Search

Locating and identifying viruses in in vitro optical measurements is desirable for disease control; however, the sub-diffraction-limit dimensions and low refractive index contrast of viruses make this challenging. Here, we introduce a 3D positional nanometrology for a virus-like 100 nm polystyrene sphere that can reveal the position of the nanoparticle with deeply sub-wavelength accuracy using topologically structured light illumination and machine learning. Scattering of topologically structured light is highly sensitive to the position of a nano-object. Exploiting this, our experiments demonstrate deeply sub-wavelength (λ) precision reaching 5 nm (λ/91). Our findings indicate a route toward label-free in vitro nanometrology of viruses and similar nano-objects with precision far beyond the Abbe–Rayleigh diffraction limit. [ABSTRACT FROM AUTHOR]

The Number 2 Dairy (No. 2 Dairy) unit at Ruakura, Hamilton, New Zealand was established as a dairy research farm in 1943 and became recognised globally as one of the leading institutes for farm systems science. The research undertaken was fundamental to the 'systemisation' of component research into replicable, efficient, competitive, and sustainable dairy systems. From McMeekan's seminal research in the 1950s on rotational grazing to the experiments of Carter, Campbell, Bryant, Penno and others, who brought greater resolution to the key principles influencing successful outcomes on-farm, the more than 60 years of experimental research led to 'good practice' rules that were to transcend geographical, climatic, and system-level interactions. Much of the research can only be found in Annual Reports or in summary form in conference proceedings and not in an electronic form. Our objective was to collate and discuss the research undertaken, thereby ensuring that the legacy of this great work and the wisdom amassed are not lost. To this end, we have compiled a compendium of the research undertaken at No. 2 Dairy, with the hope that it be used to inform the scientific rationale for system design and to stimulate future hypotheses for system improvement. [ABSTRACT FROM AUTHOR]

Studies suggest that visual short-term memory (VSTM) is a continuous resource that can be flexibly allocated using probabilistic cues that indicate test likelihood (i.e., goal-directed attentional priority to those items). Previous studies using simultaneous cues have not examined this flexible allocation beyond two distinct levels of priority. Moreover, previous studies have not examined whether there are individual differences in the ability to flexibly allocate VSTM resources, as well as whether this ability benefits from practice. The current study used a continuous report procedure to examine whether participants can use up to three levels of attentional priority to allocate VSTM resources via simultaneous probabilistic spatial cues. Three experiments were performed with differing priority levels, cues, and cue presentation times. Group level analysis demonstrated flexible allocation of VSTM resources; however, there was limited evidence that participants could use three goal-directed priority levels. A temporal analysis suggested that task fatigue, rather than practice effects, may interact with item priority. A Bayesian individual-differences analysis revealed that a minority of participants were using three levels of attentional priority, demonstrating that, while possible, it is not the predominant pattern of behaviour. Thus, we provided evidence that flexible allocation to three attention levels is possible under simultaneous cuing conditions for a minority of participants. Flexible allocation to three categories may be interpreted as a skill of high-performing participants akin to high memory capacity. [ABSTRACT FROM AUTHOR]

Copyright of Libyan Studies is the property of Cambridge University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article contrasts policy intent and policy implementation in school autonomy and accountability. The analysis uses a conceptual framework based on the interaction between school autonomy, student assessment, and accountability as elements of a closed system. The article analyzes the implementation of school autonomy and accountability policy, using data collected from 226 schools in Thailand that participated in the 2009 PISA survey. To understand how autonomy and accountability relate to student achievement, the study estimates a linear regression with PISA reading achievement as the dependent variable and indicators of autonomy and accountability (and control variables) as the independent variables. The estimates suggest that students at schools exercising a higher level of operational autonomy than the level ascribed by regulation tend to have PISA reading scores 6.0-8.6 points higher than students at schools that behave less autonomously. These results are consistent with other research findings.

Marriage practices in Northwest Europe are unique among societies with intensive agriculture. Critically, married couples were freely chosen non-relatives who set up their households independently of their parents and their extended families; households typically including non- relatives and were established only after achieving economic viability. This in turn required greater planning and self-control prior to marriage, and resulted in greater husband-wife partnership than is typical when marriage is embedded within extended kinship networks (i.e., joint family structure--a form of collectivism paradigmatically occurring in the Middle East). A standard view among historians is that this marriage regime was a response to the unique context after the fall of the Roman Empire in which lords were forced to give incentives to laborers. This hypothesis is rejected for several reasons: 1. there are strong currents of individualism in Indo-European culture long predating the post-Roman period; 2. the manorial system of the post-Roman world was remarkably similar to the prevailing practices of Germanic tribes during the Roman period; 3. individualist families have several disadvantages compared to collectivist families, including later generation time, uncertain inheritance, greater likelihood of sexual assault prior to marriage in households composed of non-relatives--thus making it unlikely to be freely chosen because of incentives provided by lords. This is compatible with a theory that European individualism results from genetically based tendencies resulting in a misfit with medieval environments compared to collectivist family structure. Data are reviewed indicating that the most extreme forms of individualism occur in Scandinavian societies, implying a cline in individualism from southeast to northwest. In conclusion, an ethnically based northwest-southeast gradient is proposed as the main variable in explaining variation in family structure within Western Europe. However, viewed in broader terms-in comparison, say, to the Middle East--all of Europe, including Eastern Europe, is relatively individualistic. Keywords: Individualist family; Collectivist family; Manorial system; Indo-European culture; Germanic tribes; Extended kinship; Eugenic selection, There is a consensus among historians of the family that the family structure of Northwest Europe is unique. However, there is dispute about exactly when this family pattern can be [...]

Recent advances in molecular genetics and epigenetics are reviewed that have major implications for the bio-behavioral sciences and for understanding how organisms adapt to their environments at both phylogenetic and ontogenic levels. From a post-genomics perspective, the environment is as crucial as the DNA sequence for constructing the phenotype, and as a source of information in trying to predict phenotypes. The review is organized with respect to four basic processes by which phenotypes adapt to environmental challenges, with an emphasis on the data for humans: (1) developmental plasticity, (2) epigenetic mechanisms, (3) genotype-environment correlations, and (4) gene x environment interactions.

The early intervention service (EIS) model for psychosis has been implemented with increasing frequency; yet, improving outcomes across domains for all patients remains challenging. Measurement-based care can strengthen outcomes by optimizing interventions and promoting alignment with standards, but it is still not widely deployed in EIS. The authors conducted a scoping review by systematically identifying and synthesizing measures used in EIS related to purpose (i.e., to assess patients, families, and programs), domains (e.g., symptoms, quality of life), and reporting perspectives (of patients, families, and clinicians). EMBASE, MEDLINE, PsycINFO, CINAHL, and Cochrane Library databases were searched for pertinent literature published between 2000 and 2020. Two reviewers independently screened titles, abstracts, and full texts and extracted data. Measures were classified as clinician-reported outcome measures (CROMs), patient-reported outcome or experience measures (PROMs/PREMs), or family-reported outcome or experience measures (FROMs/FREMs). In total, 172 measures of 27 domains were identified from 115 articles. Nineteen measures had been used to assess programs on fidelity, service engagement, and satisfaction; 136 to assess patients on duration of untreated psychosis, symptoms, functioning, quality of life, and others; and 17 to assess families on coping and burden, background, and others. Sixty percent were CROMs, 30% were PROMs/PREMs, and 10% were FROMs/FREMs. Greater inclusion of PROMs and FROMs is needed because they align with the EIS philosophy of patient and family engagement and may improve shared decision making and outcomes. A comprehensive, meaningfully synthesized archive of measures can advance measurement-based care, services research, and data harmonization in early psychosis. [ABSTRACT FROM AUTHOR]

Computer Assisted Instruction (CAI) has shown increased popularity recently and there are many studies showing promise for this approach for children with Autism Spectrum Disorders (ASD). However, there are no between-subject studies to date assessing the efficacy of CAI with this population. In this study, 47 preschool and K-1 students in ASD classrooms participated from Los Angeles Unified School District. "TeachTown: Basics", a CAI program which also includes supplementary off-computer activities, was implemented over 3 months for approximately 20 minutes per day on the computer and 20 minutes per day in supplementary "TeachTown: Basics" activities. Compared to the students in the control group, the "TeachTown: Basics" students showed more improvement overall on language and cognitive outcome measures. In addition, students who used "TeachTown: Basics" demonstrated significant progress overall in the software and those students who used the program for more time demonstrated larger gains within the software and in outcome measures. Although not conclusive, these findings offer possibilities for the use of CAI for remediating many deficits for children with ASD and other special needs. In addition, CAI may offer solutions to schools and parents with insufficient funds for more expensive treatments. (Contains 1 table and 3 figures.)