuing the PT/PTA profession. Address health disparities that limit URM from accessing physical therapy services. Future research: to continue this study design with participants from the LGBTQ+ community and the socioeconomically and educationally disadvantaged population

Effect of oxygen on the expression of renin-angiotensin system components in a human trophoblast cell line

During the first trimester, normal placental development occurs in a low oxygen environment that is known to stimulate angiogenesis via upregulation of vascular endothelial growth factor (VEGF). Expression of the placental renin-angiotensin system (RAS) is highest in early pregnancy. While the RAS and oxygen both stimulate angiogenesis, how they interact within the placenta is unknown. We postulated that low oxygen increases expression of the proangiogenic RAS pathway and that this is associated with increased VEGF in a first trimester human trophoblast cell line (HTR-8/SVneo). HTR-8/SVneo cells were cultured in one of three oxygen tensions (1%, 5% and 20%). RAS and VEGF mRNA expression were determined by qPCR. Prorenin, angiotensin converting enzyme (ACE) and VEGF protein levels in the supernatant, as well as prorenin and ACE in cell lysates, were measured using ELISAs. Low oxygen significantly increased the expression of both angiotensin II type 1 receptor (AGTR1) and VEGF (both P < 0.05). There was a positive correlation between AGTR1 and VEGF expression at low oxygen (r = 0.64, P < 0.005). Corresponding increases in VEGF protein were observed with low oxygen (P < 0.05). Despite no change in ACE1 mRNA expression, ACE levels in the supernatant increased with low oxygen (1% and 5%, P < 0.05). Expression of other RAS components did not change. Low oxygen increased AGTR1 and VEGF expression, as well as ACE and VEGF protein levels, suggesting that the proangiogenic RAS pathway is activated. This highlights a potential role for the placental RAS in mediating the proangiogenic effects of low oxygen in placental development

Contesting the psychiatric framing of ME / CFS

ME/CFS is a medically contested illness and its understanding, framing and treatment has been the subject of heated debate. This paper examines why framing the condition as a psychiatric issue—what we refer to as ‘psychiatrisation’—has been so heavily contested by patients and activists. We argue that this contestation is not simply about stigmatising mental health conditions, as some have suggested, but relates to how people diagnosed with mental illness are treated in society, psychiatry and the law. We highlight the potentially harmful consequences of psychiatrisation which can lead to people’s experiential knowledge being discredited. This stems, in part, from a psychiatric-specific form of ‘epistemic injustice’ which can result in unhelpful, unwanted and forced treatments. This understanding helps explain why the psychiatrisation of ME/CFS has become the focus of such bitter debate and why psychiatry itself has become such a significant field of contention, for both ME/CFS patients and mental health service users/survivors. Notwithstanding important differences, both reject the way psychiatry denies patient explanations and understandings, and therefore share a collective struggle for justice and legitimation. Reasons why this shared struggle has not resulted in alliances between ME and mental health activists are noted