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Abstract Single-shot real-time femtophotography is indispensable for imaging ultrafast dynamics during their times of occurrence. Despite their advantages over conventional multi-shot approaches, existing techniques confront restricted imaging speed or degraded data quality by the deployed optoelectronic devices and face challenges in the application scope and acquisition accuracy. They are also hindered by the limitations in the acquirable information imposed by the sensing models. Here, we overcome these challenges by developing swept coded aperture real-time femtophotography (SCARF). This computational imaging modality enables all-optical ultrafast sweeping of a static coded aperture during the recording of an ultrafast event, bringing full-sequence encoding of up to 156.3 THz to every pixel on a CCD camera. We demonstrate SCARF’s single-shot ultrafast imaging ability at tunable frame rates and spatial scales in both reflection and transmission modes. Using SCARF, we image ultrafast absorption in a semiconductor and ultrafast demagnetization of a metal alloy.

BackgroundLiver transplantation (LT) is indicated in patients with severe acute or chronic liver failure for which no other therapy is available. With the increasing number of LTs in recent years, liver centers worldwide must manage their patients according to their clinical situation and the expected waiting time for transplantation. The LT clinic at the Centre hospitalier de l’Université de Montréal (CHUM) is developing a new health care model across the entire continuum of pre-, peri-, and posttransplant care that features patient monitoring by an interdisciplinary team, including an accompanying patient; a digital platform to host a clinical plan; a learning program; and data collection from connected objects. ObjectiveThis study aims to (1) evaluate the outcomes following the implementation of a patient platform with connected devices and an accompanying patient, (2) identify implementation barriers and facilitators, (3) describe service outcomes in terms of health outcomes and the rates and nature of contact with the accompanying patient, (4) describe patient outcomes, and (5) assess the intervention’s cost-effectiveness. MethodsSix types of participants will be included in the study: (1) patients who received transplants and reached 1 year after transplantation before September 2023 (historical cohort or control group), (2) patients who will receive an LT between December 2023 and November 2024 (prospective cohort/intervention group), (3) relatives of those patients, (4) accompanying patients who have received an LT and are interested in supporting patients who will receive an LT, (5) health care professionals, and (6) decision makers. To describe the study sample and collect data to achieve all the objectives, a series of validated questionnaires, accompanying patient logbooks, transcripts of interviews and focus groups, and clinical indicators will be collected throughout the study. ResultsIn total, 5 (steering, education, clinical-technological, nurse prescription, and accompanying patient) working committees have been established for the study. Recruitment of patients is expected to start in November 2023. All questionnaires and technological platforms have been prepared, and the clinicians, stakeholders, and accompanying patient personnel have been recruited. ConclusionsThe implementation of this model in the trajectory of LT recipients at the CHUM may allow for better monitoring and health of patients undergoing transplantation, ultimately reducing the average length of hospital stay and promoting better use of medical resources. In the event of positive results, this model could be transposed to all transplant units at the CHUM and across Quebec (potentially affecting 888 patients per year) but could also be applied more widely to the monitoring of patients with other chronic diseases. The lessons learned from this project will be shared with decision makers and will serve as a model for other initiatives involving accompanying patients, connected objects, or digital platforms. International Registered Report Identifier (IRRID)PRR1-10.2196/54440

The use of ultrashort laser pulses with long wavelengths as drivers is a relevant strategy for scaling high harmonic generation (HHG) to higher photon energies. Here, stimulated Raman scattering enhanced by the formation of multidimensional solitary states in a molecular gas‐filled hollow‐core fiber as the mechanism to produce a versatile HHG driver is reported on. This recently discovered method allows to red shift and to compress conventional subpicosecond laser pulses with a simple experimental apparatus, ultimately increasing the generated photon energy, while assuring a high photon flux. The adaptability, simplicity, and stability of this method make it attractive for tailoring HHG sources to individual applications at specific photon energies. Measurements of resonant magnetic scattering in a cobalt/platinum multilayer sample are presented as a demonstration of the relevance of this approach for photon‐hungry applications in the extreme ultraviolet.

This paper uses the metaphor of trees and their tendency to sway with the wind and grow new leaves and branches to represent teacher candidates as diverse learners who come to our classes with their own experiences and understandings. This collaborative research study analyzed a particular cohort of candidates' evidence of sway and how the sway influenced these candidates' ideas about teaching and learning. According to the data, we found most candidates showed signs of sway-subtle changes in their thinking. We propose that some candidates may resist swaying because it can feel disloyal to question, in an inquiring way, the ways you were taught.

This study offers ways to understand how a fifth-grade student and her teacher co-constructed academic and social positions within classroom writing practices and how these positions constrained and enabled literacy learning. Positioning is viewed as central rather than optional to learning. Classroom writing practices enabled the case-study participant of this study, Lucy, to explore the possibilities of who she was as she determined what types of learning were socially available to her. For 9 months, the teacher researcher collected and analyzed data from her students. Students' writing samples and conversations around their writing were used as primary evidence. This article represents a case study of Lucy, who was determined to have used positional writing practices to position herself as she constructed identities. Results indicate that Lucy held meanings for certain positions. These meanings influenced her participation or lack thereof in various socially and culturally constructed communities and influenced her learning. Lucy engaged in positional writing practices to create spaces or possibilities for herself to influence and to examine her and others' positions. She attempted to connect, distinguish, protect, and enhance herself through writing practices. As Lucy's ways of using positional writing throughout the school year shifted, she explored opportunities for using writing in creative, academic, and personal ways. Lucy's case study provides insight for educators and researchers interested in learning about how relational identities influence students' literacy learning.

Refutation-style texts have been considered a viable strategy for changing psychological misconceptions. The current study aims to integrate refutation-style texts into a classroom-based method of learning. Psychology students were administered a true/false misconception survey and then viewed several refutation-style poster presentations containing information describing a misconception as false. Posters were created with the intent to revise psychological misconceptions. After the poster presentations, participants took the same true/false posttest survey and then were asked to explain their answer choice. Participants took the posttest survey several days later to assess long-term retention. Results revealed that the refutation-style poster presentations were successful in revising knowledge for psychology misconceptions. The benefits of integrating refutation-based learning into classroom and laboratory studies are discussed.

We establish time-resolved high harmonic generation (tr-HHG) as a powerful spectroscopy method for tracking photoinduced dynamics in strongly correlated materials through a detailed investigation of the insulator-to-metal phase transitions in vanadium dioxide. We benchmark the technique by comparing our measurements to established momentum-resolved ultrafast electron diffraction, and theoretical density functional calculations. Tr-HHG allows distinguishing of individual dynamic channels, including a transition to a thermodynamically hidden phase. In addition, the HHG yield is shown to be modulated at a frequency characteristic of a coherent phonon of the equilibrium monoclinic phase over a wide range of excitation fluences. These results demonstrate that tr-HHG is capable of tracking complex dynamics in solids through its sensitivity to the band structure.

Abstract In linear optics, light fields do not mutually interact in a medium. However, they do mix when their field strength becomes comparable to electron binding energies in the so-called nonlinear optical regime. Such high fields are typically achieved with ultra-short laser pulses containing very broad frequency spectra where their amplitudes and phases are mutually coupled in a convolution process. Here, we describe a regime of nonlinear interactions without mixing of different frequencies. We demonstrate both in theory and experiment how frequency domain nonlinear optics overcomes the shortcomings arising from the convolution in conventional time domain interactions. We generate light fields with previously inaccessible properties by avoiding these uncontrolled couplings. Consequently, arbitrary phase functions are transferred linearly to other frequencies while preserving the general shape of the input spectrum. As a powerful application, we introduce deep UV phase control at 207 nm by using a conventional NIR pulse shaper.

The shift from a biphasic to a monophasic sleep schedule is a fundamental milestone in early childhood. This transition, however, may result in periods of acute sleep loss as children may nap on some but not all days. Although data indicating the behavioral consequences of nap deprivation in young children are accumulating, little is known about changes to sleep neurophysiology following daytime sleep loss. This study addresses this gap in knowledge by examining the effects of acute nap deprivation on subsequent nighttime sleep electroencephalographic (EEG) parameters in toddlers. Healthy children (n=25; 11 males; ages 30–36 months) followed a strict sleep schedule for ≥5 days before sleep EEG recordings performed on 2 non-consecutive days: one after 13 h of prior wakefulness and another at the same clock time but preceded by a daytime nap. Total slow-wave energy (SWE) was computed as cumulative slow-wave activity (SWA; EEG power in 0.75–4.5 Hz range) over time. Nap and subsequent night SWE were added and compared to SWE of the night after a missed nap. During the night following a missed nap, children fell asleep faster (11.9±8.7 min versus 37.3±22.1 min; d=1.6, p=0.01), slept longer (10.1±0.7 h versus 9.6±0.6 h; d=0.7, p

Four experiments were designed to assess the presence and impact of stereotypical knowledge through an implicit measure of reading comprehension. In Experiments 1 and 3, participants read passages about protagonists in scenarios in which stereotypical knowledge was likely to become activated in memory. Following the descriptions, reading times for target sentences were slowed when they were inconsistent with stereotypical knowledge. In Experiments 2 and 4, a qualification sentence that served to explain why the protagonist would behave in a stereotypically inconsistent manner was added. With this additional information, the slowdown demonstrated in Experiments 1 and 3 for stereotypically inconsistent target sentences was eliminated. Prior research has shown it is very difficult to override activated stereotypical knowledge. The present results are important because this is the first demonstration that an appropriate qualification can at least eliminate any disruption in reading caused by stereotypical knowledge.

As part of a presurgical investigation for a resection of a tumor located in the left temporal brain region, we evaluated pre- and postsurgical language lateralization in a right-handed boy with refractory epilepsy. In this study, we compared functional near infrared spectroscopy (fNIRS) results obtained while the participant performed expressive and receptive language tasks with those obtained using functional magnetic resonance imaging (fMRI). This case study illustrates the potential for NIRS to contribute favorably to the localization of language functions in children with epilepsy and cognitive or behavioral problems and its potential advantages over fMRI in presurgical assessment. Moreover, it suggests that fNIRS is sensitive in localizing an atypical language network or potential brain reorganization related to epilepsy in young patients.

Purpose: In a previous study, we investigated a 42-year-old male patient with primary reading epilepsy using continuous video-electroencephalography (EEG). Reading tasks induced left parasagittal spikes with a higher spike frequency when the phonological reading pathway was recruited compared to the lexical one. Here, we seek to localize the epileptogenic focus in the same patient as a function of reading pathway using multimodal neuroimaging. Methods and results: The participant read irregular words and nonwords presented in a block-design paradigm during magnetoencephalography (MEG), functional near-infrared spectroscopy (fNIRS), and functional magnetic resonance imaging (fMRI) recordings, all combined with EEG. Spike analyses from MEG, fNIRS, and fMRI–EEGs data revealed an epileptic focus in the left precentral gyrus, and spike localization did not differ in lexical and phonological reading. Conclusion: This study is the first to investigate ictogenesis in reading epilepsy during both lexical and phonological reading while using three different multimodal neuroimaging techniques. The somatosensory and motor control functions of the left precentral gyrus that are congruently involved in lexical as well as phonological reading can explain the identical spike localization in both reading pathways. The concurrence between our findings in this study and those from our previous one supports the role of the left precentral gyrus in phonological output computation as well as seizure activity in a case of reading epilepsy.

A considerable number of cognitive processes depend on the integration of multisensory information. The brain integrates this information, providing a complete representation of our surrounding world and giving us the ability to react optimally to the environment. Infancy is a period of great changes in brain structure and function that are reflected by the increase of processing capacities of the developing child. However, it is unclear if the optimal use of multisensory information is present early in childhood or develops only later, with experience. The first part of this review has focused on the typical development of multisensory integration (MSI). We have described the two hypotheses on the developmental process of MSI in neurotypical infants and children, and have introduced MSI and its neuroanatomic correlates. The second section has discussed the neurodevelopmental trajectory of MSI in cognitively-challenged infants and children. A few studies have brought to light various difficulties to integrate sensory information in children with a neurodevelopmental disorder. Consequently, we have exposed certain possible neurophysiological relationships between MSI deficits and neurodevelopmental disorders, especially dyslexia and attention deficit disorder with/without hyperactivity.

Before performing neurosurgery, an exhaustive presurgical assessment is required, usually including an investigation of language cerebral lateralization. Among the available procedures, the intracarotid amobarbital test (IAT) was formerly the most widely used. However, this procedure has many limitations: it is invasive and potentially traumatic, especially for children. To overcome these limitations, neuroimaging techniques such as functional magnetic resonance imaging (fMRI) have been used. Again, these methods are difficult to use with children, who must remain motionless during data acquisition. Functional near-infrared spectroscopy (fNIRS) is a noninvasive functional imaging technique that is easily applied to pediatric and cognitively limited patients. It has been used recently in epileptic children for presurgical assessment of expressive and receptive language brain lateralization. The aim of this review is to present the contribution of fNIRS to the presurgical assessment of language function in children with neurological diseases. (Contains 2 figures.)