Positive allosteric modulators of the μ‐opioid receptor: a novel approach for future pain medications

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/109803/1/bph12599.pd

Projected increase in amyotrophic lateral sclerosis from 2015 to 2040

Although amyotrophic lateral sclerosis (ALS) is relatively rare, the socioeconomic significance of the disease is extensive. It is therefore vital to project the epidemiologic trend of ALS. To date, there have been few published studies attempting to estimate the number and distribution of ALS cases in the upcoming years. Here we show that the number of ALS cases across the globe will increase from 222,801 in 2015 to 376,674 in 2040, representing an increase of 69%. This increase is predominantly due to ageing of the population, particularly among developing nations. This projection is likely an underestimate due to improving healthcare and economic conditions. The results should be used to inform healthcare policy to more efficiently allocate healthcare resources

Política de álgebra universal I, acesso, e desigualdade: Resultados de uma pesquisa nacional

Many in the US view algebra as a gatekeeper to advanced study of mathematics, and increasing enrollment in algebra courses as a strategy to address unequal access to educational opportunity. As a result, universal enrollment policies, which require all students to complete Algebra I by grade 8 or 9, have garnered attention in school districts or states. Based on a view that school districts are the primary implementers of state and national policy in the US, this study surveyed a nationally representative sample of districts to investigate the prevalence of such policies and their relationship to algebra enrollment. Districts reported substantial increases in Algebra I enrollments in eighth grade, although ninth grade remains the most common year students enroll. Only 26% of districts reported having universal enrollment policies; in these districts, linear regression indicated that an association with higher eighth grade Algebra I enrollment was moderated by poverty level (measured by FRL). As a result, universal policies, while decreasing within-district disparities, may increase disparities between districts. These disparities may be explained by maximally maintained inequality (Raftery Hout, 1993) and effectively maintained inequality theories (Lucas, 2001), which posit that more affluent groups take deliberate action to perpetuate inequalities.Muchas personas en EEUU ven la álgebra como un portero para el estudio de matemáticas avanzadas y más inscripciones en cursos de álgebra como una estrategia para abordar el acceso desigual a las oportunidades educativas. La álgebra I en le nivel 8 o 9 se ha prestado atención a los distritos o estados escolares. En base a una visión de que los distritos escolares son los principales implementadores de la política estadual y nacional en los Estados Unidos, este estudio investigó una muestra de distritos para investigar la prevalencia de dichas políticas y su relación con la matrícula de álgebra. Los distritos reportaron aumentos sustanciales en las inscripciones de Álgebra I en le nivel 8, aunque la matrícula de le nivel 9 es más común. Sólo el 26% de los distritos relataron tener políticas universales de matrícula y regresión lineal indicaron que una asociación con inscripción superior en álgebra I de le nivel 8 fue moderada por el nivel de pobreza en esos distritos. Como resultado, al disminuir las disparidades dentro del distrito, las políticas universales pueden aumentar las disparidades entre los distritos. Esas disparidades pueden ser explicadas por la desigualdad máxima mantenida (Raftery Hout, 1993) y teorías de desigualdad efectivamente mantenidas (Lucas, 2001), que argumentan que grupos más afluentes toman acciones deliberadas para perpetuar las desigualdades.Muchas pessoas em EUA ven a álgebra como um portero para o estudo de matemáticas avançadas e mais inscrições em cursos de álgebra como uma estratégia para abordar o acesso desigual às oportunidades educativas. A álgebra I en le nivel 8 o 9 se ha prestado atenção a distritos ou estados escolares. Na base de uma visão de que os distritos escolares são os principais implementadores da política estadual e nacional nos Estados Unidos, este estudo investigou uma amostra de distritos para investigar a prevalência de políticas e sua relação com a matrícula de álgebra. Os distritos reportaram aumentos substanciales em inscrições de Álgebra I en le nivel 8, embora a matrícula do nível 9 es más común. Apenas os 26% dos distritos relataram ter políticas universais de matrícula e regresso lineal indicando que é uma associação com inscrição superior em álgebra I do nível 8 foi moderada pelo nível de propriedade de seus imigrantes. Como resultado, al disminuir as disparidades dentro do distrito, as políticas universais podem aumentar as disparidades entre os distritos. Estudo das expectativas para a desigualdade máxima da manutenção (Raftery Hout, 1993) e teorias de desigualdad efetivamente mantenidas (Lucas, 2001), que argumentan que grupos mais afluentes toman acciones deliberadas para perpetuar las desigualdades

The Minimal Length of a Lagrangian Cobordism between Legendrians

To investigate the rigidity and flexibility of Lagrangian cobordisms between Legendrian submanifolds, we investigate the minimal length of such a cobordism, which is a $1$-dimensional measurement of the non-cylindrical portion of the cobordism. Our primary tool is a set of real-valued capacities for a Legendrian submanifold, which are derived from a filtered version of Legendrian Contact Homology. Relationships between capacities of Legendrians at the ends of a Lagrangian cobordism yield lower bounds on the length of the cobordism. We apply the capacities to Lagrangian cobordisms realizing vertical dilations (which may be arbitrarily short) and contractions (whose lengths are bounded below). We also study the interaction between length and the linking of multiple cobordisms as well as the lengths of cobordisms derived from non-trivial loops of Legendrian isotopies.Comment: 33 pages, 9 figures. v2: Minor corrections in response to referee comments. More general statement in Proposition 3.3 and some reorganization at the end of Section

"What is on your mind?" Automated Scoring of Mindreading in Childhood and Early Adolescence

In this paper we present the first work on the automated scoring of mindreading ability in middle childhood and early adolescence. We create MIND-CA, a new corpus of 11,311 question-answer pairs in English from 1,066 children aged 7 to 14. We perform machine learning experiments and carry out extensive quantitative and qualitative evaluation. We obtain promising results, demonstrating the applicability of state-of-the-art NLP solutions to a new domain and task.Comment: Accepted in COLING 202

Exact ground states for the four-electron problem in a Hubbard ladder

The exact ground state of four electrons in an arbitrary large two leg Hubbard ladder is deduced from nine analytic and explicit linear equations. The used procedure is described, and the properties of the ground state are analyzed. The method is based on the construction in r-space of the different type of orthogonal basis wave vectors which span the subspace of the Hilbert space containing the ground state. In order to do this, we start from the possible microconfigurations of the four particles within the system. These microconfigurations are then rotated, translated and spin-reversed in order to build up the basis vectors of the problem. A closed system of nine analytic linear equations is obtained whose secular equation, by its minimum energy solution, provides the ground state energy and the ground state wave function of the model.Comment: 10 pages, 7 figure

Roles of residues 3 and 4 in cyclic tetrapeptide ligand recognition by the Κ -opioid receptor

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/75723/1/j.1399-3011.2005.00220.x.pd

Mechanism of Action and Structural Requirements of Constrained Peptide Inhibitors of RGS Proteins

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/66199/1/j.1747-0285.2006.00373.x.pd