Correspondence of Bracha Fuld (Berlin, 1926 - Tel Aviv, 1946) in the Netzorg Family Papers Collection at the University of Michigan Bentley Historical Library

The goal of this paper is to familiarize the audience with the history of Bracha Fuld and to share our preliminary assessment of her correspondence housed in the University of Michigan Bentley Historical Library.https://deepblue.lib.umich.edu/bitstream/2027.42/146787/1/Mordoch & Gertel-Correspondence of Bracha Fuld-AJL 2018.pdf-1Description of Mordoch & Gertel-Correspondence of Bracha Fuld-AJL 2018.pdf : Paper presentatio

Report: Current Status of Study, Perceptions of Children Living With a Parent With a Mental Illness

A brief summary of the key preliminary findings of the report "Perceptions of Children Living With a Parent With a Mental Illness" are provided. The research questions for this study are: How do children experience living with a parent with a mental illness? How do they manage this experience? What is helpful, what is unhelpful

Rumor Has It…: Relay Communication of Stress Cues in Plants

Recent evidence demonstrates that plants are able not only to perceive and adaptively respond to external information but also to anticipate forthcoming hazards and stresses. Here, we tested the hypothesis that unstressed plants are able to respond to stress cues emitted from their abiotically-stressed neighbors and in turn induce stress responses in additional unstressed plants located further away from the stressed plants. Pisum sativum plants were subjected to drought while neighboring rows of five unstressed plants on both sides, with which they could exchange different cue combinations. On one side, the stressed plant and its unstressed neighbors did not share their rooting volumes (UNSHARED) and thus were limited to shoot communication. On its other side, the stressed plant shared one of its rooting volumes with its nearest unstressed neighbor and all plants shared their rooting volumes with their immediate neighbors (SHARED), allowing both root and shoot communication. Fifteen minutes following drought induction, significant stomatal closure was observed in both the stressed plants and their nearest unstressed SHARED neighbors, and within one hour, all SHARED neighbors closed their stomata. Stomatal closure was not observed in the UNSHARED neighbors. The results demonstrate that unstressed plants are able to perceive and respond to stress cues emitted by the roots of their drought-stressed neighbors and, via ‘relay cuing’, elicit stress responses in further unstressed plants. Further work is underway to study the underlying mechanisms of this new mode of plant communication and its possible adaptive implications for the anticipation of forthcoming abiotic stresses by plants

Building Bridges Through Understanding the Village Workshop: Transforming Nursing Students\u27 Perspectives of Indigenous People and Canadian History - Atelier « Building Bridges Through Understanding the Village » : Transformer la vision qu’ont les étudiantes en sciences infirmières des peuples autochtones et de l’histoire du Canada

A mixed methods design using a cross-sectional survey was used to describe participants’ experiences of an experiential workshop entitled Building Bridges Through Understanding the Village. The Building Bridges workshops were held at a university located in Western Canada in 2016 with 213 attendees. Informed by Indigenous epistemology, cultural safety, and Kolb’s experiential learning theory, a student-led team comprised of undergraduates, graduates, and faculty members planned, implemented, and evaluated an arts-based experiential workshop. Following acquisition of a signed informed consent, 159 participants consented to evaluate the workshop. The majority of workshop participants were undergraduate nursing students. Overall, the workshop was positively reviewed and highly rated. The overarching theme in the narrative responses about the workshop was “Words can only do so much.” This theme encapsulated three categories: 1) Imaginative empathy, 2) Made me feel made me think, and 3) Moving towards reconciliation. The results support the evidence that meaningful learning occurs through personal experience, reflection on those experiences, and integration of the new knowledge. The role-playing aspect of this workshop engaged attendees in a novel learning activity and facilitated an iterative cycle of experience (role-playing) and reflection (group discussion and narrative responses). By inviting participants to step into the lives of Indigenous peoples throughout history and feel what they might feel, deep insights were elicited at both a cognitive and emotional level. This workshop is one of many strategies to ensure that the Truth and Reconciliation Calls to Action are honored. Nursing educators from across Canada are encouraged to consult Elders from local Indigenous communities and implement similar experiential workshops for their students to enhance their understanding of Canada’s history and promote culturally safe nursing practice. Further research is needed to explore the impact of other educational strategies to adequately prepare nursing students for entry-level competencies. In particular, a future study is needed to explore Indigenous patients’ perspectives of their interactions with these workshop participants. Résumé Un devis mixte à partir d’un sondage transversal a été utilisé afin de décrire les expériences des participantes dans le cadre d’un atelier expérientiel nommé Building Bridges Through Understanding the Village [Construire des ponts en comprenant le village]. Ces ateliers, auxquels ont participé 213 personnes, ont eu lieu dans une université de l’ouest du Canada en 2016. Se basant sur une épistémologie autochtone, la sécurisation culturelle et la théorie de l’apprentissage expérientiel de Kolb, une équipe menée par des étudiantes et comprenant des étudiantes de premier cycle, des cycles supérieurs et des membres du corps professoral a planifié, tenu et évalué un atelier expérientiel utilisant les arts. Après une approbation éthique, 159 participantes ont signé un formulaire de consentement éclairé et accepté d’évaluer l’atelier. La majorité d’entre elles étaient des étudiantes de premier cycle en sciences infirmières. De manière générale, l’atelier a reçu une évaluation positive et des scores élevés. Le thème central tiré des réponses rédigées au sujet de l’atelier était “Words can only do so much.” [ Il y a une limite à ce que l’on peut faire avec les mots]. Ce thème englobait trois sous-thèmes : [traductions] 1) Empathie créative, 2) M’amène à ressentir, m’amène à penser et 3) Avancer vers la réconciliation. Les résultats soutiennent ceux des recherches antérieures à l’effet que des apprentissages significatifs sont réalisés grâce aux expériences personnelles, à la réflexion sur ces expériences et à l’intégration des nouvelles connaissances. L’élément jeu de rôle de l’atelier engageait les participantes dans une activité d’apprentissage innovante tout en facilitant le cycle itératif d’expérience (jeu de rôle) et de réflexion (discussions de groupe et réponses sous forme de récits). En invitant les participantes à jouer le rôle de personnes autochtones à travers l’histoire et à ressentir ce qu’elles ont sans doute ressenti, des prises de conscience profondes sur les plans cognitif et émotionnel ont été suscitées. Cet atelier est l’une des stratégies conçues pour assurer que les Appels à l’action du Rapport sur la vérité et la réconciliation soient respectés. Les professeures en sciences infirmières au Canada sont encouragées à consulter les Anciens de leurs communautés autochtones locales et à créer des ateliers expérientiels similaires pour leurs étudiantes, afin d’améliorer leur compréhension de l’histoire du Canada et de promouvoir une pratique infirmière culturellement sécuritaire. D’autres recherches s’imposent pour explorer les retombées d’autres stratégies d’apprentissage qui visent à bien préparer les étudiantes de sciences infirmières à exercer les compétences requises à l’entrée dans la pratique. Plus particulièrement, une étude explorant le point de vue des patients autochtones concernant leurs interactions avec les participantes de cet atelier serait nécessaire

Robotics Technology in Mental Health Care

This chapter discusses the existing and future use of robotics and intelligent sensing technology in mental health care. While the use of this technology is nascent in mental health care, it represents a potentially useful tool in the practitioner's toolbox. The goal of this chapter is to provide a brief overview of the field, discuss the recent use of robotics technology in mental health care practice, explore some of the design issues and ethical issues of using robots in this space, and finally to explore the potential of emerging technology

Membrane transporters studied by EPR spectroscopy: structure determination and elucidation of functional dynamics

During their mechanistic cycles membrane transporters often undergo extensive conformational changes, sampling a range of orientations, in order to complete their function. Such membrane transporters present somewhat of a challenge to conventional structural studies; indeed, crystallization of membrane-associated proteins sometimes require conditions that vary vastly from their native environments. Moreover, this technique currently only allows for visualization of single selected conformations during any one experiment. EPR spectroscopy is a magnetic resonance technique that offers a unique opportunity to study structural, environmental and dynamic properties of such proteins in their native membrane environments, as well as readily sampling their substrate-binding-induced dynamic conformational changes especially through complementary computational analyses. Here we present a review of recent studies that utilize a variety of EPR techniques in order to investigate both the structure and dynamics of a range of membrane transporters and associated proteins, focusing on both primary (ABC-type transporters) and secondary active transporters which were key interest areas of the late Professor Stephen Baldwin to whom this review is dedicated

Lack of observational evidence for quantum structure of space-time at Plank scales

It has been noted (Lieu & Hillmann, 2002) that the cumulative affect of Planck-scale phenomenology, or the structure of space-time at extremely small scales, can be lead to the loss of phase of radiation emitted at large distances from the observer. We elaborate on such an approach and demonstrate that such an effect would lead to an apparent blurring of distant point-sources. Evidence of the diffraction pattern from the HST observations of SN 1994D and the unresolved appearance of a Hubble Deep Field galaxy at z=5.34 lead us to put stringent limits on the effects of Planck-scale phenomenology.Comment: 12 pages, 3 figures, accepter for ApJ