On triviality of the Kashiwara-Vergne problem for quadratic Lie algebras

We show that the Kashiwara-Vergne (KV) problem for quadratic Lie algebras (that is, Lie algebras admitting an invariant scalar product) reduces to the problem of representing the Campbell-Hausdorff series in the form ln(e^xe^y)=x+y+[x,a(x,y)]+[y,b(x,y)], where a(x,y) and b(x,y) are Lie series in x and y. This observation explains the existence of explicit rational solutions of the quadratic KV problem (see M. Vergne, C.R.A.S. 329 (1999), no. 9, 767--772 and A. Alekseev, E. Meinrenken, C.R.A.S. 335 (2002), no. 9, 723--728 arXiv:math/0209346), whereas constructing an explicit rational solution of the full KV problem would probably require the knowledge of a rational Drinfeld associator. It also gives, in the case of quadratic Lie algebras, a direct proof of the Duflo theorem (implied by the KV problem).Comment: 8 page

Examining a Fatigue Management Model That Identifies Risk Factors and Consequences of Fatigue in Older Individuals

Fatigue is experienced by 40-74% of older individuals living with a chronic disease. Despite advances in scientific knowledge around risk factors and consequences associated with fatigue, a comprehensive model that can serve as a guide for healthcare providers caring for older individuals with fatigue is lacking. Thus, the purpose of this study was to examine a fatigue model based on the Theory of Unpleasant Symptoms (TUS). The model included psychological, physiological, and situational risk factors of fatigue, as well as fatigue outcomes, such as physical, social, and cognitive performances, perceived health, and quality of life (QOL). This was a secondary data analysis of the “Patient-Reported Outcomes Measurement Information System Profiles – Health Utilities Index” dataset. Multiple regression analysis and path analyses were used to examine the association between fatigue and the above-mentioned variables. Findings suggested that number of comorbidities, pain, sleep, depression, anxiety, education, and sensory impairment (SI) were significant predictors of fatigue. In their turn, higher fatigue scores predicted lower physical, social, and cognitive performance, as well as worse perceived health and QOL. Additionally, fatigue outcomes mediated the relationship between fatigue and QOL. Health care providers of older individuals with fatigue should closely monitor and manage the physiological, psychological, and situational risk factors of fatigue, which would, in turn, improve these individuals’ performance on all three levels, perceived health, as well as their QOL. Future research should be directed towards exploring other risk factors of fatigue, examining feedback loops depicted in the TUS, identifying whether neurodegenerative diseases moderate the relationship between CP and QOL, and identifying variables that mediate the relationship between certain risk factors and fatigue

English for Baking: Lessons for Kitchen Workers Using On-Site Learning

Today, the back of house staff in culinary kitchens is comprised largely by migrant workers whose native language is something other than English. At times this can create issues among workers due to communication errors or complete lack of communication all together, posing issues for not only cooking, but it can also be a threat to kitchen safety as well. Additionally, due to native speaker stigma surrounding non-native speakers of English, many workers are often denied the chance at a higher position in the workplace simply because of their low communicative competence, despite their actual talents and skills in the workplace. The purpose of this project is to use on-site language instruction to teach students useful skills and techniques related to their jobs as bakers or decorators. Being on-site also helps the students connect what they are learning to their own jobs and experiences, thus creating a more meaningful learning experience. The proposed lessons use ideas from situated learning, cooperative learning, and experiential learning in order to teach students techniques such as participation, reflection, groupwork, and inductive and self-directed learning—all of which require students to use higher level thinking skills which in turn promotes more thorough, longterm language learning