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A new high radial resolution 2D multichannel Charge eXchange Imaging (CXI) diagnostic is under development for deployment at DIII-D. The diagnostic system will measure low-to-intermediate radial wavenumber carbon density fluctuations by observing the n = 8 − 7 ( λ = 529.06 nm) C-VI emission line, resulting from charge exchange collisions between heating neutral beam atoms and the intrinsic carbon ion density. The new CXI diagnostic will provide measurements with Δ R ∼ 0.4 cm to access higher k r instabilities ( k r < 8 cm−1) predicted to arise in the steep-gradient region of the H-mode pedestal. The CXI system will feature 60 fiber bundles in a 12 × 5 arrangement, with each bundle consisting of four 1 mm fibers. A custom optical system has been designed to filter and image incoming signals onto an 8 × 8 avalanche photodiode array. Additionally, a novel electronics suite has been designed and commissioned to amplify and digitize the relatively low-intensity carbon signal at a 2 MHz bandwidth. Forward modeling results of the active C-VI emission suggest sufficient signal to noise ratios to resolve turbulent fluctuations. Prototype measurements demonstrate the ability to perform high frequency pedestal measurements.

A conceptual design for a 2D beam emission spectroscopy diagnostic system to measure ion gyro-scale plasma turbulence at Wendeslstein 7-X is described. The conceptual design identifies field-aligned viewing geometries and ports for cross-field turbulence measurements in the neutral beam volume. A 2D sightline grid covers the outer plasma region, and the grid configuration provides sufficient k-space coverage in radial and poloidal directions for ion temperature gradient and trapped-electron mode turbulence measurements. Emission intensity estimates, optical transmission losses, and detector noise levels indicate that the measurements will be sensitive to plasma density fluctuations as small as δn/ n ≈ 0.5% with a bandwidth of 1 MHz. Implementation challenges include a small beam emission Doppler shift due to nearly radial heating beams and reduced optical throughput due to collection aperture limitations.

ZusammenfassungVor circa zehn Jahren wurden erstmals minimalinvasive Zugänge zum Hüftgelenk zur Implantation von Kunstgelenken vorgestellt. Es handelte sich in den meisten Fällen um Abwandlungen herkömmlicher, bereits Anfang des vorigen Jahrhunderts beschriebener, Standardzugänge. Aufgrund des sehr guten kosmetischen Effektes und des geringen Blutverlustes sowie nicht zuletzt als Marketingtool gewannen diese Zugänge in den vergangenen Jahren zunehmend an Bedeutung. Der hüftkranke Rheumapatient weist einige Besonderheiten auf: Er unterliegt einer Basistherapie, die immunsupprimierend wirkt und er weist eine generalisierte Knochenerkrankung (Osteoporose) auf sowie einen etwas differenten Schädigungsmechanismus des Hüftgelenkes gegenüber einer idiopathischen Arthrose. Diese Besonderheiten sind zu berücksichtigen bei der Implantation eines künstlichen Hüftgelenkes und schränken den Einsatz der minimalinvasiven Zugangswege ein.

Bacterial infection of the bone is a severe disease with complications, potentially including long-term physical disability. The diagnosis and therapy of osteomyelitis include several elements: histopathology, microbiology, radiologic imagining, as well as antibiotic and surgical therapy. Histopathologists differentiate between acute osteomyelitis (infiltration of cancellous bone with neutrophil granulocytes); specific osteomyelitis (epithelioid-like granulomatous inflammation, tuberculosis, mycotic infections); primary/secondary chronic osteomyelitis (lymphocytic infiltration); and special forms of chronic osteomyelitis (varying histomorphology, Brodie abscess, SAPHO syndrome). Another important task in the histopathological diagnosis of inflammatory bone diseases is to differentiate osteomyelitis from malignant entities (sarcoma, lymphoma). Therefore, biopsy samples should be of sufficient size for safe diagnosis. Clinical information and imaging as well as interdisciplinary teamwork between radiologists, microbiologists, orthopedic surgeons and pathologists is mandatory to verify these diagnoses.

The technique of inelastic X-ray spectroscopy with energy resolution in the meV regime matured with the high photon flux of the third generation synchrotrons of these days. The progress is demonstrated with the phonon dispersion curves of single crystalline α-SiO2. The method also opened possibilities to study the dynamics of systems not readily accessible by neutron scattering, such as solid 3He. With inelastic X-ray spectroscopy, the phonon dispersion relation in single crystals of hcp 3He could be observed for the first time.

We present the first measurement of the coherent dynamic structure factor S(Q,) of solid 3He. At a density of 13.25(10) cm3 mol-1, we observed longitudinal phonons, using high-resolution inelastic x-ray scattering at momentum transfers 6 nm-1 < |Q| < 23 nm-1. Their dispersion relation was determined along the c-axis in single crystals of hcp 3He, and the spectra were described with a single-phonon model. For comparison, hcp 4He at the same density was studied with the same technique. The comparison, including all available 4He data from neutron scattering experiments, results in a phonon frequency ratio 3/4 of 1.11(5). Special attention is given to the scattering contribution due to multi-phonon excitations.

Bacterial infection of the bone is a severe disease with complications, potentially including long-term physical disability. The diagnosis and therapy of osteomyelitis include several elements: histopathology, microbiology, radiologic imagining, as well as antibiotic and surgical therapy. Histopathologists differentiate between acute osteomyelitis (infiltration of cancellous bone with neutrophil granulocytes); specific osteomyelitis (epithelioid-like granulomatous inflammation, tuberculosis, mycotic infections); primary/secondary chronic osteomyelitis (lymphocytic infiltration); and special forms of chronic osteomyelitis (varying histomorphology, Brodie abscess, SAPHO syndrome). Another important task in the histopathological diagnosis of inflammatory bone diseases is to differentiate osteomyelitis from malignant entities (sarcoma, lymphoma). Therefore, biopsy samples should be of sufficient size for safe diagnosis. Clinical information and imaging as well as interdisciplinary teamwork between radiologists, microbiologists, orthopedic surgeons and pathologists is mandatory to verify these diagnoses.

Rheumatoid arthritis (RA) is a chronic, inflammatory joint disease of unknown etiology and pronounced interpatient heterogeneity. To characterize RA at the molecular level and to uncover pathomechanisms, we performed genome-wide gene expression analysis. We identified a set of 1,054 genes significantly deregulated in pair-wise comparisons between RA and osteoarthritis (OA) patients, RA and normal donors (ND), or OA and ND. Correlation analysis revealed gene sets regulated identically in all three groups. As a prominent example secreted phosphoprotein 1 (SPP1) was identified to be significantly upregulated in RA compared with both OA and ND. SPP1 expression was found to correlate with genes expressed during an inflammatory response, T-cell activation and apoptosis, suggesting common underlying regulatory networks. A subclassification of RA patients was achieved on the basis of proteoglycan 4 (PRG4) expression, distinguishing PRG4 high and low expressors and reflecting the heterogeneity of the disease. In addition, we found that low PRG4 expression was associated with a more aggressive disease stage, which is in accordance with PRG4 loss-of-function mutations causing camptodactyly-arthropathy-coxa vara-pericarditis syndrome. Altogether we provide evidence for molecular signatures of RA and RA subclasses, sets of new candidate genes as well as for candidate gene networks, which extend our understanding of disease mechanisms and may lead to an improved diagnosis.

X-ray scattering experiments with energy resolutions in the range of several meVs open new possibilities for the study of the dynamics in condensed matter under high pressures. A special beryllium pressure cell was used in our investigations of liquid and solidified single crystalline helium at 58 MPa. The dynamical excitations could be clearly identified. Another type of pressure cell, the Paris-Edinburgh cell, allowed the observation of longitudinal phonons of silicon under a pressure of 4 GPa.

To analyze synovial membrane of patients with rheumatoid arthritis (RA) for the expression of unknown matrix metalloproteinases (MMP).Degenerate oligonucleotides corresponding to highly conserved regions of the MMP gene family and the rapid amplification of cDNA ends (RACE) method have been used to search for new members of this gene family. MMP gene expression has been characterized by Northern blot analysis.We cloned a MMP cDNA from the synovial membrane that is completely identical to the recently published collagenase 3 cDNA derived from a human breast cancer cDNA library (Freije, et al: J Biol Chem 1994;269:16766-73). Collagenase 3 is expressed in parallel with interstitial collagenase and stromelysin 1 in RA and osteoarthritis (OA). Collagenase 3 gene expression was not detected in several normal human tissues.The expression of collagenase 3 in the synovial membrane in RA and OA suggests its involvement in articular tissue degradation.

New data on the phonon dispersion of helium under high pressure was obtained using inelastic x-ray scattering with an energy resolution of several meV. At 9 K and a pressure of 70 MPa a single crystal of hcp4He with a molar volume of 13.3(1) cm3 was grown in situ. The high lying longitudinal phonon branch along the (00q)-direction was measured. These investigations are the beginning of a new series of studies on the excitations in helium of both isotopes,3He and4He.

M ANY arguments are advanced by the proponents of student publications on behalf of the place of such publications in the school curriculum, but only infrequently is mention made of the opportunities for desirable group experiences which a comprehensive student-publication program permits and demands. Of course publication activities are not unique in providing a setting for group learning; for many, if not most, activities sponsored by the modern school permit boys and girls to work and to learn together. A common difficulty, however, is that, in many learning areas, true group situations which are recognized and accepted as such by pupils seldom come into being spontaneously or at the suggestion of the learners. There is every reason to believe that a learning situation that is naturally a group situation is far more likely to contribute to the maturing of young people those benefits which can properly be expected to accrue from group relations than is a group learning situation which is forced into shape by the teacher. The inherent character of publication work is of a type which makes group activity, continuing over a period of time, the normal and customary method of procedure. The purpose of this paper, therefore, is to point out in some detail the nature of the opportunities for desirable group experiences in a schoolpublication program and to present illustrations from the curriculum of the

The results of a national survey on collegiate use of RiC have been analyzed in terms of the four chief characteristics that are associated with differences in a college's practice: 1 public or private support, 2 two- or four-year institutions, 3 size of enrollment, and 4 section of country. The tables and commentary here explain the findings.

Of all the factors entering into the process of education, teaching ability has most stubbornly refused to submit itself to objective evaluation. Reasons for this are at least two in number. In the first place, we have not been able to agree upon the functions and importance of the classroom teacher, per se, either in general or in connection with instruction in par ticular fields at definite levels. Moreover, such evaluation may be rela tively unimportant since it has been said that "there is reason to doubt whether the differences between the very best and the very poorest teachers of a school system are half or even a quarter as important in determining the accomplishments of the pupils as are the differences in endowment as revealed by mental tests".1 The best we seem to have been able to do in this regard is to select a few more or less vague generalities on the basis of which we make our estimates of classroom efficiency. But there stands also a second obstacle, related to the first, in the path of an objective treat ment of this efficiency. Assuming that we have sharply defined the fea tures of the teaching act upon which we are to base our judgments, we still lack a meaningful numerical scale upon which to locate these judg ments. We may take any one of a number of teacher-training scales, and, using it, get for a particular teacher a total of, say, 155 points out of a possible total of 250. One hundred and fifty-five what ? No one knows. It would seem, then, that whatever method of rating is employed, the results must be capable of interpretation in terms of units already defined and generally understood. In the vocabulary of educational measure ment, no unit is so frequently used as mental age. Why not, then, use mental age?of students, to be sure?as a basis for a scale of teacher rating? Terman2 has stated the problem thus: " . . .if inequalities of forty points in intelligence cannot be counterbalanced by reversed in equalities of teaching, how much intelligence quotient can be wiped out ? Is it thirty points, or twenty, or ten, or even less?" For the purposes of the study described in the following pages, the problem has been restated to read: What is the mean increment of mental age necessary in order

writer's connection with a progressive school, since progressive schools and the people in them are commonly thought to take a dim view of educational fundamentals. Such is really not the case, to be sure; but there is no denying that language and action may sometimes seem to give that impression. And impressions, even though illfounded, can have the same effects as more substantial phenomena. The writer believes that there is an immediate need for educational workers to be more clear and realistic as regards their own conceptions of fundamentals, to be more explicit and understandable in presenting their position to others, and to be willing to stand for principles as well as practices in the face of adverse pressure. First, let me dispose of a series of words which sounds like a question and which is often treated as a question, but actually is not. This pseudo question is put in a variety of ways, but it usually takes a form something like, "Don't you believe in fundamentals?" This and its variants are not real questions because everyone, whether he recognizes it or not, accepts some thing or some things as fundamental. The right question, then, is: "What fundamentals do you accept?" or "What are the fundamentals?" (Incidentally, many discussions, educational and other, are not productive because the right questions are not asked.) It will help the discussion if I emphasize a distinction which, in practice, does not perhaps warrant emphasis. The distinction I want to make is

How the faculty of one school cooperatively develops school policies and practices is described in this article. Few, if any, of the procedures employed are unique to the school, but the variety of methods employed is unusual. Because of this variety and because the collaborative approach seems to have been successful in one school, it may be that other schools can benefit from a sharing of its experiences. The setting is the Laboratory School of the University of Chicago. The faculty numbers about seventyfive. The student body ranges from four-year-olds to tenth-graders. The administrative staff consists of the director and the assistant to the director. Unlike practice in many schools, there are no supervisors in the various instructional areas. As far as

THE desirability of including military training in the educational programs of our secondary schools and colleges has been argued hotly for many years, but seldom has either side in this controversy submitted substantiating evidence of a dependable character. This paucity of objective data' is surprising in view of the vividness of the arguments advanced by the parties to the controversy. If military training is as pernicious as its foes believe it to be or if it is as beneficial as its friends allege it is, concrete evidence ought not to be difficult to assemble. Under the conditions which prevail at the moment, to raise the question of the influence of military training may seem to be only to engage in an academic exercise or to pursue an issue of interest to the antiquarian. A more careful examination of the present and an attempt to look into the future will, however, indicate that, although the question may now be secondary to problems of more immediate concern, it persists and will almost certainly continue to be bothersome to educators and parents alike. Clearly no one study can attempt to evaluate all the good or all the bad allegedly resulting from military training. Prominent among the allegations made by the opponents of military training is the argument that such training induces boys who have received it to favor militaristic behavior in both their personal and public life and to favor such behavior to a degree not common among boys who have not had such training. The study reported here was designed to