Small sets of complementary observables

Two observables are called complementary if preparing a physical object in an eigenstate of one of them yields a completely random result in a measurement of the other. We investigate small sets of complementary observables that cannot be extended by yet another complementary observable. We construct explicit examples of the unextendible sets up to dimension $16$ and conjecture certain small sets to be unextendible in higher dimensions. Our constructions provide three complementary measurements, only one observable away from the ultimate minimum of two observables in the set. Almost all of our examples in finite dimension allow to discriminate pure states from some mixed states, and shed light on the complex topology of the Bloch space of higher-dimensional quantum systems

Improved Kinematics and Motor Control in a Longitudinal Study of a Complex Therapy Movement in Chronic Stroke

Impaired motor control post-stroke is typically measured using clinical assessments employing categorical and subjective scoring. We investigated quantitative kinematic parameters of a complex movement with therapy in chronic stroke. Tri-axial accelerometry of the more-affected arm of 24 patients was recorded during early-(day 2-3) and late-(days 12-14) therapy, and for 13 patients at 6-month follow-up. Clinical assessments included the classification of motor-function as low, moderate, or high. Kinematic parameters were measured during Wii-baseball swings to assess the effect of time and the level of motor-function. Clinical tests improved over time (all p < 0.01). Increased acceleration magnitude over time was significant only at proximal sensors (p < 0.05), and there was an effect of motor-function at distal sensors (p < 0.05). Normalized velocity decreased (p < 0.05) at all sensors over time. Peak acceleration and peak deceleration increased over time, predominately at proximal sensors. Kinematic parameters provide an objective and quantitative measure of change in motor-function that is not possible with clinical assessments. The complex patterns of change were not consistent between and within levels of motor-function but reflected improved motor control that was sustained over time. These data emphasize the potential for ongoing improvements in motor capacity in chronic stroke with additional rehabilitation

How host organizations prepare for and learn from expatriate assignments

© 2019 Wiley Periodicals, Inc. This article reveals what goes on inside host organizations prior to and during expatriate assignments. On the basis of analyzing organizational documents and conducting 43 interviews with host country nationals (HCNs) and expatriates in 30 Vietnamese organizations that host external foreign assignments, we provide a detailed account of HCNs' experiences and unearth sophisticated preparation and management activities designed to maximize these organizations' learning. We depict what we call “a host organization lifecycle” and extract five lessons: (a) host organizations prepare carefully in advance to learn as much as possible from expatriates; (b) HCNs experience quite dramatic adjustments and burdens during expatriates' placements; (c) mutual trust between expatriates and HCNs is a prerequisite for HCNs' learning; (d) most of HCNs' learning occurs informally via interactions with expatriates or observing how they work; (e) host organization managers actively manage HCN–expatriate relationships. Our findings outline a “wish list” of practices that expatriate-using organizations could consider deploying for expatriate assignments that focus on the benefit of the host organization' development

Long-Term Observation of the Adirondack Ecosystem - Data from the SUNY ESF Newcomb Campus

The Adirondack Ecological Center (AEC) at ESF’s Newcomb Campus has one of the oldest and broadest records of scientific field research in North America. Located on the Anna and Archer Huntington Wildlife Forest, AEC is a biological field station and multi-disciplinary platform for research, education and outreach where the most pressing environmental challenges facing our society can be directly examined and understood. The Newcomb Campus (www.esf.edu/newcomb) includes the AEC, Northern Forest Institute, public Adirondack Interpretive Center and Forest Operations Adirondack Properties unit. The campus’ professional staff and scientists collectively maintain extensive data archives from a century of observation. This paper provides a “road map” for researchers, students, historians and others on what resources exist and how to access them

Addressing nutrient shortfalls in 1- to 5-year-old Irish children using diet modeling: development of a protocol for use in country-specific population health

BACKGROUND: Dietary habits formed in early childhood can track into later life with important impacts on health. Food-based dietary guidelines (FBDGs) may have a role in improving population health but are lacking for young children. OBJECTIVES: We aimed to establish a protocol for addressing nutrient shortfalls in 1- to 5-y-old children (12–60 mo) using diet modeling in a population-based sample. METHODS: Secondary analysis of 2010–2011 Irish National Pre-School Nutrition Survey data (n = 500) was conducted to identify typical food consumption patterns in 1- to 5-y-olds. Nutrient intakes were assessed against dietary reference values [European Food Safety Authority (EFSA) and Institute of Medicine (IOM)]. To address nutrient shortfalls using diet modeling, 4-d food patterns were developed to assess different milk-feeding scenarios (human milk, whole or low-fat cow milk, and fortified milks) within energy requirement ranges aligned with the WHO growth standards. FBDGs to address nutrient shortfalls were established based on 120 food patterns. RESULTS: Current mean dietary intakes for the majority of 1- to 5-y-olds failed to meet reference values (EFSA) for vitamin D (≤100%), vitamin E (≤88%), DHA (22:6n–3) + EPA (20:5n–3) (IOM; ≤82%), and fiber (≤63%), whereas free sugars intakes exceeded recommendations of <10% energy (E) for 48% of 1- to 3-y-olds and 75% of 4- to 5-y-olds. “Human milk + Cow milk” was the only milk-feeding scenario modeled that predicted sufficient DHA + EPA among 1- to 3-y-olds. Vitamin D shortfalls were not correctable in any milk-feeding scenario, even with supplementation (5 µg/d), apart from the “Follow-up Formula + Fortified drink” scenario in 1- to 3-y-olds (albeit free sugars intakes were estimated at 12%E compared with ≤5%E as provided by other scenarios). Iron and vitamin E shortfalls were most prevalent in scenarios for 1- to 3-y-olds at ≤25(th) growth percentile. CONCLUSIONS: Using WHO growth standards and international reference values, this study provides a protocol for addressing nutrient shortfalls among 1- to 5-y-olds, which could be applied in country-specific population health

Clinical radiography education across Europe

Purpose: To establish a picture of clinical education models within radiography programmes across Europe by surveying higher education institutions registered as affiliate members of the European Federation of Radiography Societies (EFRS). Method: An online survey was developed to ascertain data on: practical training, supervisory arrangements, placement logistics, quality assurance processes, and the assessment of clinical competencies. Responses were identifiable in terms of educational institution and country. All educational institutions who were affiliate members at the time of the study were invited to participate (n=46). Descriptive and thematic analyses are reported. Results: A response rate of 82.6% (n=38) was achieved from educational institutions representing 21 countries. Over half of responding institutions (n=21) allocated in excess of 60 European Credit Transfer and Accumulation System (ECTS) credits to practical training. In nearly three-quarters of clinical placements there was a dedicated clinical practice supervisor in place; two-thirds of these were employed directly by the hospital. Clinical practice supervisors were typically state registered radiographers, who had a number of years of clinical experience and had received specific training for the role. Typical responsibilities included monitoring student progress, providing feedback and completing paperwork, this did however vary between respondents. In almost all institutions there were support systems in place for clinical placement supervisors within their roles. Conclusions: Similarities exist in the provision of clinical radiography education across Europe. Clinical placements are a core component of radiography education and are supported by experienced clinical practice supervisors. Mechanisms are in place for the selection, training and support of clinical practice supervisors. Professional societies should work collaboratively to establish guidelines for effective clinical placements